Welcome to Navigate Powered by NIDES BC First Nations 12!
Please note that the First Assignment is a requirement to be registered in the course.
Legal last name:
Other last name:
First name:
Middle name:
Student Email:
Parent or guardian email:
Cell Phone #:
Home phone#:
Other school attending:
Instructions: This assignment is intended to take approximately 5 - 10 hours to complete. It is
worth 10% of your final grade for the course, so complete it carefully:
1. Read each question carefully before answering
2. Answer all questions to the best of your ability, and in your own words. Plagiarized
assignments will not be accepted, and you will not be registered in the course.
3. Take your time and explore all of the resources. You will receive a higher mark on your First
Assignment if you include your learning from the readings and resources provided.
4. Contact the BCFNS 12 teacher for help if you need it. Teacher contact information can be
found on the Navigate website
5. When you have completed this assignment, attach it to your registration form or return it as
an attachment to an email to: registrar@sd71.bc.ca
Office Use Only
Part 1:
/22
Part 2:
/10
Teacher feedback:
Date:
Case Study:
/30
Natural World Assignment Rubric
4
Demonstrates a sophisticated understanding of the relationship of the First
Nations group to the natural world and makes connections using examples.
Explanations are advanced, going beyond the basic material. All the information
is presented in an engaging manner. The purpose of the Case Study is clear, and
the presentation of ideas is structured in an innovative way. Written components
are mostly free of punctuation, spelling and grammatical errors
3
Demonstrates a substantial understanding of the relationship and makes
appropriate connections. Explanations show some depth and there are no gaps or
major misunderstandings. All the information is presented in an interesting
manner. The purpose of the report is clear, and the presentation of ideas is wellstructured. There are a few punctuation, spelling and/or grammatical errors,
but they do not interfere with the meaning of the writing
2
Demonstrates a limited understanding of the relationship and doesn’t always
make appropriate connections or use examples. Explanations are not always fully
developed and there is evidence of some misunderstanding of important
ideas. Demonstrates a limited understanding of the relationship and doesn’t
always make appropriate connections. Explanations are not always fully
developed and there is evidence of some misunderstanding of important ideas.
There are some punctuation, spelling and /or grammatical errors that interfere
somewhat with the meaning of the writing
1
Demonstrates very little apparent understanding of the relationship. The
connections made are minimal and do not fully relate to the purpose. Few
explanations are included and there is evidence of major misunderstandings of
important ideas. The report is not effective. Few of the features are dealt with
in an organized manner. No attempt to consider the purpose of the report is
evident. The report may be so unclear that the ideas are difficult to understand.
There are many punctuation, spelling and/or grammatical errors
o
Case study is not completed, does not relate to the topic, or contains plagiarized
material.
Download this document and save to your computer. Submit with your registration form when
complete.
Learning Outcomes covered in this assignment:
1. Describe the location of the traditional territories of British Columbia First Nations
2. Analyze the relationship of First Nations peoples with the natural world
3. Apply critical thinking, including questioning, comparing, summarizing, drawing conclusions,
hypothesizing, and defending a position – to make reasoned judgments about a range of
issues, situations, and topics
4. Demonstrate effective research skills, including
−
−
−
−
−
−
−
accessing information
assessing information
collecting data
evaluating data
organizing information
presenting information
citing sources
Resources Required:
Reading Booklet – you will find the entire BCFNS 12 textbook on line here:
http://www.openschool.bc.ca/k12/parent_res.html#bcfns. You will need Chapter 1 and 2 to
complete this assignment
Videos
INTRODUCTION
For millenia, First Nations cultures in British Columbia have been shaped by the geography in which
they are located. How they lived was determined by the resources available in their territory. First
Nations people believed there was no separation between people and the elements of the natural
world around them.
In this assignment , you will explore the cultural and linguistic diversity that exists among First
Nations within BC and the reasons for this diversity. When you have completed this section, you
should be able to: name a major First Nations group within each region of BC (i.e., northern
interior, coast, northeast, southern interior); locate on a map of BC the main territory of several
BC First Nations; and to identify the First Nation on whose traditional territory you live.
