Assignment+1-Selection

=**Assignment 1: Selection of Curriculum Area, Grade Level, and Rationale**=

====In British Columbia, curricular decisions are made according to B.C. Ministry of Education Integrated Resource Packages (IRPs). Each grade specific package contains the curriculum for required areas of study, including Prescribed Learning Outcomes and Suggested Achievement Indicators. For the purposes of this assignment, I will explore **__Grade 4 Social Studies__** as my grade level and subject. The Ministry of Education Grade 4 Social Studies Integrated Resource Package 2006 can be found at:====

__1. Skills and Processes of Social Studies:__

 * ==Prescribed Learning Outcomes== || ==Suggested Achievement Indicators== ||
 * ===It is expected that student will:=== || ===Students who have fully met the Prescribed Learning Outcomes===

are able to:
||
 * ===A1===

problems and issues
|| * ====compare information and viewpoints about a selected problem or issue====
 * ====identify patterns in information, and use those patterns to draw inferences====
 * ====demonstrate an ability to imagine situations and results in relation to a selected problem or issue====
 * ====summarize information and opinions about a selected problem or issue==== ||
 * ===A2===

and represent information
|| * ====use grids, scales, and legends on maps and timelines to interpret or represent specific information====
 * ====translate information from maps to other forms of communication and vice versa (e.g., write a paragraph describing what they see in a map, create a map based on an image or oral description)====
 * ====create a timeline to represent iA==== ||
 * ===A3===

gather information from a variety of sources
|| * ====give reasons for using more that one source of information (e.g., differing points of view, currency of information, level of detail, reliability)====
 * ====apply a variety of strategies for information gathering (e.g., headings, indices, Internet searches)====
 * ====apply strategies for note taking and organizing information gathered from a variety of information sources====
 * ====distinguish between primary and secondary sources====
 * ====construct a simple bibliography==== ||
 * ===A4===

identify alternative perspectives on a selected event or issue
|| * ====identify and discuss differing points of view on a selected historical event or issue (e.g., Aboriginal and European perspectives of a first contact meeting, a trade exchange, or residential schools)==== ||
 * ===A5===

selected historical event or topic
|| * ====organize information to plan their presentation====
 * ====prepare a presentation using selected communication forms (e.g., debate, diorama, multimedia presentation, dance) to support the purpose of the presentation====
 * ====apply established criteria for their presentation (e.g., historical accuracy and context)==== ||
 * ===A6===

formulate strategies to address problems or issues
|| * ====identify problems or issues that are local, national, and/or global in focus (e.g., natural disasters, endangered species, poverty, disease)====
 * ====clarify a selected problem or issue (e.g., provide details, reasons, implications)====
 * ====compare two or more perspectives on a problem or issue====
 * ====create a plan of action to address a chosen problem or issue==== ||

2. Identity, Society and Culture:

 * ==Prescribed Learning Outcomes== || ==Suggested Achievement Indicators== ||
 * ===It is expected that student will:=== || ===Students who have fully met the Prescribed Learning Outcomes===

are able to:
||
 * ===B1===

BC and Canada
|| * ====use appropriate terminology to describe Aboriginal cultures and people (e.g., First nations, Metis, Inuit, band, clan, elder, chief)====
 * ====describe and compare characteristics of two or more Aboriginal cultures in BC (e.g., local cultures, BC coastal cultures, interior region cultures)====
 * ====describe and compare characteristics of two or more Aboriginal cultures in other regions of Canada (e.g., plains, Inuit, Athabascan, Iroquoian, eastern woodlands, Metis)====
 * ====model ways in which Aboriginal peoples preserve identity and culture (e.g., oral tradition, teachings of elders)====
 * ====give examples of how specific Aboriginal stories incorporate the natural and the supernatural====
 * ====examine a variety of Aboriginal art forms (e.g., masks, paintings, carvings, basket, textiles, dances, stories)====
 * ====explain the significance of symbols in specific Aboriginal cultures in Canada (e.g., as represented in totem poles, masks, blankets, dwellings)==== ||
 * ===B2===

