Social Studies Explorations Unit 1 Learning Guide - Armaan Khaira
pdf
keyboard_arrow_up
School
Kwantlen Polytechnic University *
*We aren’t endorsed by this school
Course
3345
Subject
English
Date
Jan 9, 2024
Type
Pages
9
Uploaded by CaptainQuetzal1102
Explorations Learning Guide
BC First Peoples Unit
Written By Armaan Khaira
INSTRUCTIONS: Complete the following notes and questions as you work through the
related lessons. You are required to have this package completed BEFORE you write
your unit test. Do your best and ask questions about anything that you d
Section 1 - Coast Salish Peoples
Lesson A - Terms for this section
Look for these terms as you go through this section. They will appear on the section
quiz.
• Dialect
• Aesthetic
• Semi-nomadic
• Minimalist
• Shaman
• Smallpox
• Missionary
• Potlatch
• Eschew
Lesson B - Introduction
Look at the map on this page. List the bodies of water shown here which connect the
Coast Salish.
Bodies of water that connect the Coast Salish include
-
The Puget Sound
-
Strait of Juan De Fuca
-
Skagit River
-
Straight of Georgia
-
Fraser River
-
The Columbia River
Lesson C - Leadership
In which ways were the Coast Salish known for being democratic?
The Salish were among the most democratic of the First Peoples. The leaders of each
house would gather to discuss issues. While the family or household sought the
Headman's guidance, these chosen persons had no authority to impose their own
judgment on the rest of the community.
Lesson D - Languages and Oral Traditions
Look at the picture of the house post on the bottom right. How might this post tell a
story?
This post of Brent Sparrow Jr.’s picture specifically tells the story of how the Musqueam people
got their name. The house post is like an artistic symbol with the means of telling a story/history.
Lesson E - Aesthetics and clothing
Have a look at the photo of the woman wearing the cedar clothing. How was this
clothing “ideal protection”?
Cedar was an important part of their life both spirituality and for daily use. Coast Salish
women wore a fringed skirt of shredded cedar bark or of rushes fastened at the waist.
Capes were also made of cedar or bullrushes, these capes were ideal protection from
the water and rain.
What do you think that it would have felt like to wear it?
It appears to be really comfy and warm enough for this winter and fall temperatures.
After hearing about other people's experiences with Cedar and Vine clothing, I'd like to
review them for myself.
Lesson F - Villages and housing
What might some of the advantages have been of having dozens of people living in a
single longhouse rather than a few individuals in smaller houses?
The wide range of abilities inside one household is one of the benefits of having dozens
of people living in a single longhouse rather than a few folks in smaller cottages. If there
are any issues, chances are someone in there has a solution. Another advantage is that
if you ever need something, you are more likely to be able to borrow it from someone. It
will never be dull, and it may seem like a sleepover with your buddies every day.
Lesson G - Arts and Performance
Look at the image on this page. What story do you think is being told here?
It looks like a mythical creature lying on the ground and another creature on the white canvas.
They both represent life beyond humans. There is a human at the top of the canvay who thinks
they are the only ones but they don’t know what lies beneath them.
Lesson H - European Contact
Potlatch was banned for several generations. What do you think were the reasons for
banning this ceremony?
Potlatches were prohibited for almost the same reasons that residential schools were
established. To destroy the culture that has grown up around this event and use it to
dominate them. It was designed to make them forget about their customs, legends, and
language.
Section 2 - The Haida
Lesson A - Terms for this section
Look for these terms as you go through this section. They will appear on the section
quiz.
• Matrilineal - Based off The Mother or female line
• Eulachon - a small species of fish of North America
• Rookery - colony of loveding animals
• Utilitarian - Useful
• Moiety - eagle/raven clan
• Mortuary
• Lineage - descent group
• Assimilate - take in understand/resemble
• Reconciliation
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Lesson B - Introduction
From looking at the map, how would you describe the location of Haida Gwaii in relation
to the mainland?
It is quite far off the mainland, seeming to be in northern BC
Do a quick online search to find out how many islands make up this archipelago and
how many square kilometers they are in total then write that below.
Haida Gwaii has a total area of 10,180km and is made up of 150 islands, but there are 8 main
islands.
Lesson C - Pre-contact
From the photo on this page, what do you think that it would have been like to have
lived in this village hundreds of years ago?
I think the village would have been rich in natural beauty, I also think it would have been cold
since it’s up north.
It seems it would have been fascinating to live in that village hundreds
of years ago, based on the photo, because not only does the photo show that they are
highly independent people, which I would consider myself to be. It appears to be a
pleasant and calm area to live in.
Lesson D - Language
Why do you think that the Haida were forbidden from speaking their language at
residential schools?
The Europeans forced their culture, religion, and lifestyle upon Indigenous People, they thought
Indigenous Peoples were ‘savages’; as said John A. Macdonald. A former Prime Minister of
Canada.
The native tongue is the most important aspect of a culture in my opinion. It
effectively erases the Haida culture by prohibiting the Haida from speaking the
language.
Lesson E - Colonial History
What do you think that the relationship was like between the Haida and European
traders in the 19th century? Provide details based on the text and photos here.