This picture shows a camas flower. Camas is a member of the lily family. It had a
sizeable bulb that was a staple food item for some First Nations people. Harvested
from May - July, the sweet tasting bulb was considered a delicacy, and was a soughtafter trade item.
Part 1: Traditional use of natural resources
Watch a Video
As an introduction to many of the topics covered in BC First Nations Studies 12, watch this
video. Pay special attention when Haiyupis discussion First Nation people’s relationship to
their land and territory
http://youtu.be/3MWYLsAnEl0
Read Chapter 1 in the readings booklet
Vocabulary to know
You are responsible for knowing the definitions of the following terms. You can find these definitions in the
readings booklet or by searching them online.
First Nation
Oolichan
Camas bulb
Seasonal round
Extended
family
Culturally
modified tree
Patrilineal
Resource use
unit
Salal
Matrilineal
Elder
Natural
resources
Using this map, match the First Nation to their territory.
10 marks Match the First Nation on the left to the area on the right Type or write answer here
1. Haida
Area # 1
______
2. Nisga’a
Area # 2
______
3. Gitxsan
Area #3
______
4. Tagish
Area #4
______
5. Tlingit
Area #5
______
6. Tutchone
Area #6
______
7. Kaska
Area #7
______
8. Sekani
Area #8
______
9. Dene-thah
Area #9
______
10. Tahtlan and Inland Tlingit
Area #11
______
2 marks 2. The First Nation whose territory I live in is the:
type answer here
10 marks Match the term to the definition
1. Natural resources
2. Oolichan
3. Seasonal round or annual round
4. Elder
5. Patrilineal
6. Extended family
7. Resource use unit
8. First Nation
9. Salal
10. Camas bulb
Type or write answer in space provided
A bulb that was traditionally a staple food item
_______
Moving from one area to another, through the
seasons, to harvest natural resources
__________
Coastal resource: a bush with blue berries that
are used fresh, dried in cakes, or boiled into
syrup _______
Based on kinship with the father or descent
through the male line _______
The nuclear family of the parents and A person
whose wisdom about spirituality, culture and
life is recognized; often sought out for advice
________
The nuclear family of the parents and children,
plus grandparents, aunts, uncles, and cousins
_______
A community of Aboriginal people who identify
themselves as distinct cultural group _______
A basic group that has stewardship over the
resources in a particular territory _______
‘Saviour fish’ – rich in oil, used as food, a
preservative and for medicine – traded along
the Grease Trail ________
A kind of material supplied by nature that helps
people (berries, wood, moose, grouse, fish)
_______
Part 2: Relationship to the Natural World
Now you will take a closer look at the relationship of First Nations people with their surrounding
environment, and the techniques they used to collect the natural resources in their territory for
use.
The assignment is a case study on a particular First Nation of your choice. In it, you will relate the
traditional settlement and lifestyle patterns of the group to the environment. It is recommended
that you choose the First Nation in whose traditional territory you are located, as you may be able
to get information directly from band members.
Watch a Video
This video clearly illustrates the past and present relationship of the K'omoks First Nation
to an important feature of their natural world, an estuary.
http://youtu.be/csTJLpjCXDQ
Read Chapter 2 in the readings booklet
Vocabulary to know
You are responsible for knowing the definitions of the following terms. You can find these definitions in the
readings booklet or by searching them online.
Pit house
Material
culture
Adze
Indian hemp
Weir
Bentwood box
Cedar
Stewardship
First Salmon
Ceremony
Long house or
Big house
The picture shows members of the Stó:lō First Nation
fishing with dip nets, one of the many techniques First
Nations of BC used to catch fish. Fish were and continue
to be a very important source of food for many First
Nations groups of BC.
