Melissa Squires and Andrea Pederson

Assignment #1: Resources

How did exploration and imperialism shape the worldview of the
Europeans?
Andrea Pederson and Melissa Squires
University of Alberta
Elizabeth Fargey

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INQUIRY QUESTION:
How did exploration and imperialism shape the worldview of the
Europeans?
GENERAL OUTCOME:
Through an examination of Renaissance Europe, students will
demonstrate an understanding and appreciation of how the exchange
of ideas and knowledge contributed to shaping the worldview of the
Western world.
SPECIFIC OUTCOMES:

Values and Attitudes

Students will:
8.2.1 Appreciate how Renaissance Europe formed the basis for
the worldview of the Western World (C, TCC)
What effects did this have on the world today?
What perspectives still exist today?
What is your worldview? What is the implied worldview?
Knowledge and Understanding
Students will:
8.2.4 Examine, critically, the factors that shaped the worldview
evolving in western Europe during the Renaissance by
exploring and reflecting upon the following questions and
issues:
In what ways were the Age of Discovery and the rise of imperialism
expressions of an expansionist worldview? (TCC, PADM, LPP)
In what ways did exploration and intercultural contact during the
Renaissance affect the citizenship and identity of Europeans? (C, I, GC,
LPP, TCC)
Skills and Processes

DIMENSIONS OF THINKING
Students will:
8.S.1 Develop skills of critical thinking and creative thinking
evaluate ideas, information and positions from multiple perspectives
> access diverse viewpoints on particular topics by using appropriate
technologies
8.S.2 Develop skills of historical thinking
distinguish cause, effect, sequence and correlation in historical events,

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-

including the long-and short-term causal relations

analyze the historical contexts of key events of a given time period
8.S.3 Develop skills of geographic thinking
interpret historical maps to broaden understanding of historical events
define geographic problems and issues and pose geographic questions
8.S.4 Demonstrate skills of decision making and problem solving
propose and apply new ideas and strategies, supported with facts and
reasons, to contribute to problem solving and decision making
> evaluate choices and the progress in problem solving, then redefine
the plan of action as appropriate
> use networks to brainstorm, plan and share ideas with group
members
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
8.S.5 Demonstrate skills of cooperation, conflict resolution and
consensus building
consider the needs and perspectives of others
demonstrate leadership within groups where appropriate
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
8.S.7 Apply the research process
develop a position that is supported by information gathered through
research
draw conclusions based upon research and evidence
COMMUNICATION
Students will:
8.S.8 Develop skills of oral, written and visual literacy
communicate in a persuasive and engaging manner through speeches,
multimedia presentations and written and oral reports, taking
particular audiences and purposes into consideration
elicit, clarify and respond appropriately to questions, ideas and
multiple points of view presented in discussions
offer reasoned comments related to a topic of discussion
8.S.9 Develop skills of media literacy
analyze the impact of television, the Internet, radio and print media on
a particular current affairs issue
Guiding Questions:
Exploration
How did a spirit of exploration become part of the western worldview?
How did the age of exploration begin?
Who were the key figures in Portuguese, Spanish, French, and English
exploration?

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Imperialism
How did the age of exploration lead to imperialism?
How did the exchange of goods and products change the world?
How did imperialism affect European worldviews?

1.

Student Textbook Segment

Teaching Suggestions:
This textbook can be utilized as a resource
for information, material and even activity
ideas. Students are able to answer
assigned Reflect and Respond questions
for pages 99-115. By having students read
the excerpt on page 114 by Michel de
Montaigne this will establish students
recognizing the different viewpoints that
some had on the Indigenous peoples.
Students will also be required to examine
the maps found within these pages so they
can use this information when they are
constructing their own maps. When
students are investigating the particular
explorers of their interest they can use the
textbook as one of their resources for
information.
Critique:
Our Worldviews is one of the two textbooks used in Alberta for Grade
8, with focus of Chapter 3, pages 98-115. We chose this particular
textbook as we had access to it and believe it to be visually appealing
and easy to follow. There are a variety of colors, fonts, font sizes,
pictures, text-boxes and activities, all ready to grab the attention of
students when they are reading. The pages are well organized,
connecting pictures, activities, maps and tables with what is being
covered in the literature on the page, or directs you on where to find a
representation to relate to on another page. Key points and terms
seem to be recognizable with bolded font, specific headings or visual
connections. There are reflect and respond sections that help
students reflect on their learning as well as charts and concept maps
at the end of each chapter to synthesize all the ideas. Some of the
pictures shown are not just hand drawn, but actually photographs of
real life. For example, on page 101 there is a picture of the full-size

