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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