The TTSP Project - a collaborative model for creative and grounded classrooms
This multi-year project by members of the Pacific Slope Consortium is an experimentation in collaboration. What happens when educators commit to some core beliefs about student learning and then support each other in the authoring of authentic projects and pursuits for BC K-12 Social Studies students grounded in creating (Tinker), critical thinking (Thinker), exploration of self through narrative (Storyteller), and embedding Place in Education (PIE)?
We have centred our collaborative model around beliefs about our students and how we can impact BC classrooms, contribute to the long-term improvement of teacher practice, and ensure the inclusion and success of all students in BC.
We have centred our collaborative model around beliefs about our students and how we can impact BC classrooms, contribute to the long-term improvement of teacher practice, and ensure the inclusion and success of all students in BC.
The problem
In the early 2010s, it became apparent to teachers in BC that the tectonic plates of curriculum were about to shift, and that the future educational landscape would look different than it had in the past. For Social Studies teachers, the changes that have occurred since have been met with excitement, doubt, frustration, relief, or indifference, depending on one's point of view. What was clear was that the competency-based BC Education Plan would be a framework, not a complete plan, and that exemplars would have to come from teachers themselves, as would the self-organization required to work together. We needed concrete examples of competency-referenced student learning activities and values-based pedagogy to provide the lead for teachers who were looking for more certainty in the curriculum implementation process. We also needed high-functioning collaborative structures that would create some energy for Social Studies teachers and students in BC. So, when the plates started shifting, we got busy.
TTSP beliefs
- Tinker: All students can think and act critically and creatively; participating in embodied learning and using hands-on sources and artifacts provides multiple access points for students to do so, and suggests the way for broader community connections and applications of learning.
- Thinker: All students are capable of using the six historical and geographic thinking concepts to make sense of their worlds and express their understanding; when done together this forms the basis of learning communities rooted in thinking.
- Storyteller: All students have powerful stories to tell; this is developed through techniques such as heritage inquiry, and helps bring the First Peoples Principles of Learning from the abstract to the day-to-day.
- PIE: All learning is influenced strongly by context and deep connections to place, and is made more authentic when teachers and students work intentionally and experientially with notions of Place in Education.
The Plot to bring TTSP into our classrooms, and yours.
Our Pacific Slope Consortium members have contributed to the TTSP project by identifying and practicing pedagogical beliefs that circle around the ideas of tinkering, thinking, storytelling, and place in education. This project has been focused on BC K-12 Social Studies contexts, leaning mostly into the secondary years but with some dynamic options for the earlier years. Our team, alongside everything else they do for students, have contributed to the TTSP project by creating manipulative sets, publishing a book of critical thinking case studies, conducting heritage-based storytelling cycles with students, examining place through songwriting and simulations, and coordinating experiential symposiums on the topic of place in education. Their impact on students of their guiding focus has been recognized by local innovation grants, provincial and national awards, and a demand amongst teacher professional development circles and teacher education programs.
The work of the Consortium is a response to the competency-driven redesigned BC curriculum and the First Peoples Principles of Learning -- both our collaborative model and the students projects we design are responsive to connected communities and the people, places, stories, and identities within. We've taken a long and slow view -- intergenerational, relational, and experiential, and feel that this work has had as much influence on teachers and pedagogy as it has had benefit for students. This is both an experiment in cathedral thinking and the application of ecosystem theory in eduction. BUT WHY? The Pacific Slope Consortium was originally an 2010 experiment in community solidarity -- what could we do together, with students, with parents, to influence local educational planning, programs, and policy? What could we do to engage our students' identity in their learning and reclaim the K-12 gradient for joy and curiosity? This slowly became a think-tank for student-centred curricular projects, mainly in Social Studies. Through Glen's leadership and our team vision and effort, we have provided ideas, professional learning, and curriculum support for teachers across the province. Although each of teach outside of Social Studies -- Glen at UNBC, Trina in elementary music, Joe in Learning Assistance, Ian in Outdoor Ed, Rob in a Sports School, and JP in Alternate Ed -- there are a few things that bind us together. We are all practitioners of TTSP, that is, we are always looking for ways that our students can create, move, think, connect with place, and tell their stories. And we all collaborate and support each other in this work -- this is why the Consortium exists. |
METHOD
Our collaboration takes the form of monthly meetings (over meals), weekend conferences once or twice a year at nearby lakeside retreat (We call these Mumbleypegs), regular visits to each others' classrooms, and the usual sit-downs on professional development days, plus ongoing digital communication. Our meetings are about sharing our work with each and cooking up new ideas, supportive and critical dialogue among friends. We use a modified "critical friends" approach, and usually come away from every meeting with a revision or addition to our collection of student projects and learning activities that activate one for our four beliefs. From this collaborative hearth we have created role-play simulations, sets of classroom manipulative, developed thinking classroom initiatives, written a sourcebook for students, expanded heritage inquiry programs, engaged in place-based songwriting, and staged biennial symposiums focused on place-responsive and experiential learning.
Our collaboration takes the form of monthly meetings (over meals), weekend conferences once or twice a year at nearby lakeside retreat (We call these Mumbleypegs), regular visits to each others' classrooms, and the usual sit-downs on professional development days, plus ongoing digital communication. Our meetings are about sharing our work with each and cooking up new ideas, supportive and critical dialogue among friends. We use a modified "critical friends" approach, and usually come away from every meeting with a revision or addition to our collection of student projects and learning activities that activate one for our four beliefs. From this collaborative hearth we have created role-play simulations, sets of classroom manipulative, developed thinking classroom initiatives, written a sourcebook for students, expanded heritage inquiry programs, engaged in place-based songwriting, and staged biennial symposiums focused on place-responsive and experiential learning.