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replica of Columbuss Santa
Maria in West Edmonton Mall.
We have inserted a picture of the
interior of the textbook, which
depicts a profile on Henry the
Navigator along with questions
to help students reflect on their
learning. On the next page there
is a picture of a navigational
astrolabe which is an important
artifact in teaching students
about how the explorers used it
to navigate their ships. There is
also a short explanation of how it
relates to the topic of study. The
map at the bottom of the page is a great visual representation of
Portuguese and Spanish explorations from 1480-1550. The pictures
relate to the text and definitions such as consumerism are in red
bold and are defined on the side of the page.
Resource Evaluation:
Current: Published in 2007. Although the textbook is a few years old,
information seems to still be relevant and authentic.
Relevant: The textbook covers the outcomes that we have chosen
such as how exploration and imperialism established a worldview, as
well as how intercultural contact during the Renaissance affected
European citizenship and identity. There are numerous pictures, maps,
vocabulary, and text boxes that provide this print and picture-based
information. One particular picture I found to be relevant for students is
the full-size replica of Columbus ship found in West Edmonton Mall
(pg. 101), some students may have seen this if they have been to the
mall.
Authority: This textbook is published by Nelson and was printed and
bound in Canada. Nelson is a very common publisher to use in schools
throughout Alberta.
Accuracy: The information is very accurate and has not been disputed
for change. The information in the text is comparable to other sources
regarding the explorers, where, when, why, and how they established
these intercultural relationships, and how Europeans viewed
themselves as well as Indigenous populations at the time.
Purpose: The purpose is to be a useful resource for students in
learning key information, vocabulary, and interpreting a variety of
pictures. Teachers can use this to guide in regards to how they want to
teach their unit and what information to include or leave out.
Bibliography:

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Levin, P., Moline T., and Redhead P. (2007). Our Worldviews: Explore,
Understand,
Connect. Toronto, Ontario: Nelson. Pages: 98-115.
Image:
http://www.nelson.com/albertasocialstudies/productinfo/ourworldviews/

Teachers Guide from a Publisher

Teaching Suggestions:
This teachers resource book is a great tool to use in teaching activities,
however should not be fully relied on as there are plenty of other
resources available. It is suggested you use this resource to find
activities for whole class, group, or individual activities. Teachers can
also use the CD that comes along with it when showing the Ptolemaic
map as it is a larger version of the same map in the textbook.

Critique:
We decided to use the teaching resource that goes along with our
textbook Our Worldviews. This resource comes in a big binder
separating the chapter by tabs, this makes it easy to find the particular
lesson. This binder is handy as there are many ideas for activities, and

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at the beginning of each chapter there is a section that matches the
activities with the outcomes that students need to know or do. I find
the binder to be rather plain looking as there are no pictures or colors
inside, however, the information is organized and compact. There are
sections for whole class, working in groups, as well as individual
activities. The activities often come with an answer key which is very
beneficial for the teacher. It is very easy to use this teacher resource as
it says which pages in the student textbook that it is referring to. There
are also examples of assessment FOR, OF, and AS that teachers can
use to help students show what they have learned. Blackline masters
are at the back of the binder and are excellent templates for teachers.
Resource Evaluation:
Current: Published in 2007. Although the textbook is a few years old,
information seems to still be relevant and authentic.
Relevant:This resource relevant as it provides teachers with
information on how to teach and assess this unit in a way that covers
the outcomes.
Authority: This teachers guide is published by Nelson and was printed
and bound in Canada. Nelson is a very common publisher to use in
schools throughout Alberta.
Accuracy: We have established that the textbook is accurate, thus the
teaching resource for the textbook is also an accurate source for
teachers.
Purpose: The purpose of the teachers resource is to guide teachers in
their teaching of the content and provides templates teachers can use
when assessing.
Bibliography:
Levin, P., Moline T., and Redhead P. (2007). Our Worldviews: Teaching
Resource.
Toronto, Ontario: Nelson.

