INTRODUCTION:

The Living Landscapes First Nations curriculum project is based on material designed by David Perry, teacher at Penticton Secondary School. Perry worked in conjunction with the En'Owkin Centre, Penticton, BC, Carol Thomson, past coordinator of the Living Landscapes project, and Duane Thomson, History professor (retired), Okanagan University College.

The curriculum material has been designed to meet the needs of students and teachers in First Nations Futures 11/12 (a course developed at Penticton Secondary School), the British Columbia Ministry of Education's First Nations Studies 12 , and Social Studies 10.

PURPOSE:

The intended purpose of the project is to create a body of material that will enhance the local and provincial curriculum utilizing a developed technological platform for delivery. The material builds on the resources of the Living Landscapes website and emphasizes the historic relationshsips between Okanagan Natives and Europeans that were built upon cooperation and interaction. This curriculum strand is important in furthering the understanding of the Okanagan People and their interaction with Euopeans during the exploration and settlement periods.

OBJECTIVES:

The objectives of the project are multi-faceted:

• to develop a model of curriculum delivery through technology
• to increase student familiarization with the Living Landscapes website
• to increase understanding of the constructive relationships that have existed between the Okanagan People and the Europeans who explored and settled the Valley
• to enhance the critical thinking implementation model¹, utilizing resources on the Living Landscapes website.

The project material is developed through a number of different levels and over a number of different phases. The philosophy of approach is kept consistent throughout. Each exercise moves from the general to the specific in terms of the types of questions posed and the content material examined. Also, critical thinking skills are incorporated as outlined in the paper by Wally Swarchuk entitled, Implementing critical thinking (Social Studies 8-11)². The hierarchy as mentioned in his Eight categories of critical thinking tasks (p.7), was particularly useful.

Teachers are encouraged to modify the exercises to meet the needs of a range of student abilities. The material has been designed to challenge academic students in the upper level secondary Social Science courses. Modification can be made, however, to encourage students at varying levels to become familiar with the range of data on the website. For example, in the section Interpreting Historic Photographs, students may be encouraged to develop a collage of photographs which represent their interpretation rather than detailing the questions. Students should be made aware of the progression of skill levels in the exercise, from simple 'question and answer' in Inquiry #1 to 'analysis and presentation' in Inquiry #3. So informed, students are less likely to complain that a particular inquiry is either too easy or too hard.

Good Luck, and have fun!

David Perry