We aim to be "people who are peceived as 'authoring' their own words, their own actions, their own lives, rather than playing a scripted role at great remove from their own hearts." (Parker Palmer, The Heart of a Teacher, https://biochem.wisc.edu/sites/default/files/labs/attie/publications/Heart_of_a_Teacher.pdf)
This sense of authorship provides its own energy for ourselves, our students, and the educators we work with at home and abroad.
This sense of authorship provides its own energy for ourselves, our students, and the educators we work with at home and abroad.
Our Team
- Glen Thielmann: Project Lead. School District 57 - Itinerant teacher and curriculum/pro-d support, UNBC School of Education - sessional instructor
- Trina Chivilo: Harwin Elementary (School District 57) - K-7 Music Teacher & School Support
- Ian Leitch: D.P. Todd Secondary (School District 57) - Social Studies, Outdoor Ed
- Rob Lewis: Prince George Secondary School and Duchess Park Secondary (School District 57) - Social Studies & Soccer, Canadian Sports School - educational coordinator
- JP Martin: College Heights Secondary (School District 57) - Social Studies, Alternate Ed
- Joe Pereira: D.P. Todd Secondary (School District 57) - Social Studies, Learning Assistance
Tinker
ROLE-PLAY SIMULATIONS
We've found that creating and adapting simulations for students has been an easy ticket to engagement. When students' identities are engaged and at play, learning sticks. Here are four of our most popular role-play simulations:
We've found that creating and adapting simulations for students has been an easy ticket to engagement. When students' identities are engaged and at play, learning sticks. Here are four of our most popular role-play simulations:
Seal Games (Social Studies 8)
After viewing and discussing the classic NFB Documentary "People of the Seal,", the students try their hand at some of the games and activities practiced by the Netsilik Inuit in the film. Surprisingly, a recurring favourite is the Seal Hunt, where volunteers stand at an "ice hole" and wait for a seal to emerge - a recreation of a sceen from the documentary. It is a test of patience, not much to do but stand and wait. The rules are simple: keep eyes on target, don't move, don't speak. The current record for Ian Leitch's classes is 3 hours 15 minutes.
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A New Home in Upper Canada (Social Studies 9)
This was adapted from a similar game that was featured in a now-forgotten 1980s textbook. Students are given role cards of characters from the 1820s in Upper Canada who are attempting to settle on newly granted land concessions. They negotiate for their building, sustenance, and social/religious needs, map and document their experience, and produce letters back home describing their journey and pioneer experience. It always amazes us that with little direction, students will dive into the role-paly and carry this on over multiple classes. It also produces rich discussion and writing about settler culture and issues in colonialism.
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Battle for Quebec (Social Studies 9)
This activity starts off as a role card game where students take characters and military equipment based on historical events surrounding the Battle of Quebec in 1759. Their resources are then deployed in a Risk-like dice-based board game. Who will prevail? Britain or France?
Glen co-designed this project with students from his Social Studies class. It was their idea to transition from the card-based role-play (seen on the left) to the map-based board game (seen being played on the right). Photo/video Glen Thielmann.
Glen co-designed this project with students from his Social Studies class. It was their idea to transition from the card-based role-play (seen on the left) to the map-based board game (seen being played on the right). Photo/video Glen Thielmann.
Soviet Survivor (World History 12)
This simulation, created by Joe Pereira, accompanies a unit on the Soviet Union in History 12. It provides a tangible connection between the students and the people who took part in or fell victim to the horrific regimes of this time period. Part one involves students taking on historical characters (cards) and following their progress through the Soviet era. Part two involves creation of a fictitious character that uses dice-rolls to navigate and survive various historical events that come up in class (e.g. purges) - mix of strategy and chance. Part three involves a creative response project that chronicles the fate of their fictitious character. The game portion of this simulation is played as a wrap-up to each lesson in the unit, and is one of the many reasons there is a waiting list to get in to Joe's History class. Photos Joe Pereira, Glen Thielmann
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MANIPULATIVE SETS
Over the last four years the TTSP team has been creating kits of primary and secondary sources and objects to be used as "manipulative sets" in the Humanities. Manipulatives are common and effective in Mathematics (e.g. Cuisenaire Rods), and collections of sources are readily available online or from suppliers like TC2 -- but what could we use for hands-on constructivist learning and meaningful assessment?. We set out to design resources that students could use to break down problems related to people, places, and events in order to make their own decisions and judgments about how others have arrived at historical and geographic accounts. The kits come with teacher guides and suggested activities -- there are many ways to use manipulatives. The most common use is to use the sources to work through the historical and geographic thinking concepts known as the "competencies" in the redesigned Social Studies curriculum. We are also starting to use these sources, and the problems they suggest, with Building Thinking Classroom strategies as researched and developed by Peter Liljedahl.
Testimony on the value of manipulatives activities for students from UNBC Teacher Candidate Aaron Larsen
During our UNBC class on Curriculum and Instruction in the Humanities with Glen Thielmann, I was challenged to create manipulative assignments that would both engage and inspire students in my class. Throughout the process, I had to keep the learners in my classroom thinking critically about historical and geographic themes. Each manipulatives assignment was based upon a wide variety of topics, ranging from ancient pottery techniques to the Battle of the Atlantic. The reception to these tasks was always positive, as students enjoyed working with their hands, being able to step beyond the traditional roles of the classroom into tasks that they found more kinaesthetically rewarding. The ability to create such assignments is of the utmost importance to the teaching profession, as it gives teachers the opportunity to spread more joy to the students that are sharing their space. The joy in learning that I witnessed with my students was thrilling, as it allowed me to enjoy a classroom full of engaged and happy students who were actively thinking about the Social Studies curriculum in a new way.
Additionally, the ideas that we as a class explored on the topic of group-based activities for students that involved movement throughout a space were a serious benefit to the teacher candidates. Once more, when applied to the classroom setting, students loved getting out of their seats and having the ability to think about historical ideas in a different and more tangible way. Over the coming practicum, I would be thrilled to welcome Glen and anyone else from the Pacific Slope group into my classroom to further explore these ideas and try to create an advanced hands-on historically-minded pedagogy for the New BC Curriculum. |
Trina's latest use of manipulatives is a box of Metis-themed puppets and props that she and her students are using to share stories and explore topics that require one level of removal.