European exploration of BC and Canada
|| * ====label a map or create a timeline or other organizer to relate key European explorers to their discoveries (e.g., Cabot, Cartier, Champlain, Cook, Franklin, Frobisher, Hudson, Mackenzie, Quadra, Vancouver)====
 * ====explain how the geography of Canada made early exploration easier (e.g., navigable inland waterways) or more difficult (e.g., winter weather)==== ||
 * ===B3===

between Aboriginal societies and European explorers and settlers
|| * ====describe some of the effects of early contact on Aboriginal cultures and societies (e.g., new materials and technologies such as metal, glass, and textiles; disease; introduction of Christianity)====
 * ====describe some of the effects of early contact on European explorers and settlers (e.g., Aboriginal guides and mapping helped explorers; Aboriginal peoples provided clothing, food, medicine, and other materials for survival in an unfamiliar environment)====
 * ====compare the "discovery" and "exploration" of North America from European and Aboriginal peoples' perspectives====
 * ====give examples of how differences in cultures led to conflict between Aboriginal and European societies==== ||

__3. Governance:__

 * ==Prescribed Learning Outcomes== || ==Suggested Achievement Indicators== ||
 * ===It is expected that student will:=== || ===Students who have fully met the Prescribed Learning Outcomes===

are able to:
||
 * ===C1===

settlements in BC and Canada
|| * ====use appropriate terminology to describe leadership and governance (e.g., chief, elder, band, Chief Factor, Governor)====
 * ====describe leadership and governance structures in Aboriginal cultures, (e.g., family, clan, chief, elder, council; supported by oral tradition)====
 * ====describe how fur trade forts and early European settlements in Canada were governed (e.g., Chief Factor, representatives of the monarchy)====
 * ====describe the roles of Britain and France in establishing government in early European settlements in Canada====
 * ====using accounts of life in Aboriginal societies, identify rights and responsibilities of individuals====
 * ====compare the rights and responsibilities of individuals in early European settlements in Canada with those in Aboriginal cultures==== ||
 * ===C2===

governance on Aboriginal people's rights
|| * ====describe the importance of protecting minority rights in a democracy====
 * ====identify key events and issues in Aboriginal peoples' rights and interactions with early governments in Canada (e.g., the //Indian// Act, banning potlatches, reserve system, treaties)==== ||

__4. Economy and Technology:__

 * ==Prescribed Learning Outcomes== || ==Suggested Achievement Indicators== ||
 * ===It is expected that student will:=== || ===Students who have fully met the Prescribed Learning Outcomes===

are able to:
||
 * ===D1===

compare bartering and monetary systems of exchange
|| * ====accurately define //barter// and //monetary// systems of exchange====
 * ====use a T-chart or Venn diagram to compare the advantages and disadvantages of bartering and monetary systems of exchange====
 * ====describe systems of exchange used among Aboriginal peoples==== ||
 * ===D2===

describe technologies used by Aboriginal people in BC and Canada
|| * ====use appropriate terminology to describe Aboriginal technologies (e.g., travois, hide scraper, adze, weir)====
 * ====give examples of technologies used to meet needs and wants in Aboriginal cultures, including those used for food acquisition and preparation, shelter, clothing and transportation====
 * ====demonstrate knowledge (e.g., create a model, present an oral report) of how a selected technology was used in Aboriginal cultures====
 * ====give examples of technologies used by Aboriginal cultures today==== ||
 * ===D3===

North America
|| * ====describe initial reasons for European exploration (e.g., finding a route to Asia, prestige, rivalry between countries, searching for gold and other riches)====
 * ====analyze changes over time in European reasons for exploring and settling in North America (e.g., accessing natural resources, missionary work)==== ||
 * ===D4===

-food preservation
|| * ====give examples of technologies used in exploration, particularly those use for====

-food preservation (e.g., salting, drying)

 * ====speculate on the challenges faced by explorers that could have been addressed using specific technologies====
 * ====demonstrate knowledge (e.g., create a model, present an oral report) of how a selected technology was used in exploration==== ||

__5. Human and Physical Environment:__

 * ==Prescribed Learning Outcomes== || ==Suggested Achievement Indicators== ||
 * ===It is expected that student will:=== || ===Students who have fully met the Prescribed Learning Outcomes===

are able to:
||
 * ====**E1**====

use maps and globes to locate

 * ====the world's hemispheres====
 * ====the world's continents and oceans====
 * ====Aboriginal groups studied==== || * ====locate and map continents and oceans of the world====
 * ====identify the northern,southern, eastern, and western hemispheres on a globe or map of the world====
 * ====on maps of BC and Canada, locate traditional territories of Aboriginal groups studied==== ||
 * ====**E2**====

selected place names in BC and Canada
|| * ====give examples of places in BC and Canada named after explorers and other prominent individuals====
 * ====give examples of Aboriginal place names in BC and Canada====
 * ====make connections between Aboriginal place names and their non-Aboriginal counterparts as applicable (e.g., Haida Gwaii-Queen Charlotte Islands, Lil'wat-Lillooet, Hochelaga-Montreal)====
 * ====give examples of other significant place names (e.g., named after geographic features)==== ||
 * ===E3===

