Royal Saskatchewan Museum Tour

For the museum trip I would adapt the use of the materials the museum provided. I liked the questions they asked but there only so many and they were just surface understandings. The questions only really addressed the first two levels of Bloom’s taxonomy. I would create a sheet for the students to do while in the museum but I also want them to really experience it. I would get the students go through twice.

The first time through I would want the students to write down their first impressions of each display. In their first impressions they can touch on what they found interesting, what they liked, anything they learned, any questions they have. I would use some of the museum questions here for prompts.

The second round through the museum I would have a second page prompt for the students. Student will pick 5 of the following questions to apply to 5 of the displays.

  • Sketch one display.
  • Examine the use of language at one display.
  • Imagine the display through the point of view of First Nations people. What evidence of their language is there?
  • Write a paragraph critiquing a display. What could stay? What could go? What could be added.
  • Relate the effects of colonization in a display. What evidence of colonization can you see?
  • Examine the uses of oral storytelling throughout the museum.
  • Consider a display that discusses residential schools. Examine the quilt display. Describe what you see. Infer what reasoning on some of the quilt pictures.

At the end, I would ask the students to compare their first impressions with their second sheet. I would also ask the students to judge the layout of the museum. Ask if they think there is anything missing or anything that should be added or expanded on. I would ask students to write any other questions they have also.

I feel like with my questions this could tie into the treaty outcomes and indicators:

SI62: Analyze the importance of the preservation and promotion of First Nations and Métis languages. Indicators:  Express how one’s cultural identity is influenced by language.  Explore initiatives in Canada that contribute to the preservation and restoration of First Nations languages.  Describe how the loss of language impacts cultural identity (e.g., importance of ceremony, song, dance, storytelling).

TR51 : Examine the concepts of colonization and decolonization and analyze their effects. Indicators:  Recognize the impact of colonization and assimilation policies of the Canadian government on First Nations and Métis societies.  Examine effects of racism on relationships among Saskatchewan people.  Investigate the current process of decolonization and the impact this has on all Canadian people.

SI72 : Examine Oral Tradition as a valid way of preserving accounts of what transpired and what was intended by entering into treaty. Indicators:  Represent the ways oral tradition is used by diverse cultures, starting with First Nations.  Explain how written and oral accounts might differ from one another.  Examine the role of ceremony, traditions and story in transferring knowledge from generation to generation.  Compare the recorded accounts of treaty from the perspectives of the Crown and the First Nations.  Research oral accounts of treaty as passed on to each generation by Elders.  Research visual representations that supported the oral tradition of treaty (e.g., Chief Pasqua’s pictograph, wampum belts).

SI82 : Assess the impact residential schools have on First Nations communities. Indicators:  Compare stories of First Nations people who attended residential schools to the experiences students have had in their own schools.  Investigate how First Nations people were forced to learn languages and cultures other than their own.  Represent the effects of residential schools on First Nations’ languages and cultures.  Examine how First Nations and communities continue to deal with and heal from the abuses experienced by First Nation peoples in residential schools.  Assess the importance of the official apology offered by the Canadian government as recommended by the Royal Commission on Aboriginal Peoples for the tragic outcomes of the Residential School Era.

I feel like having some questions to prompt the students with, this will help them to critically think about what they are seeing and experiencing in the museum. I would prompt the students the role of museums and the positive and negatives that occur within museums.



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