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Thinker
THINKING CLASSROOMS INITIATIVES
Historian(s) in the Kindergarten Classroom
Building on the "Moe the Mouse Activity" (see below), Glen and Trina collaborated on a year-long project to see what Kindergarteners could learn about historical thinking. The new competencies in BC K-12 Social Studies embeds historical thinking concepts into each grade, but for many primary and intermediate teachers and their students, the terms and ideas behind them are abstract, impractical, and intimidating. How could we fix that? Kindergarten students were given basic problems to solve, used photo documentation to gather evidence about the problems, and then worked with the teacher to present their findings to the class. What are the different kinds of families you know about? What's the difference between the past, present, and future. Do I talk to my grandmother the same way she talked to her grandmother? Are there things in my house that are more special than others, and why might that be? The problems were based on individual student contexts, and culminated with a teacher-annotated and student-led smartboard presentation for the fellow Kinders.
Storycards
This card set is a series of heritage inquiry prompts that teachers are using to start students thinking about how they hold stories and have access to things and ideas that are connected to important events and themes in history and to places and landscapes they have never seen.
We created the cards as a quick way to introduce historical thinking to intermediate students (Gr. 4-7) but we're finding that all teachers K-12 are putting them to use. The cards are arranged in four themes: Culture, Artifacts, Qualities, and Places, and can be used in a variety of group and individual contexts. |
Scaffolding Inquiry
Conducting research projects with student, whether these are inquiry cycles, topical research, essays, annotated bibliographies, or project-based-learning, is often a go-to for Social Studies teachers, but also a source of frustration. Students get lost in the Google, and often resort to simply moving around pieces they don't really understand until it looks like a project. We set out to develop guidelines, templates, and research tips -- for the most part archived on a Skills Page as part of a 2018 School District 57 Learning and Innovation Grant by TTSP members and led by Rob Lewis and JP Martin. Those of our students that go on to post-secondary soon realize that these skills are used in almost everything they do. The image on the left shows how one student used the research templates to explore an inquiry questions for a Philosophy unit in the Social Studies 11 Explorations pilot course. Her comment was "I didn't realize how much actual work it is to do research!"
THINKING IT THROUGH: A SOCIAL STUDIES SOURCEBOOK
Seminar for teachers for how to use the Sourcebook and work with competencies at the B.C. Social Studies Teachers' Association Fall Conference in 2017.
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This was another project born from collaboration among TTSP members. What would a learning resource look like that matched the way we teach? This was the "untextbook" that we wish we had for use in our classrooms, so we set about to create it, and Pearson Education Canada picked it to publish it, and now it is being used throughout BC in Social Studies 9 classrooms. Based on sales, we estimate it is being used in about 1 in 7 schools.
The two pages shown below give an indication of how our process works. The idea was simple: use compelling primary and secondary sources, provide spectrum of "competency-based" critical thinking questions that were a good fit for the new Social Studies 9 curriculum (and students!), and leave the rest (the narrative, the lesson, the discussions) to the teacher. |
Storyteller
INQUIRY - LAND AND PEOPLE
Each of the TTSP Team has conducted Heritage Inquiry with students, a method of asking questions about culture and ancestors that produces meaningful inquiry, from short class activities to full-blown project-based-learning cycles. At the kindergarten end, Trina used "Moe the Mouse" as a class ambassador to learn about students' families. At the other end, the rest have used "Skookum Stories" (Social Studies 9/10), "Echo Projects" (Social Studies 10/11), and "Geonarratives" (Geography 12) with students to connect identity, culture, heritage, and place. For his work in developing these last three projects, Glen has received 4 distinct recognitions: a 2015 Gov't of Canada History Award, a 2017 Governor General History Award for Excellence in Teaching, a 2018 J. Alistair McVey Excellence in Geography Instruction Award, and a BC Retired Teachers' Association Golden Star Award for connecting seniors and students. Ian, Joe, Rob, and JP have each done variants on Heritage Inquiry, and the stories generated by students in this way enter into the classroom narrative for future students in their spaces. The use of cultural and geographic inquiry has led to an extensive Heritage Inquiry program in our school district and iterations around the province. The concept is familiar to anyone who has had students participate in Heritage Fairs.
Moe the Mouse
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From Trina:
Moe is a Nuu-chal-nulth mouse from Vancouver Island, a registered trademark of the BC Aboriginal Child Care Society, and used as an early childhood sound and language development tool. I was trained to use Moe by Margaret Chesterman (Speech Language Pathologist) in 2010. This training was arranged by Sandra Huggett, a gifted teacher and Early Learning Coordinator in our school district. Kindergarten students take Moe home and return with pictures and stories about their weekend visits. Each student presents for the class, usually about 2 or 3 student presentations a month, in front of the smartboard, while the student talks about their visit, I activate language concepts (often print awareness). This allows nimble responsiveness. This past year I'd hoped to delve a little deeper... I often think about the development of identity as being central to all school curriculum. In fact, I believe this so strongly sometimes that I regard Identity as the central curriculum. It's my named bias. Glen might describe the role of identity differently but we have this value in common. I was inspired by Glen's work with his high school student heritage projects. I was interested to explore the new Social Studies curriculum and keen to know more about historical thinking. I thought about Moe and imagined more... I thought, given simple concrete scaffolding, is it possible to enact new Social Studies competencies through historical thinking with our youngest learners? Moe grew from an adventuring story-teller to a historian! I participated in a year-long historical inquiry project inspired by the new Social Studies curriculum. Guided by Moe the Mouse and High School history teacher Glen Thielmann, students developed the foundational concepts to “think like a historian.” The three basic historical thinking concepts we focused on were: establishing historical significance, considering primary source evidence, and identifying continuity and change. Starting us out, a student shared her historical family findings with the class, and as a class, we learned that our stories and traditions reflect who we are and where we come from. Also, that our relatives are participants of history, if we think, talk, and ask questions about them. I am grateful to all the families who took the time to share and communicate about your artifacts/heirlooms; the extra notes and details they provided enabled us to delve deeply and meaningfully into shaping the foundation of historical inquiry in young learners. |
Skookum Stories
“Skookum” comes from the Chinook Jargon - a trade language that developed in BC and the West Coast during the 1800s. It means “big” or “strong” and has crossed over to become a word in the English language. This project is about telling a strong story that draws on your own roots and culture, and is based on primary and secondary source evidence.