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3.

Childrens Literature: Encounter By Jane Yolen

The following is an expert from Jane
Yolens
childrens book, Encounter:
. . . and I watched how the sky strangers
touched our golden nose rings and our
golden armbands but not the flesh of our
faces or arms. I watched their chief smile.
It was a serpents smile- no lips and all
teeth. (pg. 15)
Teaching Suggestions:
This book can be read to students at the
beginning of the unit as a good
anticipatory set.
Critique:
This book is telling the story of

Columbus
discovery of America, the author imagines the
first encounter that Columbus makes with the
natives
of America of San Salvador in 1492. Years later, the boy, who is now an
old man, looks back at how these colonizers caused the destruction of
the Taino people and their culture. The author writes this through the
perspective of a boy of the Taino people who already lived there, which
is perfect for our unit because it is showing a perspective of
imperialism that is not European. Christopher Columbus is also an
explorer that students will be examining throughout the unit. The

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illustrations by David Shannon really capture the emotions felt by the
Native Americans, and give the readers a sense of the two worlds
colliding.

Resource Evaluation:
Current: This book was published in 1992.
Relevant: This book is relevant to the unit as it explains what the
Indigenous peoples were feeling when the Spanish strangers
appeared on their land.
Authority: Jane Yolen is an award-winning author of fantasy, science
fiction, and childrens books, who has written more than 280 books.
Accuracy: It is accurate in how they traded goods; many Taino people
were taken back to Spain; and the wipeout of the indigenous
population also happened as there were originally 300,000 native
islanders and no longer than 50 years later- less than 500 remained.
Purpose: The purpose is to discuss and understand historical
information in child-friendly language. This book may give students
information that they can more easily relate too.
Bibliography:
Yolen, Jane. (1992). Encounter. Orlando, Florida: Voyager Books,
Harcourt Inc.
Image: http://delightfulchildrensbooks.com/2013/06/06/early-explorersand-colonial-times/

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4.

Software or Web 2.0 Resource: Voki

Teaching Suggestions:
This is a great way to get students using
technology and have some fun while
researching and presenting a topic to the
class. Students find humor in the voices and
images presented in a Voki. It also acts as a
form of differentiated instruction helping the
teacher use variety in delivering information.
This resource also targets the students who
are not comfortable presenting using their
own voice in-front of the class, therefore
making this a tool for student modifications.
This resource is definitely appropriate for
students in middle school, and also a way to
engage their interest in research and
presenting.
An example of how this resource could be
used in our unit would be when looking into

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the explorers (i.e. Christopher Columbus), students could be told to
research and present a quick Voki on the information or facts found
about their particular explorer.
Critique:
This resource allows students to have fun while doing research!
Students can do this individually or collaboratively to decide on the
information to put into a Voki, while customizing their Voki character. It
is an engaging and easy tool to use when creating the Voki, as well as
easy and funny to listen too. Most importantly, it motivates and allows
students to learn new information in a different way targeting multiple
learning styles.
Resource Evaluation:
Current: This resource is completely current and usable. It is dated
2014, and because students create their own Voki, keeps it up to date
and current.
Relevant: It is a fun and engaging way for students to select the
appropriate information and knowledge intended for learning, and
teach it to their class in a way they understand and enjoy.
Authority: Oddcast Incorporated.
Accuracy: The accuracy of the information would depend on the
students research findings. However, the information that the student
puts into the Voki, would be delivered through accurately.
Purpose: It is a new and intriguing way to motivate students to do
research and present. Students tend to enjoy new things, using
technology and avoiding presenting in-front of the class. Voki gives
students choice by allowing them to understand and learn the
information in their own way as they are the ones to choose what
information is put in the Voki, and choose and customize their
character.
Bibliography:
Oddcast Inc. (2014). Voki. Retrieved from
http://www.voki.com/create.php.
Retrieved October 23, 2014.
Online game:
Christopher Columbus
This is another great resource we found and wanted to incorporated in
this assignment for future reference. In this interactive online game
students can board the Santa Maria and sail across the Atlantic.
Students must help board the ship with supplies that explorers would
need to use while learning what the use of each tool. Next, students
guide Columbus ship to the canary islands, and later across the
Atlantic Ocean as well as around San Salvador (the Caribbean).