10 marks Match the term with the definition
1. Stewardship
2. Weir
3. First Salmon Ceremony
4. Adze
5. Indian hemp
6. Material culture
7. Bentwood box
8. Cedar tree
9. Pit house
10 Long house or Big House
Type or write answer in space provided
Fence like structure that blocked the fish going
upstream; fish were then caught with spears or
dip nets _______
A ceremony to celebrate the arrival of an
important resource to the coastal First Nations
_______
A tool for cutting away the surface of wood
_______
The care and management of the local resources
_______
Objects that are made by and used by a group of
people _______
The strong fibers were removed from the stem
of these plants and twisted into twine _______
Constructed by coastal people out of large cedar
planks; distinct styles were made in different
regions of the coast _______
Usually circular but sometimes rectangular;
excavated out of the deep soil and covered with
a sloping roof of timbers, grass, bark or pine
boughs and topped with a thick layer of dirt
________
A very important resource; parts of it were used
to make canoes and buildings, other parts used
for clothing ________
The sides were made out of one piece of wood
that was steamed and bent; used to store food
________
Case Study Presentation on a BC First Nations Group
In your case study you will report on the following:




the traditional concepts of land and resource ownership with specific examples from your
chosen Nation
how First Nation's concepts of land and resource ownership relate to spiritual aspects of
culture (for example, by explaining th significance of ceremonies related to resource
harvesting) with specific examples from your chosen Nation
the relationship between traditional concepts of land and resource ownership to language
and culture in your chosen Nation
Compare the traditional versus modern resource use and management practices of your
chosen First Nations group
Step 1 - Re-read the Case Study starting on page 32 in the textbook. The information given in this
article is the type of information you will be providing in your presentation.
Step 2 - Choose your First Nations groups to focus on. It must be a First Nation whose territory is at
least partly in British Columbia.
Step 3 - Do your research! In order to find out the information necessary to complete this project,
you will need to do some research. Many First Nations groups in BC have their own websites with
historical information. You can also find information on many First Nations in your textbook. You
may also find entries in Wikipedia, although you should not rely on it too heavily as a source for
your research. There is also the The Canadian Encyclopedia, and the Aboriginal Affairs and
Northern Development website. Don't forget about your school/local libraries! Contact your local
band office if you have chosen to research your local First Nations group.
Step 4 - Choose a format to present your case study: you can write an article, like the one on the
Kwakwaka'wakw, do a Powerpoint presentation, a Prezi (copy link into this document), or any
other electronic format that you choose. Refer to the rubric below to ensure you get the best mark
possible. 24 marks
To submit - attach all electronic and/or scanned parts of the assignment to an email and send to:
registrar@sd71.bc.ca
Step 5 - VERY IMPORTANT! Cite your sources
Step 6 - Fill out the self-evaluation for your project 6 marks:
Highlight where you believe your Natural World Assignment fits on this rubric.
Scale
4
3
2
1
Understanding
Demonstrates a sophisticated
understanding of the relationship of the
First Nations group to the natural world
and makes connections using examples.
Explanations are advanced, going beyond
the basic material.
Demonstrates a substantial understanding
of the relationship and makes appropriate
connections. Explanations show some
depth and there are no gaps or major
misunderstandings.
Demonstrates a limited understanding of
the relationship and doesn’t always make
appropriate connections or use examples.
Explanations are not always fully
developed and there is evidence of some
misunderstanding of important ideas.
Demonstrates very little apparent
understanding of the relationship. The
connections made are minimal and do not
fully relate to the purpose. Few
explanations are included and there is
evidence of major misunderstandings of
important ideas.
Performance
The report is highly effective. All the features
are covered in depth and in an engaging
manner. The purpose of the report is clear,
and the presentation of ideas is structured in
an innovative way. Written components are
mostly free of punctuation, spelling and
grammatical errors
The report is effective. All the features are
fully covered in an interesting manner. The
purpose of the report is clear, and the
presentation of ideas is well-structured. There
are a few punctuation, spelling and/or
grammatical errors, but they do not interfere
with the meaning of the writing
Demonstrates a limited understanding of the
relationship and doesn’t always make
appropriate connections. Explanations are not
always fully developed and there is evidence
of some misunderstanding of important ideas.
There are some punctuation, spelling and /or
grammatical errors that interfere somewhat
with the meaning of the writing
The report is not effective. Few of the
features are dealt with in an organized
manner. No attempt to consider the purpose
of the report is evident. The report may be so
unclear that the ideas are difficult to
understand. There are many punctuation,
spelling and/or grammatical errors
30 marks total (24 marks for Case Study, 6 marks for self-evaluation)
Send your completed First Assignment to registrar@sd71.bc.ca or attach it to your registration
form