The Skookum Stories Project was the basis of a Governor General History Award for Excellence in Teaching given to Glen in 2017. Full project details and examples here: thielmann.ca/skookum-stories. In the student testomonial to the right, Bailey talks about what she got out of doing "Skookum Stories." Video used with student/parent permission. |
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Not surprisingly, students completing this project gain skills at selection, assessment, and interpretation of source documents. What we didn't expect at first is that this project would creat ripples in our schools that extended for many years and across subject areas. The stories the students researched and shared became part of a larger narrative of who we were, where we came from, and how we should talk to each other. The biggest impact was on our Indigenous students for whom this project provided them with the safety and confidence to unpack difficult topics for others and establish their voice as learners, scholars, and storytellers.
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Students sometimes begin this project feeling that they have nothing interesting to say about their heritage. After digging around and doing some research, however, they almost always come up with something special. Often it is a simple connection to the past, an understanding of their ancestor's experience, or an awareness about how ordinary people were important in the many versions of the Canadian story that we tell ourselves. Along the way they get better at sorting out different kinds of evidence, and appreciate how history has both patterns and random fun bits (or sad bits) that all make a difference. One of my favourite things as a teacher is to hear back from former students who have kept following the stories they discover whilst doing heritage inquiry in high schools.
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Through these projects we've found about war heroes and criminals, farmers, railway workers, maids to royalty, inventors, trappers, engineers, musicians, and survivors. We learned all kinds of things about immigration, recent and ancient, and about internment camps, residential schools, and lumber camps. We've learned that the relationship between personal histories and accepted public histories are often very different and raise intriguing questions. We've done so through photos, letters, records, keepsakes, oral history, recipe cards, books and websites. It has been inspiring to watch students gain confidence as amateur historians and expert storytellers. There is even a place for student and teacher inquiry to overlap. Check out this interview with Ian Leitch (big file / long download) about how one of his students inspired him to travel and research a topic of interest. We've even had some weird coincidences, too. For example, two students found out that their ancestors shared a fur-trade canoe almost 250 years ago -- one was Peter Pond, a partner with the North West Company, and the other was a French-Canadian voyageur. Another coincidence was that research projects in separate years, two students whose lockers were beside each other had ancestors who fought together in WWI. Both forebears were medics, Frederick Kells and Frederick Banting. Kells saved the life of Banting on the front line -- Banting went on to discover insulin.
Echo Projects
The Echo Project is about exploring an aspect of 20th century Canadian history through a generational lens. This is done by making a personal connection to the past through interviews and scouring intimate primary documents such as family journals, letters, and photographs as well as what students find with broader research. Students think critically about sources and patterns, develop historical empathy, and get creative with how they represent the past. While many students choose topics related to the World War II era (our focus in 2015), they may discover they have ties to stories and events before or after the war such as the Great Depression of the 1930s or the Cold War of the 1950s and 60s.
The Echo Project was the basis of a Government of Canada History Award in 2015 for Glen. Full project details and examples here: thielmann.ca/echo-project. Two detailed exemplars from this project, and highlights of others, are posted here: https://www.thielmann.ca/echo-project-examples.html. Video used with student/parent permission. |
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Students have taken what they have learned through the TTSP's various iterations of Heritage Inquiry Programs and applied it to real world problems. For our students that have connections to the Sixties Scoop and Aboriginal Residential Schools, their interviews and research have had a serious tone, filled with stories of grief but also hope for truth and reconciliation. The classes that have supported and witnessed the storytelling about these histories have been changed by this work. There is no going back, no excuses about "that was then this is now" when students make the connection between conditions in the past and issues in the present.
One student comes to mind while writing these comments. Tessa's Heritage Inquiry took her class into the heart of darkness, a mixture of public and personal research into the stories from the Lejac Residential School, but this only built her resolve to do something about it. Read about her efforts here: https://www.cbc.ca/news/canada/british-columbia/dakelh-nakazdli-language-app-camp-1.4459256 |
LANGUAGE AND LANDSCAPE PROGRAM
In 2013 Glen was given the green light in School District 57 (Prince George) to mess with some traditional courses and pursue a long-held dream: to teach concepts related to language and landscape through the writings and environs of J.R.R. Tolkien's Legendarium. Thus the Language and Landscape program was born. This ended up two courses rather than one. The first, focussing directly on language and landscape, was a full morning cohort that integrated literature and place-based studies to receive course credit for English 11 and Geography 12. This involved flex (independent) study, small-group student-led seminars, and bigger-group class teacher-led seminars in addition to the regular classes with all students present. We received a grant to cover our field trips, so learning outside the classroom was an important component. One of our forays was to take in "Cultural Expressions of the Lheidli T'enneh" -- a local exhibit on Dakelh history past and present. Here is a blog post about that, including student comments: http://landspeak.blogspot.com/2013/10/cultural-expressions-of-lheidli-tenneh.html.
The second course was Middle Earth 12, a survey of Humanities topics through the lens of fantasy and sci-fi genres and landscapes. The teacher brought his case studies from Tolkien, and the students brought their examples from their own areas of interest, as much from gaming worlds as literary ones.