In my perspective, the Haida and European traders had a generally amicable
relationship at first since the Haida did not engage in battle with them. Everything went
awry when the traders came to inhabit the area and bring diseases with them. After that,
it was too late to fight back, and they were forced to do things they didn't want to do,
such as attend residential schools and relocate to a smaller area.
Lesson F - Contemporary Life
Look at the image of
The Spirit of Haida Gwaii.
What story do you think is being told
here?
The sculpture depicts a canoe filled with 13 intertwined ethereal beings, most of them
are non-human and of mythical Haida provenance. It contains an index of topics
embodied by Reid throughout his life, as well as those that appear throughout his
works. It could also signify a man who is unable to go on with his life since the horrors of
his past are continually dragging him down.
Section 3 - The Ktunaxa People of the Southern Plateau
Lesson A - Terms for this section
Look for these terms as you go through this section. They will appear on the section
quiz.
●
Subsistence
●
Ethnic
●
Confederate
●
Continental Divide
●
Pit houses
●
Tipi
●
Bilateral
●
Vision quest
●
Sweat lodge
●
Decimated
Lesson B - Introduction
Look at the image of the canoe. In what sense do you think it was “engineered for the
rapid rivers of Southern BC”?
It looks durable enough to handle harsh river conditions with its long and sharpened
ends, also helping steer.
Lesson C - Population and Territory
How would you describe the part of the world which makes up the traditional territory of
the Ktunaxa Nation?
All the provinces and states that make it up are naturally populated with a variety of
resources such as game to hunt, fish, plants, trees to use and land to stay on, rich in
minerals and huge territory.
Lesson D - Way of Life
Look at the cut-out illustration of the winter lodge. In which ways do you imagine that
this home was suited to this environment?
Winter lodges protect those inside from strong winds with its curved walls and has a
hole in the top for a fire so that the smoke can be released and keep them warm and
safe.
Lesson E - Society and Culture
Why do you think that the Ktunaxa chose to adopt the use of horses in the 1800s? How
do you think that this impacted their way of life?
I believe the Ktunaxa opted to employ horses for the same reasons that we today use
vehicles instead of horses. Horses provide speedier conveyance and make hunting far
more convenient than walking or sprinting. It also allows for an asset when trading
items. Overall, it enhanced people's lives during that time. It had an influence on their
way of life because more strong leaders developed and they were able to hunt larger
animals.
Lesson F - Language and Religion
Listen to the sound clips of the Ktunaxa language. What are some of the difficulties that
English speakers might have in studying this language?
The accent of some of the sounds in the Ktunaxa language would be difficult, since
English language sounds and accents are distinctly different.
Lesson G - Colonial History and Contemporary Life
What challenges do you think the Ktunaxa Nation faces today due to the fact that their
territory straddles the Canada/US border?
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
The Canadian and American governments have different treaties with the Ktunaxa
Nation which works with them both. They have to agree with both counties instead of
just one, they also may face challenges crossing the border, though they belong to the
land, while they couldn’t travel between the two countries, crossing the border can also
weakened cultural and familial connections.
Section 4 - The Dakelh of the Northern Interior
Lesson A - Terms for this section
Look for these terms as you go through this section. They will appear on the section
quiz.
●
Weir
●
Confluence
●
Marmot
●
Bilateral
●
Oblate (missionaries)
●
Oilsands
Lesson B - Introduction
For many years, the Dakelh were known as the Carrier Indians (and sometimes still
are). For which reasons do you think that they have recently chosen to establish their
official name as Dakelh?
Carrier is an English word, and they were called the carrier people through the
Europeans. I think they wanted to ensure their language and culture so they used a
cultural name to reclaim their history.
Lesson C - Population and Territory
From looking at the map, how much contact, if any, do you think that the Dakelh had
with the Coast Salish? Explain your thinking.
I think they had little to no contact, being quite far away from the Coast Salish territory
and didn’t have much transportation access either since all the rivers branched off so
many different ways.
Lesson D - Pre-contact Life
Explain what you see in the two photographs on this page.
In the first photo, there are two people on what seems to be a dock. They are fishing
with long poles. In the second image, people have gathered around a casket at a
funeral. Most of them have their heads bowing down.
When do you think that they were taken and upon what are you basing your inferences?
I think the photos were taken in the early 1900s, late 1850s, since in the second photo,
many people seem to be wearing European style clothing, and the photo is black and
white.
Lesson E - Language
What efforts do you think will be needed to keep the Dakelh language alive for future
generations?
The language must be incorporated into local schools where a large population of the
Dakelh people reside and they can also be taught by elders, creating programmes like
Duolingo can also help keep it alive and taught whenever possible.
Lesson F - Colonial History
Why do you think that Stuart Lake was chosen as the site for a trading post? What
would the Northwest Company have considered in placing it at this site?
It is by the water = easy access by and to ships.
Three Indigenous pathways converge on Stuart Lake Village, making conducting
business with them simple.
Lesson G - Contemporary Life
What do you know about oil sands development?
Oil trapped in thick layers of sand over millions of years. Gradually, lighter hydrocarbons
evaporate leaving water and bitumen trapped in the sand. Canada has the third largest
oil reserve
Why might the Carrier Sekhani Tribal Council speak out against it?
The Developments are encroaching on Indigenous People’s Territory and land, It will
impact their natural land, resources and environment negatively.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help