In the Classroom

Lesson Plans

Bill Reid: Exploring Identity

Based on Grade Four Social Studies and Visual Arts IRPs, this lesson addresses the following PLOs:

Social Studies

It is expected that students will:

  • apply critical thinking skills, including comparing, imagining, inferring, identifying patterns, and summarizing, to selected problems and issues
  • distinguish characteristics of various Aboriginal cultures in BC and Canada
  • describe technologies used by Aboriginal people in BC and Canada
  • use maps and globes to locate Aboriginal groups studied

Visual Arts

(Perceiving/Responding)

It is expected that students will:

  • identify distinctive styles of art from various cultures and historical periods
  • compare images from given social, cultural, and historical contexts
  • identify symbols that have value in the community
  • give reasons for preferences in artworks
  • demonstrate an awareness that there are various types of artists in the community
  • demonstrate respect for the work of self and others

(Creating/Communicating)

It is expected that students will:

  • create images that express personal identity
  • create images in response to aspects of art from a variety of historical and cultural contexts
  • demonstrate the ability to co-operate to develop a group display

Self-Assessment

Criteria Self-Assessment Teacher Assessment
I can point out Haida Gwaii on a map of the world.    
I can explain what crests are and why they are important to the Haida.    
I can name three Haida crests, including one that belonged to Bill Reid.    
I can explain what the oral tradition is and why it is important to the Haida.    
I can explain what a transformer is.    
I can name three types of cultural objects on which crests are displayed.    
I can name three ways in which Bill Reid learned about Haida art.    
I used my sketches to consider my options and develop my designs.    
I made a bracelet with a design that represents my identity and I can discuss my design choices.    
I co-operated with my class to create a display and event for our bracelets.    
Teacher notes:



Printable PDF file

Grade Four Social Studies: BC Ministry of Education Rubric

Rating Criteria
5 Outstanding. Exceeds requirements to provide additional information, insights, or interpretations. Clear, accurate, detailed; uses sources and evidence effectively. Thoughtful analyses.
4 Good. Fully meets requirements. Information is clear, detailed, and accurate; interpretations are logical and show some insight.
3 Satisfactory. Provides basic information, including some analysis or interpretation of ideas, causes, motives, and implications. Clear and easy to follow.
2 Marginal. Includes most basic information but there are some key omissions or inaccuracies. Tends to focus on people, events, and places (omitting ideas, causes, implications).
1 Incomplete. May contain inaccurate or irrelevant information, or unsupported assertions.
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