In the Classroom

Lesson Plans

Bill Reid: Exploring Identity

Based on the Grade 9 Social Studies and Visual Arts IRPs, this lesson addresses the following PLOs:

Social Studies

(Society and Culture)

It is expected that students will:

  • select and summarize information from primary and secondary print and non-print sources, including electronic sources
  • describe how different forms of artistic expression reflect the society in which they are produced
  • demonstrate understanding of the ways in which Aboriginal people interact with their environment
  • assess how identity is shaped by a variety of factors, including: family, gender, belief systems, ethnicity, nationality, language and environment

(Applications of Social Studies)

It is expected that students will:

  • identify and clarify a problem, an issue, or an inquiry
  • plan and conduct library and community research using primary and secondary print and non-print sources, including electronic sources
  • co-operatively plan, implement and assess a course of action that addresses the problem, issue, or inquiry initially identified

Visual Arts

(Perceiving/Responding)

It is expected that students will:

  • use vocabulary related to 2-D and 3-D art forms and image development
  • analyse images (2-D and 3-D) to determine the purposes for which they have been created
  • demonstrate an understanding of the roles of artists and the visual arts in reflecting, sustaining and challenging beliefs and traditions in society
  • use their senses to perceive the world and respond to images
    • and the ways in which they reflect the personal, social, cultural and historical contexts in which they were created
    • demonstrating an understanding of the visual elements and principles of art and design
    • in a variety of media with an understanding of how the materials and processes used contribute to the effect of the image.

(Creating/Communicating)

It is expected that students will:

  • create 2-D and 3-D images
    • that demonstrate an understanding of a wide variety of sources, techniques, and strategies of image development and design
    • demonstrating an understanding of a variety of media, materials and processes, and use that understanding to communicate effectively
  • create personally meaningful 2-D and 3-D images,
    • communicating an understanding and appreciation of a number of personal, social, cultural and historical contexts
    • demonstrating an understanding of the visual elements and principles of art and design, and use that understanding as a means of communication
  • draft and refine ideas related to fields other than visual arts, using various image-development strategies and sources.

Assessment: Class Discussion

Criteria Self-Assessment Teacher Assessment
I can explain why James Hart of Haida Gwaii created the “Celebration of Bill Reid Pole.”    
I can explain what Haida crests and totem poles are and why they are important to the Haida.    
I can describe works of Bill Reid and the “Celebration of Bill Reid Pole” using the vocabulary of the visual elements and principles of art and design.    
I can explain how Bill Reid’s journey as an artist relates to his search for identity.    
I can explain how Haida art reflects the personal, social, cultural, political and historical contexts in which it was created.    
I can explain why individual, family, group and community identity are important to the survival of a culture.    
Teacher notes:



Printable PDF file

Assessment: “Celebrating Identity” Artwork, Presentation and Critique

Criteria Self-Assessment Teacher Assessment
My group and I planned and carried out research co-operatively using a variety of print, non-print and online sources.    
I contributed to the brainstorm and creation of a mindmap with my group, which we used to plan a logical and insightful presentation.    
I took an active part in using the mindmap to plan and create a logical and insightful art work.    
My group presented an interesting and well thought out celebration of many different aspects of our chosen individual’s identity.    
My group and I effectively communicated why we chose the person to celebrate, which of their characteristics we represented, how and why.    
My group and I explained using appropriate vocabulary why we chose the medium and design elements we did to express and present our celebration.    
I can discuss choices in style, materials, design and processes made by James Hart of Haida Gwaii and by my group in the creation and presentation of our celebration.    
Teacher notes:



Printable PDF file

Grade Nine 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.
Top of page