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Students must trade items from Spain with items from the Americas.
The game ends with a short quiz to see what students have learned.
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher
_columbus/

5.

Data Document: Interactive Map

Teaching Suggestions:
This is a different way to have students use maps while learning
geography and understanding information. While looking into the past,
students can understand how explorers have traveled, what routes
they may have taken, see the countries and visually understand the
information they are learning. This resource allows students to use an
interactive map to understand and apply geographical thinking, and
intrigues different learning styles of students, while making it relevant
viewing explorers who came to North America.

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Critique:
This resource will allow students to visually see the geographical
concepts they are learning. They can see and trace the routes
explorers and merchants have taken. What things they may have come
across during their journey, and how they may have traveled (i.e. boat
or land). By using this particular interactive map, we are looking are
the exploration of North America, therefore making it relevant to
students connecting and understanding explorers who came to
Canada, and expanding that understanding to other parts of the World.
Resource Evaluation:
Current: No date is provided, but is still accessible as of October 23,
2014.
Relevant: Provides students with a different way to use a map,
applying geographical thinking and understanding, while targeting
different learning styles. It is important for students to learn
information in a variety of ways. It is also relevant to students
geographical location as the map is based on the exploration of North
America.
Authority: Houghton Mifflin Company
Accuracy: According to other research done on these explorers, the
data/information used, for instance to graph the geographical routes,
all appears to be accurate. The information is well-written, clear and
easy to understand.
Purpose: To show and understand the routes of explorers. Also

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presents a timeline that students can see and make an understanding
of.
Bibliography:
Houghton Mifflin Company. (n.d.). Exploration of North America, 14921700.
Retrieved from
http://www.eduplace.com/kids/socsci/books/applications/imaps/m
aps/g5s_u2/. Retrieved October 23, 2014.

6. Visual Document:
Photographs, Research and Diorama/Artifact
Photo links are at the bottom of the page

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Christopher Columbus

Henry the Navigator

Vasco da Gama

Teaching Suggestions:
This resource will be a great way to integrate multiple learning styles.
Ideally we would have photographs posted in the class of some of the
explorers we are covering in this unit. Using those photos, students will
be required to research facts about an explorer including; their name,
date of birth/death, what they are known for, where they traveled,
name of their boat(s), and other interesting facts or information to help
understand each explorer in detail. This research will be done in pairs
or small groups so students are working collaboratively on different
tasks. Students will then be required to create a diorama or artifact,
using their own ideas and creativity, of something that best represents
that explorer. This incorporates multiple facets of learning in a
collaborative manner, while acquiring important knowledge about
explorers in this unit.

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Critique:
Although we cannot guarantee the sources students will use to
research facts about their explorer, students will be asked to look for
only factual information, hopefully cross-referencing data to ensure
accuracy. This is a fun and engaging way to get students to research
and represent information in a collaborative way. Visuals are a good
way for students to place and organize information, and to make
learning more meaningful. This resource also gives students choice and
allows them to explore their creative abilities by utilizing multiple
learning styles.
Resource Evaluation:
Current: No date can be provided as students will choose their own
means of researching and obtaining information.
Relevant: This resource is giving students a full learning experience
being able to connect visually and interactively with information in this
unit.
Authority: This is not applicable as students will choose their own
means of researching and obtaining information.
Accuracy: This is not applicable as students will choose their own
means of researching and obtaining information.
Purpose: Provides students an interactive and visual learning
experience, while finding the necessary information on their own.
Students will choose their own sources and finally decide and create a
diorama or artifact that they feel best represents their explorer as
decided from the information they have collected. Therefore this
resource provides a cooperative, interactive, visual, hands-on and
research type experience for students to learn in multiple ways.
Bibliography:

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Photos (of only some of the explorers students can choose and
searchable websites):
All links for images and research retrieved October 26, 2014
Christopher Columbus - First link has a good video students can
watch http://www.history.com/topics/exploration/christopher-columbus
http://www.tuvez.com/wpcontent/uploads/2011/10/b3b01f76ba786897aebcff4b1920b683e1318256863644.jpg.
Henry the Navigator - First link has good information
http://www.britannica.com/EBchecked/topic/262114/Henry-theNavigator
http://upload.wikimedia.org/wikipedia/commons/0/02/Henry_the_Navig
ator1.jpg
Vasco da Gama - First link has good information
http://www.history.com/topics/exploration/vasco-da-gama
http://upload.wikimedia.org/wikipedia/commons/2/2b/Retrato_de_Vasco
_da_Gama.png
Image - Artifact
http://www.newbedfordguide.com/wpcontent/uploads/2012/10/ColombusMap.jpg

7.

Video and Music: Hit the Seas Rap Song

Teaching Suggestion:

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This catchy song can be used near the end of the unit so as to
reinforce student learning. It would not be a good idea to introduce
this unit with this song because the amount of information might
overwhelm the students. There is also a fill-in-the-blank section on
the website that we found this rap song on so students can fill in the
missing blank as they listen to the song. By using this activity,
students will have to listen to the words in order to make sense of
what the blank is.
Critique:
We chose to use the rap song Hit the Seas as a source of music.
This song is historically accurate and also engaging for kids as they
can relate to raps. In this song we get the perspective of both a
Spanish and Portuguese explorers in the 15th century. The song
includes concepts such as sailing to Asia to trade for spices, silver,
and gold; sailing to unknown lands by ship; Isabella funding
Christopher Columbus; Vasco de Gama reaching India; Magellan
circumnavigating the globe; the French, English, and Dutch later
following the Spanish and Portuguese; the world was considered
flat; the tough conditions being on ship; the exchange of goods and
products such as tobacco, tomatoes, chocolate, and potatoes. The
song is 3:04 so is not long enough to bore children, but also not too
short as there is plenty of information that can reinforce student
understanding of what they are learning.

Resource Evaluation:
Current: This webpage is from 2014 so it is very recent.
Relevant: The song talks about how the different countries (Spain,
Portugal, and later France and England) sailed across the sea and
discovering these new lands. The explorers that are mentioned are the
explorers that are familiar to students.
Authority: This is meant to be a teacher resource tool, and presented
by Flocabulary.com, which is website thats goal is to provide songs
and videos for a variety of subjects K-12.
Accuracy: The dates, names of explorers, where the explorers ended
up, as well as the types of goods they exchanged are precise.
Purpose: The purpose is to help students understand important
concepts of the age of exploration lead to imperialism, and thus
affected European worldviews.
Bibliography:
Flocabulary. (2014). Hit the Seas: Age of Exploration. Retrieved from
https://www.flocabulary.com/age-of-exploration/. Retrieved October 23,
2014.

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Image: https://www.flocabulary.com/age-of-exploration/

8. Website:
Alberta Assessment Consortium
Teaching Suggestions:
This resource provides a very
clear and easy to follow layout
and guideline to creating a Unit
Plan. The AAC website on its own
provides teachers with so much
variety and accessibility when
they need it. Teachers can use
this resource when they need
some clarity or ideas on what to
do for a particular unit. Whether
that unit itself is available through the AAC website or not, teachers
will still gain and understanding from browsing different links, on what
they could or maybe should do. For example, our general outcome is