natural resources
|| * ====compare how the activities of Aboriginal peoples differ according to regional differences in physical environment and resources (e.g., regions within BC, regions in Canada; cultures dependent on locally available living resources such as salmon, caribou, bison, seal, cedar====
 * ====create a representation of the seasonal cycle of activities in a selected Aboriginal group====
 * ====give examples of how Aboriginal cultures are closely aligned with the natural environment (e.g., natural elements represented in stories and beliefs, use of materials for art, ceremonies and rituals related to resources)====
 * ====describe selected Aboriginal methods of harvesting fish, animal, or forest resources, (e.g., hand logging, single plank removal, subsistence hunting and gathering, trapping, spear fishing, dip-net fishing)====
 * ====compare two or more resource harvesting methods in terms of characteristics such a efficiency, safety, and sustainability==== ||

__Rationale:__
==== “A library is more than a collection of books, or even computers. It is the role of the Teacher-Librarian that transforms the space and creates opportunities…” I thank Gordon Powell (2011), one of my previous instructors, for this insight and believe it can be used as a philosophical springboard for the planning of my collection development strategy at École Davis Road Elementary. ==== ==== I must say, at the outset, that our LIBE 463 assignments will not be purely academic exercises for me. I plan to use the time and intellectual energy I put into this course to the benefit of my own library media program. While I will certainly not have $2000 to spend on the development of my target collection, a significant portion of my library budget will be allocated to develop our Grade 4 Social Studies collection this year. For this reason, Bishop’s assertions regarding “needs assessment” (2007) take on critical significance for me: “To ensure that the collection fulfills the informational and instructional needs of its users, the media specialist must identify those needs” (p. 11). ==== ==== Identifying needs at École Davis Road Elementary is, in fact, a very simple task. Our library has been severely neglected for many years and is in need of pretty much everything. The real challenge comes in the determination of what we need //most//. While I realize community context will be addressed in greater detail with our second assignment, I don’t believe my rationale would be complete without a brief description of the unique realities of École Davis Road Elementary. ==== ==== Prior to my assuming a .260 Teacher-Librarian position last year, Davis Road had a series of transient part-time Teacher-Librarians. Davis Road is now home to 253 students and has been growing steadily since becoming a dual track English and French Immersion school eight years ago. Although well over 55% of our student population participates in French Immersion, there is a glaring lack of French language resources on our library shelves. Last year I was able to add considerably to our Fiction titles in both languages. Unfortunately, Non-Fiction collections in French and English have received very little attention. Our need to “pick up our socks” in this area is reinforced by the BC Ministry of Education, which states the following in their Evaluating, Selecting, and Managing Learning Resources Guide (2002): “French-language learning resources which are of the appropriate linguistic level and make the required links to curriculum should be provided to students registered in a French Immersion program” (p. 17). Even a cursory glance at École Davis Road’s Non-Fiction collection highlights that we are not living up to our educational responsibilities. ==== ==== Due to Davis Road’s critical lack of resources in all curricular areas, the determination of what is //most// needed is particularly important. Rather than make my own professional interests and areas of expertise primary considerations in the selection of a grade level and curriculum area for this assignment, I felt my process should start with my clientele, the teachers. Last week, I sent out a survey to all members of my teaching staff asking for their input. Feel free to click on the following link for a copy of my teacher survey. ====



====The feedback I received from staff was excellent and I used this information to focus in on specific sections of my Non-Fiction collection. For example, I spent time reviewing Environment, Ancient Civilizations, Earth Science, and Animals. My surveys also indicated that both the French Immersion and English Grade 4/5 teachers felt there was a need for greater focus on First Nations resources. In response, I browsed through related areas of our library and used the OPAC system (WebCat in our district) to search relevant themes. This allowed me to determine what was available on site, at other school libraries, and at the District Resource centre (DRC). As Bishop (2007) states,"Participation in resource sharing will influence your selection and acquisition decisions" (p. 13). What I discovered is that our on-site print collection is absolutely abysmal! While a few outdated titles do relate to explorers and early contact, there are almost no resources that deal with the culture, governance, and technologies of Aboriginals in BC and Canada. After speaking with the teachers involved, I discovered that they "muddle through" the teaching of these curricular areas by drawing from their own personal and classroom collections and by borrowing from other schools and the DRC. This is less than ideal because, although the DRC, has some wonderful resources, it is difficult to acquire them in a timely way. Also, the DRC First Nations collection is very popular and teachers have found it hard to compete with other schools for access. Based upon insights generated through teacher surveys and further on-site and on-line research, I feel that a focus on the development of our Grade 4 Social Studies collection is not merely appropriate but desperately necessary.====