A common pursuit for each course was the use of Geonarratives, a cross-curricular project-based learning cycle about people and places. After negotiating the assignment with students, this is how we described it: Each of us has rich stories in our past, stories that woven together with places. For some, it is the tale of our ancestors as they endured challenges that we can only imagine. For others, the places and stories are more immediate, still present within our lives. In all cases there is direct and indirect evidence hiding in language, food, and song, and written into physical and cultural landscapes. For the Eng11/Geog12 group, the Geonarratives combined heritage inquiry with spatial analysis -- many of the students used Google Earth tours to demonstrate their learning. For the Middle Earth 12 group, the Geonarratives deconstructed the historical and geographic assumptions behind fantasy narratives, and compared these with what they understood about real-world constructions of place and time. The figure below shows how the GeoNarratives was set up for the Eng11/Geog12 group:
The second course was Middle Earth 12, a survey of Humanities topics through the lens of fantasy and sci-fi genres and landscapes. The teacher brought his case studies from Tolkien, and the students brought their examples from their own areas of interest, as much from gaming worlds as literary ones.
A common pursuit for each course was the use of Geonarratives, a cross-curricular project-based learning cycle about people and places. After negotiating the assignment with students, this is how we described it: Each of us has rich stories in our past, stories that woven together with places. For some, it is the tale of our ancestors as they endured challenges that we can only imagine. For others, the places and stories are more immediate, still present within our lives. In all cases there is direct and indirect evidence hiding in language, food, and song, and written into physical and cultural landscapes. For the Eng11/Geog12 group, the Geonarratives combined heritage inquiry with spatial analysis -- many of the students used Google Earth tours to demonstrate their learning. For the Middle Earth 12 group, the Geonarratives deconstructed the historical and geographic assumptions behind fantasy narratives, and compared these with what they understood about real-world constructions of place and time. The figure below shows how the GeoNarratives was set up for the Eng11/Geog12 group:
WRITING PLACE-BASED STORIES AND SONGS WITH STUDENTS
This is an area of our TTSP project that Trina has almost all to herself, being a talented musician who regularly writes songs for and with her students. The other TTSP members are glad for it, because these gifts have been intertwined with the PIE Symposiums we've held in Barkerville in 2016 and 2018 (see below).
Many of Trina's songs are about special places and towns (and the people who llive and work there) where the past and present have an uneasy relationship with each other. Among our favourites are her series of songs about stories (real and imagined) from the Wells/Barkerville area. She has posted some of these on her BandCamp site, for example, 2 A.M. in Wells. In 2012-2013, Trina co-wrote a song with her Grade 7 class about the school shooting at Sandy Hook Elementary in Newtown. The students had been upset about the event, and wanted to process what had happened. The song "Newtown" was a way for them to do that. Many of Trina's other place and narrative based songs can be found on her BandCamp site. These are songs that reflect her journey as a storyteller, writer, and teacher, and are routinely shared with students and fellow teachers. |
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PIE
PLACE IN EDUCATION - SYMPOSIUM IN BARKERVILLE
We have worked on a number of initiatives related to PIE -- Place in Education. For us, the specific focus is about the use of outdoor learning spaces, weaving outdoor education with Social Studies, conducting Soundwalks, and showcasing all things place-responsive at our biennial Place in Education Symposium -- see our PIE website at http://goldrushed.ca. The Symposium is an educator field trip: hands-on activities in the town, archives, and environ: movement, music, drama, and in situ seminars related to history, ecology, and outdoor play for students. Testimony on 2018 PIE Sympoisum
I loved every minute of the experience. The art workshop was so far out of my comfort zone, yet I appreciated the time to try and the instructor's calm method. The experience of being behind the scenes in the archives tour was wonderful because of the thought-provoking chatter about the artifacts, their place in history and the stories behind them. The film night was extraordinary with the pre and post talks from the people involved in the film. The soundscape walk set the tone for the whole time at Barkerville. The weather was perfect, the cemetery was delightfully scary, the food was excellent, especially Thursday night's charcuterie. - Sandra Jandric, Teacher-Librarian SD57 The PIE Symposium was a fantastic opportunity to share the many ways in which location affects how we, as educators, present our curriculum and how we can permit ourselves to respect the places we live in. - Frank Balazs, Career and Infotech Teacher SD57 |
UNBC Student teachers at PIE symposium, building capacity for place-responsive teaching and learning. Photos: Aaron Larsen
Soundwalk - what do you notice about the soundscape of Baskerville? Applying ideas from R. Murray Schafer. Photos: Kevin Lalonde
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One of the anchor activities at the 2018 Symposium was a Soundwalk around the Barkerville historic town. The Soundwalk is an example of a differentiated learning activity on the sound-music spectrum, which is about providing multiple access points for students to experience music in all its forms. Trina provided a context (the work of R. Murray Schafer) and told us about how a Soundwalk is embodied inquiry technique, an orientation to a place, a way of becoming attuned to an environment of sights, sounds, smells, and movements. Participants move slowly through a soundscape without talking and listen deeply to the sounds they hear.
Here is a statement by Trina about the process: Using visual thinking strategies borrowed from graphic design, my students are asked to solve sound problems, visually and by routine. I design exercises so students can make visible their ideas and perceptions about sound and the world. It encourages and challenges their imaginations from concrete or literal representation to symbolic and abstract representations. In this way, I can see and measure growth in creative thinking, students can use a variety of means to show and share what they experience, and maybe most importantly, students model creative expression and growth for one another. This process can be a powerful creative thinking scaffold in the learning space. Soundwalks and the debrief peer-modelling act like “listening scaffolds” for one another. Listening is an individual and unique experience and the act of listening as a group can be truly remarkable.