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different from the outcome of the link we provided, but we were able to
convert or tweak the assignments/summative assessments in that unit
plan exemplar to fit our own general outcome.
Critique:
This is a fantastic teacher resource to use for various subjects and
grade levels. We specifically chose Grade 8 Social Studies and were
directed to several links of unit options, assignments and even tests.
The one that we have linked in particular, was actually created for
General Outcome 8.3 Aztec and Spanish unit, however the ideas,
activities and design of this unit plan exemplar is a great way for
teachers to gather ideas and make their own unit, either based on an
exemplar or not. This is also an ideal resource because it gives you
basically every piece of information you need. It tells you the essential
question, outcomes, if the assessment is OF/FOR/AS, specifically what
outcomes each assessment is covering, plus so much more. We found
this to be a
guideline of
what we
should do
when
creating our
own unit
plan, and
something
we will
definitely
make use
of. The AAC
provides a
variety of links for teachers to utilize when they are unsure or just want
some ideas of what to do in a unit or subject area.
Resource Evaluation:
Current: This website is kept up to date, displaying 2014 as last
updated.
Relevant: Provides a variety of links to any subject or grade level,
more specifically, links to Grade 8 Social Studies. There are unit tests,
assignments, general/specific outcomes, and key targeted outcomes. It
even provides links under assignments which directs you to a page
with materials and more detailed information for the given assignment.
The concepts covered in Grade 8 all share a commonality being they
look at Worldviews, which makes this resource relevant even if it is a
different outcome.
Authority: Alberta Assessment Consortium

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Accuracy: This unit assessment plan was developed by AAC in
partnership with the Southern Alberta Professional Development
Consortium (SAPDC).This is a reliable resource therefore ensuring the
documents presented are accurate and authentic. The links and
documents found through the AAC website are directly created by
members of the AAC or may come from teachers, administration and
other educational professionals willing to share and help other
teachers.
Purpose: This is a Canadian built website, specifically Alberta. With
resources to help guide teachers in the right direction or provide them
with ideas and exemplars when designing a unit plan. A really great
teacher resource with a lot to choose from!
Bibliography:
Alberta Assessment Consortium. (2014). Unit Assessment Plan.
Alberta, Canada.
Retrieved from http://www.aac.ab.ca/assessment-materials/unitassessment-plan-grade-8. Retrieved October 14, 2014.
Image:
http://media-cacheak0.pinimg.com/236x/6a/d3/2f/6ad32f29b99748b886c5e1e8c03d529b.
jpg
http://www.aac.ab.ca/wpcontent/uploads/2014/03/AAC_revised_keyvisual_slide.png

9.

Virtual Field Trip: Mariners

Museum
Teaching Suggestion:
Students can use this website as a

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resource prior to starting their research projects as there is plenty of
information and photos available.
Critique:
For our field trip we decided to have students visit the Mariners
Museum in Newport News, Virginia. This museum is one of the largest
maritime museums in North America and seeing as students are in
Alberta it would make sense to have the students visit the site instead
of travelling. Students can reach this site by typing in:
http://exploration.marinersmuseum.org/ . By pressing the tab Ancient
Exploration students will have access to explorers, ships, voyages,
and tools that will enable students to connect their learning to artifacts
found in this online museum. Students can search biographies,
galleries, watch videos, read overviews, and examine photographs.
This site also provides a voyage map, showing a timeline and where
explorers traveled within a certain time period, beneficial for visual
learners. We feel this trip will be beneficial for students as they are
learning about what lead to the age of exploration and how this
interest in navigation lead to the rise of imperialism. The museum has
a total of 32,000 artifacts and include works of art as well as threedimensional objects. The museum also offers educational programs for
all ages, includes a large research library, and provides publications
and Internet resources for teachers.

Mariners Astrolabe, Portuguese, 1645, by Nicholao Ruffo, The Mariners Museum (2000.52.1)

Resource Evaluation:
Current: Website was created and is continuously updated from 1995
to present (2014).
Relevant: This website enables student to investigate explorers,

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ships, voyages, and tools, as well as provides maps for students.
Authority: The Mariners Museum is designated as Americas National
Maritime museum by Congress, and is one of the largest maritime
museums in North America.
Accuracy: Museums are often an accurate source of information.
Purpose: Help students for their research project by investigating
these artifacts.
Bibliography:
The Mariners Museum and Park. (2014). The Mariners Museum and
Park. Retrieved
from http://www.marinersmuseum.org/ Retrieved on October 26,
2014.
Image: <http://insiderspassport.com/storytelling-festival-in-newportnews-at-the-mariners-museum>

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10.

