Welcome! L’nu’k

means “the people” in Mi’kmaq.  In our study of the First Nations, we will focus mainly on the heritage of the Haudenosaunee, Mi’kmaq, and Anishinabe societies.

As each of us research  our topic of interest, we will bring our ideas together to make a bigger picture.  We can then better appreciate how the unique identities of our First Nations (traditions, symbols, and social structures) helped to shape Canada.

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Camilla Grade 7 L’nu’k Portfolios

The purpose of this blog is to make teaching and learning transparent to you; to help you make sense.  Your feedback will be most important.  Also this is a space to invite local and global perspectives and suggestions to guide our journey.  Let’s remember to be thoughtful and respectful in our responses.  Remember:  We agreed that there are no dumb questions, but it is “dumb” to be rude!

Let’s open our study with the  beautiful rendition of O’Canada in Mi’kmaq by 10 year old Kaolin Johnson posted on youtube.  Doesn’t make you feel proud to be Canadian? 

Ms. Kwan

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Animoto is

a user-friendly web application that produces an animated slideshow. It is one way to share your evidence of learning in a multimedia format.  With Animoto, you can combine pictures, video clips, text, and music for your presentation.  It would automatically generate a show with animation according to your preferred speed.  You can select a background style from a menu.  Appropriate ones for our project would include:  water, air, earth, and fire.  They also have a selection of available free music which solves the copyright issue.  Unfortunately, you are not able to control the audio volume.  That means you need to manually adjust the volume of the computer.  Here is an example using your pictures randomly taken from our bank of artwork.

Please respond with a comment:

1.  How would you assess my presentation? Is it:

  • 5 – Excellent or Wow!
  • 4 – Proficient or Very Good
  • 3 – Satisfactory
  • 2 – Needs Improvement
  • 1 – Limited

2.  Think of criteria that we have established from the past. Please give me some feedback to help me improve my product.

*Here are some tips:  As my audience, what did you learn?  What message (think of our project outcome) did I convey to you?  Did the use of technology enhance or impede my purpose?

The students were extremely kind.  Most gave my example a 3 or a 4.  However, they also pointed out that I didn’t convey much information other than what the names meant and specific feedbacks as to how to improve my work. 

Ms. Kwan

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Identity Graphic Organizers By 7L & 7W on PhotoPeach


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Multiple Intelligences 2

Watch this video to see the progress of Key Learning Community in their MI journey.

Originally published (4/1/2009) © Edutopia.org; The George Lucas Educational Foundation.

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Cultivating Multiple Intelligences

is one focus of our Grade 7 Social Project.  Multiple Intelligences (MI) is a theory of psychology developed by Dr. Howard Gardner.   Dr. Gardner believes we have different strengths that enable us to solve problems and create products.  The concept has gained global recognition for education.  It has been interpreted in different ways for teaching and learning.  Please note that we have adapted the MI approach to fit our own needs.

For the Three Year Plan at Sturgeon School Division, one of our priority themes is “embracing uniqueness.”

Indicators that Students are engaged in their learning are:
▶  Students are supported to set and achieve personal goals
▶  Students work collaboratively
▶   Students demonstrate their learning in a variety of ways
▶   Students strive to achieve personal excellence

Multiple Intelligences is a perfect match for student engagement.  At the start of this project, we created our own MI profiles using 2 internet resources as part of their IDENTITY study.  We examined how knowledge of our MI can help us achieve and improve the ways we learn.  With the different technologies available, we explored various options to represent or communicate our understanding.  Since we have different preferences, it makes sense to collaborate and share our strengths to maximize our products and productivity.  We filled out the Project Proposal as a guide to plan and set our project goals.  Students are encouraged to make changes.  It is the process of improvement that enriches our learning.

Originally published (4/11/2002) © Edutopia.org; The George Lucas Educational Foundation.

Reference:  Sturgeon School Division, Three Year Plan and Results Report (2010-2013)

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Primary Source 2

The header of this blog is a cropped image created by our famous Canadian artist Paul Kane.  This wonderful oil painting shows an Ojibwa camp at Lake Huron.

Ojibwa camp by Paul Kane, Wikimedia Commons

Here is another photograph of the same picture.  What do you notice?   Both photographs were taken  at the Royal Ontario Museum and accessed from Wikimedia Commons.

The differences may be due to any or a combination of factors such as lighting, camera, or photography techniques.  In the process of interpretation, these secondary sources became altered.  For this reason, our understanding of primary and secondary sources is important in the study of history.  This helps us to keep an open mind for possible biases when doing research.  Also, we need to use credible sources and verify the findings.

Paul Kane’s art provides a valuable record of the life and customs of the Aboriginal peoples in early Canada.  Interestingly, his sketches are considered a primary source that documents history.  On the other hand, Kane’s paintings are treated as a secondary source. Many historians believe that his paintings were influenced by his art training and the European culture at that time.  Look at above pictures.  The Ojibwa belong to the Anishinabe society.  What do you notice about the way they lived?  How does the picture make you feel?  Connect to what you already know about the Anishinabe.  Should the original painting be considered a primary or secondary source?  Why?

To learn another perspective, watch this video clip by Ken Lister, curator of the Paul Kane Collection at the Royal Ontario Museum.   Do you agree with him?

References:  Paul Kane,  Dictionary of Canadian Biography Online

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A Primary Source is

is an object or information from history.  The creator is directly linked to the time and gives an inside view to help us understand the past.   Some examples of primary sources you may come across in your research are:

ORIGINAL DOCUMENTS:  diaries, speeches, letters, manuscripts, official records,

CREATIVE WORKS:  poetry, drama, novels, art, music

RELICS OR ARTIFACTS:  pottery, furniture, clothing, buildings

The Diary of Ann Frank (Language Arts) is a primary source, so is this Haudenosaunee basket:

Canadian Museum of Civilization

Compare this basket to the one on page 21 in your text book.  Click here to see a similar basket.  What do you notice? 1.  Using the baskets, what guesses can you make about the Haudenosaunee economy at that time?   Discuss your ideas with a partner.  (*Think deeper:  What might your answer be from the Haudenosaunee’s perspective?)  Post a comment together to explain your reasoning.   This is a secondary source.  Explain what you think a secondary source is.   Have fun with your blogwork.  We look forward to your good thinking!

Ms. Kwan

Reference: What is a Primary Source?  Princeton University Library

Posted in Critical Thinking, Haudenosaunee, Literacy Skills, Research | 28 Comments

The Inquiry Model

is the map to keep our research on track.  Here is my outline of key words.  First I scanned for the V.I.P.‘s.  Next I checked the model for additional ideas.  Compare it to your homework.

Inquiry Model

1.  Plan – revise (work in progress)

  • topic, questions,
  • information sources
  • audience, communicate product
  • indicators, establish criteria

2.  Retrieve

  • locate, collect information
  • select, useful
  • verify

3.  Process

  • establish focus
  • formulate questions (helps stay relevant)
  • identify connections, patterns, and gaps
  • extend (add)

4.  Create and share

  • organize
  • draw conclusions, answer questions
  • product, present (suitable)
  • revise, edit
  • create and share

*5.  Reflect (do throughout, 1-4)

  • improve, changes
  • monitor, learning, feeling

Remember, we don’t need to use the same key words!


Adapted from Our Canada:  Origins, Peoples, Perspectives (textbook, Nelson)

For more information about inquiry learning, visit our wiki to watch an excellent video by Calgary Science School.

Ms. Kwan

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