Themes from the story… Zhawenjige – walking with a good heart Zaagi’idiwin – love Omdendum – hope Mangide’e - courageous Maawanji’idiwag – working together Dodem – family Bagijigan - offerings

Connections…

Pick one piece out and think about your story connects to it … Pick one piece out and think about your story connects to it …. Consider how it may connect to other pieces

The concepts of disciplinary thinking is incorporated into this curriculum and by applying the concepts, we give students' a way to learn and engage in the material presented.  It encourages them to think critically about history and challenges them to rethink the past, present and future. "... it is crucial that students not simply learn various facts but that they acquire the ability to think and to process content in ways best suited to each subject" (p.12).  By moving away from memorizing facts, teachers will need to plan and promote students' inquiry to explore issues and deepen their understanding. Teaching historical thinking and pursuing challenging content knowledge will develop students' ability to "do" SS/HG. 

Min of Education, Capacity Building Series Getting Started with Student Inquiry

Connecting the Skills of Inquiry to the Skills in the Social Studies Curriculum

How does the SSHG model of inquiry align with the Model of Inquiry in Getting Started with Student Inquiry? The “focus” phase of the student inquiry process is mirrored in the “Formulate Questions” phase in the SSHG document. Have a look at the chart on the above slide which can also be found on page 23 of the SSHG Document. Pause to consider the similarities and differences between the first element of each inquiry process. Discuss what you notice. Page 23, Revised Social Studies History Geography Curriculum, 2013 (SSHG)

Begin with the end in Mind Gears fit into the monograph Communicate

Min of Ed: Cap. Bldg Series Article: Getting Started with Student Inquiry Formulate Questions

Evaluate and Draw Conclusions

Communicate