Here is a statement by Trina about the process: Using visual thinking strategies borrowed from graphic design, my students are asked to solve sound problems, visually and by routine. I design exercises so students can make visible their ideas and perceptions about sound and the world. It encourages and challenges their imaginations from concrete or literal representation to symbolic and abstract representations. In this way, I can see and measure growth in creative thinking, students can use a variety of means to show and share what they experience, and maybe most importantly, students model creative expression and growth for one another. This process can be a powerful creative thinking scaffold in the learning space. Soundwalks and the debrief peer-modelling act like “listening scaffolds” for one another. Listening is an individual and unique experience and the act of listening as a group can be truly remarkable.
Examples of gathered sounds from the 2018 Barkerville Soundwalk:
Rushing Creek | The Blacksmith | Theatre Royal street barking | Theatre goers & bell | Walking up to and into the cemetery | Walking by Creek
Rushing Creek | The Blacksmith | Theatre Royal street barking | Theatre goers & bell | Walking up to and into the cemetery | Walking by Creek
COLLABORATE TO INCLUDE -- INTEGRATION OF OUTDOOR ED AND SOCIAL STUDIES
Many of Ian's contributions to the Pacific Slope and dialogue with TTSP members revolve around his ongoing efforts to integrate outdoor and experiential learning and identity-building curriculum with Social Studies and Outdoor Ed classes. This has translated into unique courses, such as a version of Social Studies 11 that centers on the Canoe in Canadian history, geography, and culture, with student learning about traditional ecological knowledge and experimenting with "pioneer" skills.
These course trials have led to powerful learning at his school. His wilderness expeditions are legendary, and have taught students about their own limits and strengths, and their capacity for inclusion. |
In 2017, Ian invited Miranda, a remarkable student who lives with severe Cerebral Palsy and spends most of her day in a wheelchair, to join his Outdoor Ed class. With community resources, family and classmates' support, Miranda was able to participate, right up to setting out on a canoe expedition. On a second outing, Miranda had another first -- sitting by a fire and carving wood. This class experience allowed her to act on her love of nature.
Aidan, a young man living with challenging autism, was able to construct his own shelter and spend a – 20 degree winter night under the stars. He did so because the place was made safe for him by his teacher and classmates. One of the key learning outcomes for this course was how to co-design field excursions to involve every student. For Ian's class, inclusion is a team effort. Photos (Ian Leitch) & names shared with student & parent permission |
When the TTSP members gather for our monthly breakfast meeting, or when the whole Pacific Slope Consortium gathers around a bonfire on a weekend retreat, we look forward to the next wild idea from Ian and anyone else who dares to dream. By the end of the meal, or fire, we've usually brainstormed enough schemas and safety plans to turn some of the dreams into plans. The TTSP members believe our collaborative model has momentum, and trust that our direction is taken from what we are learning from our students and ourselves.
TESTIMONY: Questions from Teachers (yes, they all get answered!)
I am a second year teacher with 7 preps! I am the only socials teacher at my school and teach SS (in French, no less) grade 8-11. I would love to access your drop box and see what great minds are doing. I could also contribute things as well once I get a grasp on this crazy year. Thanks, M.,******* BC (Mar 23, 2019)
I just learned two days ago that I am teaching Socials 8 tomorrow. It's a first for me... :) I'm in the process of putting together ideas, topics and resources. In doing so, I came across your webpage (thank goodness). Can you let me know what textbook goes with your course outline for Socials 8 (if any)? If you have any other resources you could share, know that I am a grateful sponge. :) Thank you for so openly sharing your expertise. Warmly, FN (Feb 10, 2019)
I have just been asked to teach a SS 10 class, which is quite daunting given that I am a Math/Science teacher. I have been studying the Pacific Slope Consortium website and am so grateful that you have shared your SS 10 course outline. Is there any chance that you would be willing to share the assignments/projects/tests that you have mentioned in each unit? I have been researching to find ideas for lessons, but it would be quite a relief to have your lessons and assignments to guide me through this very first time. JB (Feb 3, 2019)
Hey there, I’m teaching some new Social studies courses this semester and was wondering if I could access some of the resources for Social Studies 9? I was just my browsing the website and these look great! Thanks. AJ (Jan 27, 2019)
Hello, I am a new teacher and came across your Grade 8 Socials outline and I was wondering if you could answer a couple questions for me please First, I am wondering where you get the background information required to teach the content in your outline. Is it from a textbook or do you just have extensive knowledge of the content yourself? Second, this is more abstract and you may not have an answer, but if you were to teach this in a collaborative setting where the other teachers do not want to spend too much time on Social Studies and everything in project based, how might you approach an inquiry project or two that could encompass the basic competencies from Grade 8? Thank you in advance for your time, SE (Sep 22, 2018)
I follow your site from time to time, me being a newbie and you being an old timer it seems. I had understood that the gr 10 curriculum was more or less the old gr 11 and this is what I had planned on teaching this year, but looking at the new curriculum that came out in march 2018, it is rather different and so vague (to me!!)...what are you planning on doing for Gr 10s this year? (old gr 11 as in your course plans of 2018 and your comparative tables)...?
Thanks for your valuable input! have a great start of the year! CL (Sep 1, 2018)
Thanks for your valuable input! have a great start of the year! CL (Sep 1, 2018)
Hi there, I have taught Geog 12 since 2008 in ******** BC. I do Geography 12 on its own, as well as a Grade 12 Geo / Outdoor Education half day program (for the past 5 years). I am a UVic Geographer and then later became a teacher after doing a few years of research. I've appreciated the lessons you posted in the past for Geography 12 and the field ideas, and now also the lessons and resources shared by the Pacific Slope Consortium! Any chance you guys would allow satellite members from the southeast? The trench is a pretty amazing place! EECOM is here this year - not sure if that is something you attend? I am wondering if you would mind if I borrow some ideas from your course outline for my revision this year? cheers, LC (Aug 27 2018)
I'm a social studies teacher in ******** and I am going to be teaching the new grade 11 explorations course this fall. I'm found it somewhat frustrating over the last few weeks trying to find learning resources for my students. Would you have any ideas on where I could look? I've checked on the ministry website but there doesn't seem to be anything in the way of resources or BLM or anything of the sort. Any help would be most welcome at this point. Thanks, AM (Aug 7, 2018)
Hello! I am the new principal at ******** School in Richmond. I came across your great information / website when researching SS10. I was wondering what text you use or recommend for the new course. Thanks and have a great day, RA (Jul 28, 2018)
Hello, I am new in teaching SS9 this year. Can I borrow and use some resources from your website, http://www.thielmann.ca/social-studies-9.html ? PG (Jul 23, 2018)
I came across your website and sighed a slight sigh of relief. Yesterday, I was just told that I am teaching SS11 next year and given the 4 page outline (or not so much of an outline) and I started FREAKING out. I see that you are developing the course and was wondering if I could get some help from you. Would I be able to ask you a few questions as to what and how you are teaching the course? Or are you developing it as you go along? AW (Jun 26, 2018)
Good afternoon. I am at Social Studies 9 teacher at ******** and I today I discovered your resource "Thinking It Through-A Social Studies Sourcebook" online. This resource looks really good based on the brief description and sounds like it would be very helpful in implementing the new SS9 curriculum. I am wondering if you are able to provide a preview printed copy of the resource so we can look through it before purchasing it for our Social Studies department.Thank you kindly for consideration of this request, KM (June 8, 2018)
Hello Mr. Thielmann! Just browsing through your site and really appreciate the work you've created. I'm teaching a Socials 10 and 9 for the first time this year and I am hoping to use your Echo project with the grade 10s. As well, maybe a few other assignments that fit in to my schedule. Appreciate it! KG (Apr 11, 2018)
HI, I am an English and Social Studies teacher (currently only teaching English). I think your site and collaborative efforts are excellent. I am wondering if you know of anything of this kind for English teachers? Regards, KC (Jan 16, 2018)
Thank you for all the great suggestions and the link to your resources. This is exactly what I was thinking for government sources. The assessment are great samples that I am using to create my own!! JF (Nov 15, 2017)
First of all thank you for the presentation that you did at the Social Studies Conference using Historical sources. I really enjoyed and I have started to incorporate some aspects of source work into our classroom experiences. I have a question and a request... JF (Nov 8, 2017)
Hi Glen, Do you visit other districts to give advice, seminars for professional development? Our Social Studies department is struggling to make headway with the new curriculum and you seem to have plenty of ideas and advice. We could use some one on one guidance, many teachers fixed on content and need ideas on adjusting our overall vision for Socials in 8-12. LJ (Sep 17 2017)
Hi, I've been looking at PSC website over the last few days in search of new/newer approaches to planning and implementing the new SS curriculum. Been intrigued by your emphasis on primary sources and performance-based assessment. I printed your "Assignment: Assessing Significance of Vimy Ridge", in hopes of using it as somewhat of a template in creating other similar documents for other areas of the new Socials 10 and 11 curriculum.
I always stress with student the overriding goal of SS is to development critical/questioning thinking. I have been teaching in ******** since 1994, love the subject content and it's abounding relevance to the present, but always struggle with making it less about memorizing/facts while trying to emphasize the interpreting and application of relevant knowledge/facts to our students' world. Anyway, interested in learning more about who you are, and how you do what you do? Sincerely, NH (Aug 30, 2017)
I always stress with student the overriding goal of SS is to development critical/questioning thinking. I have been teaching in ******** since 1994, love the subject content and it's abounding relevance to the present, but always struggle with making it less about memorizing/facts while trying to emphasize the interpreting and application of relevant knowledge/facts to our students' world. Anyway, interested in learning more about who you are, and how you do what you do? Sincerely, NH (Aug 30, 2017)
Hi, Impressed with all you have done with PSC and I would like to humbly ask for access to your resources. I teach Japanese, Social Studies 9 and BC First Nations 12 at ********. As a token of my appreciation take a look at my SS9 class from first semester last year. ( Taught only one SS9 class last year.) [LINK] The site is a combination of assignment dates and assignments, some of which you may find interesting. BW (Aug 10, 2017)
I've been reading through all your course outlines (draft designs for Soc. 8 and Soc. 9 especially). I'm a teacher in Vancouver (I've been teaching since 1995) and for this new school year, I'll be teaching Humanities 8 and Humanities 9. i haven't taught Social Studies in about 5 years. I'm wondering if I could incorporate some of your material as I put together my course outlines? It's been super helpful to read through your blog. I'm very inspired! All the best - Happy August! AB (Aug 2, 2017)
First let me start my saying how very comprehensive your material is in all subject areas. The work is in depth and highly intuitive. So happy to have been recommended to your page... MC (Aug 1, 2017)
Hi Mr. Thielmann, I've stumbled across your website and I have found it to be an excellent resource! My son is currently in Grade 7 and he is part of a distance learning school in Langley BC. I'd like to leverage your Grade 8 Social Studies Curriculum you put together (which is amazing) through the summer and leading into next year... Any chance you could share with me your suggestions on textbooks to help deliver your course curriculum that you drafted together? TW (May 25, 2017)
Good morning, Glen. I work as a curriculum consultant for secondary rural schools in Yukon Education (all subject areas). I love your website and would like to recommend it to our Socials teachers and include it as a link under suggested resources on my web page. Would that be okay with you? Cheers, LW (Mar 11, 2017)
I don't suppose you live stream your classes, so that other less fortunate can learn from someone with your stoke? LJ (Mar 8, 2017)
Thank you so much for your work. I am a TTOC in ******** and I have been called in for a month in a SS8, SS9, and assorted dance classes. As it is the beginning of the term, there is no syllabus, no curriculum outline, and very little direction. Your webpage has at least given me enough to get started. Please let me know if there is a way I can repay you! Thank you so much. LJ (Feb 2, 2017)
Good morning, I am teaching Humanites 8 and 9 this year, at a high school in Comox, BC, and am wondering how you feel about sharing your resources/assignments that are on your website - you have amazing resources and as I'm new to teaching Social Studies, I could use some help! Thank you :) AB (Jan 25,2017)
How do I start? Admitting to have wandered by your work for the past 10 years, poaching ideas from time-to-time and happily giving credit as I went. Okay that is done, conscience is satisfied, now for my question preamble re: the changing curriculum... SJ (Jan 23, 2017)
I justed wanted to say that we in the Richmond School District, have really appreciated your trailblazing efforts in sharing some of your work in regards to the new curriculum. Excellent job!! ...Anyways, we at Macneill were wondering what other schools are thinking of offerings in regards to SS course offerings for next year..even if there is/is not an announcement from the Ministry to slow down the changes to the gr 11/12 social studies curriculum. HG (Nov 26, 2016)
Hi Glen, Just wanted to say thank you for sharing your ideas around how SS 8 looks with the new curriculum! It is much appreciated! AJ (Sep 22, 2016)
Respectfully seeking express permission to utilise your exemplary units and materials in my EDCI 773 Socials course. I have previously had students contact you for permission. I am honoured to be your colleague. Warm regards and appreciation, JP (Sep 22, 2016)
Hello, The humanities department head at my school (******** in Surrey) just told me about your consortium and I'd love to take a look at the resources you've got available. Social studies isn't my main subject so I'm always looking for ways to supplement and improve on the things I can offer to the students. Thanks so much! Best RP (Sep 16, 2016)
Hi Glen - I have been "given" Social Studies 9 this year (a complete surprise - and a class that I have not taught in 5-years) and I am looking for some advice / help. I will start by thanking you for posting your amazing outline - it has been a big help. My question is - do you touch upon the Regions of Canada? Thank you! EW (Sep 14, 2016)
I have really enjoyed looking through your site - well done. Your content here as well as through your use of social media is most impressive. I am currently teaching SS10 (for the first time actually) and i am excited to test drive components of the new curric. In fact, the only thing that is keeping me from not totally embracing it is the question of resources. I see that you have some great items posted for the hybrid. Do you have a recommended text? Our school seems to only have Horizons: Can Emerging ID. I much appreciate your time and hope you are off to a great start this year, RB (Sep 28, 2016)
Hey there, I am a beginning coquitlam teacher (well 10 years ToC and doing music in middle school) and fnally got my Social Studies dream job. I've stumbled across your website (and recomanded it from my department). Can I use your materials? And correspond as I develop my own material and have questions? Thank you DK (Aug 26, 2016)
I just wanted to reach out and say thank you! In this upcoming school year, I will be teaching Social Studies for the first time in a long while. I found your blogs through a search for guidance and inspiration and they have been a valuable resource during planning. You're work with the new curriculum and technology is truly helping me to guide my own practice. Thank you again so much. I hope you had a great summer and I wish you all the best in the upcoming school year. Thank you for being so open and visible in your teaching and learning. SK (Aug 22,2016)
My name is ********; I am the social studies teacher at ******** Secondary School. I am seeking help with prepping my new curriculum, especially in terms of rubrics. My goal is to prep a rubric for each cc or learning standard. I am hoping to access ideas from other teachers and adapt these to my rubrics. Seriously hoping for some insight from you. By the way, I love your website. RF (Jul 12, 2016)
Hi there. I am teaching grade 9 Humanities this year and came across your amazing Socials 9 unit plan. How would you feel if I used this (altering it but giving you credit, of course) for my website? I have limited socials experience and it is so well organized!
Thank you for your consideration! CM (Jul 26, 2016)
Thank you for your consideration! CM (Jul 26, 2016)
I am a Social Studies teacher in Surrey (School District 36) and I would love to be able to have access to the Pacific Consortium's drop box to peruse and contribute. Is that possible? BS (June 27 2016)
Hello Pacific Slope Consortium, I am a Social Studies student-teacher from SFU and I am very eager to broaden my knowledge and resources to engage learners. I came across this website when reviewing the curriculum changes, and I was thrilled to see the insight and input in the Socials 8 and 9 course outlines. I would appreciate to have access to the resources the Consortium provides and would in turn include whatever I might find or create in my early years in the profession. Thank you! VM (May 17, 2016)
I am a second year Social Studies teacher, currently teaching in Beijing at a British Columbia off-shore school. I came across some of your resources last year when I was teaching Social Studies 11, and really enjoyed how engaging they were for my students. This year I am teaching Social Studies 10, and found that your resources were very effective with my students. I was wondering where I could find your activities, as I only have a few from different units, which were given to me by a colleague. Thanks for making Social Studies fun and engaging for the students! ES (Nov 5,2015)
Hello, I currently teach humanities and socials 11 in the Surrey School District. Is there anyway I can take a look at some of your [Pacific Slope] resources? They sound very interesting. Best regards, BB (Nov 2, 2015)
I am a teacher in my second year of teaching a variety of humanities courses. I have come across several of your resources on some other teacher's blogs and was wondering whether I would be permitted access to your [Pacific Slope] drop box. I have really appreciated the emphasis on critical thinking and inquiry demonstrated in your resources. Thanks, AC (Aug 31, 2015)
Hello, I am wondering if I can please request access to the Social Studies resources in your [Pacific Slope] dropbox? I am a new teacher here in BC and am researching resources to help me get started! I think that having access to your resources would be extremely valuable if possible! Thank you so much for your consideration! SP (Jul 23, 2015)
Feel free to send us a note if you want to read about how some of these questions were answered! BC Social Studies Teachers -- we've got your back.
Last thing -- a shout out to John la Carré for inspiring the rhyme pun behind TTSP. "Teacher humour is good humour" said no one ever.