Guest Speaker: Brian St. Germain

Teaching Suggestions:
After students have
understood the term
imperialism we will bring
our guest speaker in to
reinforce this concept of
one cultures ethnocentric
ways of thinking.

Critique:
We will invite Brian St.
Germain, a teacher from
RDPSD, in to talk to
students about his and his
family's experience
growing up as FNMI. We have chosen him as his discussions are
relevant and real, being so deeply affected by residential schools. We
will contact him at his email address: brian.stgermain@rdpsd.ab.ca
and will need to contact him a few weeks prior in order to organize and
plan a time to come in, as well as any particular areas we want him to
focus on. The focus of his presentation will be on residential schools in
Alberta and to look at how aboriginals were seen as inferior to a more
powerful culture seen as the superior. The purpose of this presentation
will enable students to realize that the concept of having one culture
thinking they are superior to others is not as distant as they think (the
last residential school closing in 1996; there was a residential school
located in Red Deer). Students will see that FNMI children were treated
terribly by other cultures and received injustices in trying to assimilate
this culture. The perspective of the speaker is one from the culture that
was seen as inferior in the eyes of others at that time in history. This
is appropriate to our unit as students will be learning a similar concept,
imperialism. Imperialism is defined in Our Worldviews textbook as
the policy of a country or empire to extend its authority or domination
by political, economic, or military mean (pg. 109).
Resource Evaluation:
Current: Currently teaching in Red Deer.
Relevant: His family is FNMI and his mom and dad were put through
residential schools.
Authority: An FNMI Learning Services teacher with the Red Deer
Public School District.
Accuracy: Brian St. Germain grew up being ashamed to admit his true
culture because he believed that others saw him as an inferior race.
Purpose: Get students to feel emotion for the true nature of

Melissa Squires and Andrea Pederson

25
dominating another culture in a world where we often grow up
believing everyone is equal. Brian will enable kids to see that it is
relevant to their lives as they are not reading about this concept, but
rather hearing it from a personal presentation.
Bibliography:
Levin, P., Moline T., and Redhead P. (2007). Our Worldviews: Explore,
Understand,
Connect. Toronto, Ontario: Nelson. Pg. 109.
Image retrieved from: http://www.rdpsd.ab.ca/Staff-Directory.php?
user_id=1043

Melissa Squires and Andrea Pederson

26

References
Alberta Assessment Consortium. (2014). Unit Assessment Plan.
Alberta, Canada.
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Flocabulary. (2014). Hit the Seas: Age of Exploration. Retrieved from
https://www.flocabulary.com/age-of-exploration/. Retrieved October 23,
2014.
Houghton Mifflin Company. (n.d.). Exploration of North America, 14921700.
Retrieved from
http://www.eduplace.com/kids/socsci/books/applications/imaps/m
aps/g5s_u2/ Retrieved October 23, 2014.
Levin, P., Moline T., and Redhead P. (2007). Our Worldviews: Explore,
Understand,
Connect. Toronto, Ontario: Nelson.
Levin, P., Moline T., and Redhead P. (2007). Our Worldviews: Teaching
Resource.
Toronto, Ontario: Nelson.
Nelson. (2007). Our Worldviews. Toronto, Ontario. Phyllis Levin, Teddy
Moline, Pat
Redhead. Pg. 109.
Oddcast Inc. (2014). Voki. Retrieved from
http://www.voki.com/create.php.
Retrieved October 23, 2014.
The Mariners Museum and Park. (2014). The Mariners Museum and
Park. Retrieved
from http://www.marinersmuseum.org/ Retrieved on October 26,
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Yolen, Jane. (1992). Encounter. Orlando, Florida: Voyager Books,
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