The 16 page Islands Farmers’ Institute pamphlet could be printed on both sides with one copy for each pair of students. This document will be useful for several activities. One such one is as an introduction to the Community Timeline project. The document can be found on the archives website. It is called “A Booklet About Salt Spring Island From 1902.”
What events should be considered for inclusion on a timeline? This is an important discussion to have with the class to introduce this unit.
For the community timeline, instead of having each student do a separate one, a timeline could be constructed in the class using the top or bottom edge of a blackboard, or a series of papers taped together to make a long strip. A scale such as 2 cm=1 year might be used.
For the World History Timeline first use an overhead copy and lead a discussion about specific points and their significance to the world. Students will then compare it to the one they prepared for Saltspring Island and answer the specific questions on the sheet.
Graveyard Research Unit
1. There are two graveyards on Salt Spring Island close to each other: the Anglican Church graveyard on Baker Road and the Anglican Church Graveyard at Central, behind Central Hall. Obtain permission to take your class there from the Anglican Church.
Note: If you can not go to the cemetaries the SSI archives website section entitled: Incriptions on Grave Markers (Ganges Cemetary) will be useful.
2. Some students will be excited about going to the graveyard. Some will be worried about the dead. Review your rules of behaviour.
3. Discuss hypotheses with your students. If they have their own hypothesis in mind when they go to the graveyard that will greatly increase their involvement with the activity.
Playbuilding with the class This should be done at the end of your studies of Salt Spring Island. The process involves the class discussing the main topics that you have studied. After a brainstorm about these the teacher will give each group of students two statments to complete. The acting out of the statements makes the “play.”
Period One 1. Tell the students you are going to make a play
together. Tell them it won’t be a regular play but it will be fun and
it will show your audience what you have learned in an interesting way.
Begin by asking students to recall the main concepts or ideas they have studied. (Answers might be: people are part of history (timelines, family trees), graveyards are interesting, pioneers are from many backgrounds, settlers have to deal with many hardships, etc. You write the list on the board.
2. Student choose the top six by voting on the list, two votes per student. Cross off the ones least popular.
Period Two: 1. Prepare two incomplete statements for each
An example for Graveyards could be:
a. Graveyards are comforting to people because .............
b. If I had been a pioneer on Salt Spring in 1900 and my child died I would ..........
3. Give each student a sheet with all six topics and the two incomplete statements
for each topic. Each student will complete the statements.
After class photocopy extra copies of each sheet
Period Three: 1. Divide the class into six groups and assign each one a topic.
i’m looking forward to
i’m hesitant about