====Bishop (2007) states that "Knowing the Community" (p. 10) is of fundamental importance in all collection development activities. According to Bishop, any concept of community must extend beyond the school environment: "The community (its geographical, political, economic, cultural, and social characteristics) influences the collection" (p10). While Ecole Davis Road does not have a particularly large First Nations population, our town itself is built on traditional First Nations territory. As indicated on the first page of their web site ([]), "The Stz'uminus First Nation (formerly know as the Chemainus First Nation) has occupied lands surrounding Ladysmith Harbour and the Strait of Georgia since time Immemorial". According to the same web site, The Stz'uminus First Nation community incorporates 1300 members, with half of these living on reserve. One of the primary Stz'uminus First Nation reserves is only minutes north of Ladysmith. While I do not claim expertise with respect to our local Aboriginal community, I am sensitive to the fact that Ladysmith "locals" have had a complicated involvement with this marginalized people for over a century. I believe it is my ethical responsibility as Teacher-Librarian to provide my school community with resources that will promote a greater knowledge of the complex historical factors that impact our relationship with our Aboriginal neighbours. I hope also that greater knowledge may lead to greater understanding, along with an acknowledgement that our communities, while traditionally very separate, could both benefit from positive interaction and sharing.====

====The British Columbia Ministry of Education (2002) "supports resource-based learning and encourages teachers to employ a range of educational media when developing their collections" (p 1). Regina Public Schools (2004) has an excellent website ([]), where they explore "Best Practices" for teaching and learning. I particularly appreciate their vision of Resource Based learning, which I include here:====


 * ** Resource-Based Learning is the instructional strategy where students construct meaning through interaction with a wide range of print, non-print and human resources. ** ||
 * Resource-Based Learning:* has a strong relationship to Inquiry Learning, Project- Based Learning and Problem-Based Learning. *

provides opportunities for practicing the information literacy skills and critical-thinking skills necessary to deal with the explosion of information that is available at our fingertips.

 * ====is student-centred and allows them to discover knowledge for themselves.====
 * ====promotes the teacher as a facilitator and guide.====

|| ||

====I feel that the Grade 4 Social Studies curriculum is particularly conducive to the promotion of Resource-Based Learning. For example, students would be practicing critical thinking skills when comparing the "discovery" and "exploration" of North America from European and Aboriginal peoples' perspectives (B3) or when contrasting the rights and responsibilities of individuals in early European settlements in Canada with those in Aboriginal cultures (C1).==== ====I look forward to incorporating a wide variety of print, non-print, technological and even human resources into the development of this part of my library collection. It would be really exciting, for example, to liaise with Stuz'uminus elders to have them share with us their experiences and rich cultural traditions.====

====The Grade 4 Social Studies curriculum was last updated in 2006 but even a quick glance reveals that very little has been added since the new millennium. It is exciting to consider how many new and interesting resources will be on on the Ministry Grade Collection and Recommended Resources lists.====

====Finally, I must reaffirm my own personal and professional "crusade' in the context of the Grade 4 Social Studies curriculum. As mentioned earlier, although the majority of Ecole Davis Road students are in French Immersion, we are severely lacking in French resources. I am looking forward to incorporating French language resources on First Nations and explorer themes into my collection. The Grade 4 Social Studies curriculum should afford many authentic resource options due to the considerable historical involvement between the French and First Nations communities. In addition, one need only consider the names of certain explorers highlighted in B2 of the IRP documents (Cabot, Cartier, Champlain) to appreciate the significance of French exploration in Canada. Another exciting theme to explore would be the historical, cultural and linguistic import of the Metis in Canada. It will be interesting to investigate which French language resources most appropriately address the role of these important players in Canadian history.====

====I am so looking to forging ahead with our LIBE 463 assignment. Bishop asserts that "collection development is comprised of many activities that interact with one another" (p. 17). Her message seems to be that the success of a library program hinges upon its ability to respond and adjust to the changing realities of its school community and to the community at large. Ecole Davis Road, due in part to chronic underfunding and the absence of a qualified teacher librarian, has not been able to "keep up with the times". I have high hopes that my efforts in LIBE 463 will be of great benefit to a small but vital part of the Ecole Davis Road Library collection. One advantage to having such a "needy little library" is that the only way to go is //up//!====