Exploring History Through the White Butte Museum Walking Tour

Created By Amelia Ciarciaglini, Nicholas Ciarciaglini, Austin Harvey, & Xiaoshu Zhou

White Butte Museum is devoted to celebrating the intrepid spirit of our 1960s “settlers,” paying tribute to the First Nations Treaty 4 territory we’re privileged to live on, and offering a heck of a lot of interactive fun. From the interpretive trails of our ecomuseum to the audio recordings provided by our community elders, we offer visitors the story of our region, a tale of wholehearted passion, hard work and home.

Grade Level: History 30
Location: White Butte Museum, White City, Saskatchewan
Duration: 2 Weeks

Outline

Lesson Plan 1: Introduction to Indigenous History

Amelia

Outcomes:

Students will understand the timeline of Indigenous peoples in Saskatchewan.
Students will learn about the significance of Treaty 4 land.

Pre-Excursion Activities:

Discussion: Facilitate a class discussion on prior knowledge about Indigenous history and Treaty 4.
Research Assignment: Assign students to research one significant event or figure in Indigenous history and prepare a short presentation.

Activities During the Excursion:

Visit the White Butte Museum: Students will engage with exhibits related to Indigenous history and interact with guides who can provide insights into the local culture and Treaty 4.

Post-Excursion Activities and Reflections:

Reflection Journal: Students will write a reflection in their journals about what they learned during the excursion.
Group Discussion: Facilitate a class discussion to share insights and findings from their research assignments.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes), Excursion (field trip), Post-excursion (1 class period, 60 minutes)

Lesson Plan 2: Traditional Cooking Methods of the Nakoda Nation

Outcomes:

Students will learn about the unique cooking methods of the Nakoda peoples.
Students will appreciate the resourcefulness of Indigenous food practices.

Pre-Excursion Activities:

Storytelling Session: Introduce students to Matthew Spencer’s experiences with Nakoda cooking methods.
Research Assignment: Students research the ingredients traditionally used by the Nakoda peoples.

Activities During the Excursion:

Cooking Demonstration at the White Butte Museum: Attend a cooking workshop led by an Indigenous chef who demonstrates traditional Nakoda cooking methods.

Post-Excursion Activities and Reflections:

Cooking Reflection: Students will write a reflection on the cooking methods they learned and how they differ from modern practices.
Discussion: Hold a class discussion on the significance of food in Indigenous cultures.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes), Excursion (workshop), Post-excursion (1 class period, 60 minutes)

Lesson Plan 3: The Sacred Saskatoon Berry

Outcomes:

Students will understand the significance of the saskatoon berry to the Nehiyaw (Cree) nation.
Students will learn about traditional ecological knowledge related to harvesting.

Pre-Excursion Activities:

Story Sharing: Share Harry Francis’s story about saskatoon berry bush predictions.
Research: Students research the nutritional and medicinal properties of saskatoon berries.

Activities During the Excursion:

Visit the White Butte Museum: Explore exhibits that highlight the importance of the saskatoon berry in Indigenous culture and its uses.

Post-Excursion Activities and Reflections:

Berry Evaluation: Students will evaluate and discuss the berries they learned about and their significance in Indigenous culture.
Reflection Journal: Write a reflection on the experience and its cultural significance.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes), Excursion (museum visit), Post-excursion (1 class period, 60 minutes)

Lesson Plan 4: Learning the Cree Language

Outcomes:

Students will learn basic Cree vocabulary and phrases.
Students will appreciate the cultural significance of language in Indigenous history.

Pre-Excursion Activities:

Introduction to Cree Language: Introduce basic Cree phrases and vocabulary using flashcards and interactive activities.
Cultural Context: Discuss the importance of language preservation in Indigenous cultures.

Activities During the Excursion:

Language Workshop at the White Butte Museum: Attend a workshop led by a Cree language speaker focusing on conversational skills and cultural practices tied to the language.

Post-Excursion Activities and Reflections:

Language Practice: In pairs, students will practice conversations using the Cree phrases learned in the workshop.
Reflection: Write a reflection on the importance of language in maintaining cultural identity.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes), Excursion (workshop), Post-excursion (1 class period, 60 minutes)

Lesson Plan 5: Indigenous Art and Cultural Expression

Outcomes:

Students will explore Indigenous art forms and their cultural significance.
Students will appreciate the role of art in conveying stories and traditions.

Pre-Excursion Activities:

Art Appreciation Discussion: Introduce different forms of Indigenous art, including painting, beadwork, and sculpture.
Artist Study: Assign students to research a specific Indigenous artist and their contributions.

Activities During the Excursion:

Art Exhibit at the White Butte Museum: Students will view and analyze Indigenous art pieces, discussing their cultural significance with museum staff.

Post-Excursion Activities and Reflections:

Creative Project: Students will create their own artwork inspired by Indigenous art styles.
Gallery Walk: Hold a gallery walk in the classroom where students present their artwork and discuss their inspirations.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes), Excursion (museum visit), Post-excursion (1 class period, 60 minutes)

Lesson Plan 6: Dad’s Cookies and Industries Historic Mark

Austin Harvey

An aspect of White City’s history is the Dad’s Cookie factory that resided there from 1964-1984. This factory provided jobs to many of the city’s residents and is said to have produced a whopping 1.69 million cookies per day in the factory’s prime.

(The Dad’s Cookies factory in White City)

Students will participate in baking their own Dad’s Cookies using the White City Museum website-provided 1938 recipe https://whitecitymuseum.com/walking-tour/site-2/.

The recipe is as follows:

Ingredients Required:

2 eggs
1 cup butter
1 ¼ cups sugar
2 cups flour
2 cups fine oatmeal
2 cups coconut
6 Tbsp corn syrup
2 tsp ginger
2 tsp cinnamon
2 tsp allspice
1 tsp baking soda

Baking Instructions:

Preheat oven to 375ºF.
Cream butter and add sugar slowly.
Cream in eggs, then syrup, then coconut.
Mix spices and soda flour.
Add flour and oatmeal alternately into butter mixture.
Portion and roll into small balls.
Place on a baking tray and bake for 12-15 minutes.

In regards to accommodations it is important to be wary of student allergies, and to have at minimum 2 teachers present who are proficient in the functions of a stove and food handling.

The location used to bake will be at the Framer John’s Commercial Community Kitchen, located in White City as part of the field trip: https://farmerjohns.ca/commercial-community-kitchen/.

Lesson Outline:

This lesson is intended to be something fun for students, while also learning more about the factory presence and overall history of industry within the White City area. During and after the baking process students’ thoughts and understandings of industry, in regards to a location’s history, will be discussed. Students will be prompted to recall if they have a central industry within their communities. By encouraging students to think about these things it is intended to bring to light how industries have often historically been decisive factors in how townships are built, also contributing towards if a town ever becomes a city. