Getting Students Inputs on Museum Visit’s

Lila and I would not use the worksheet that is provided from the museum because we both think that it takes away from the overall experience of viewing and engaging with the artifacts personally. The day after visiting the museum we would get our students to answer reflection questions based on their experience at the museum, what they observed and what may have even challenged them.

We did not like how our class went to the museum twice in a group. We both thought that we were rushed through the artifacts that we on display. This being said, if we did take a middle years group to the Royal Saskatchewan Museum, we would walk around in a group first and point out certain artifacts that tie in with the Treaty Education outcomes and indicators. After walking around in a group once we would have a class discussion about the artifacts that were pointed out. We would then let the students walk around in pairs or on their own to explore the rest of the museum and we would also suggest to them that they go back to the exhibits that we rushed through the first time around or that they did not get a chance to look at.

While letting students explore on their own, we would have them then go through once again just to make sure that they get to see all of the artifacts. After the students have gone through once, we would assign the students to go through again to pick out one artifact that they found challenging or even something that they would like to learn more about. The reflection questions in class the next day would be based on these engagements in class, which could turn into a presentation in front of the teacher or as an essay.

Some of the Treaty Outcomes the Museum would hit would be:

SI7.2-: Examine Oral Tradition as a valid way of preserving accounts of what transpired and what was intended by entering into treaty.

This outcome would relate with the Hudson Bay Company blanket display. In this display, there was speaking about an introduction to a conversation. The following questions could be asked such as “What do you think the conversation will be about? Why?” “Why do you think one person is wearing a winter parka and the another one is wearing a Hudson Bays Company Blanket?”

HC73: Examine the Indian Act, including its amendments, and explore the effects it has on the

lives of First Nations.

For this outcome, you could get your class to reflect on a few questions and look for a few artifacts that either displayed information on the Indian Act or talked about it directly. For example, you could ask your students before they go to the museum to ponder these questions as they are at the museum: “Where do you see examples of the Indian Act being talked about, written about, or displayed in the museum? If you do not see the Indian Act being displayed in the museum, ask yourself why this may be?” You can also reflect on these questions and discuss them in class the next day. You can also discuss the language being used in the Indian Act and in the Museum with your class. 

Written by: Danielle Vankoughnett and Lila Gaertner

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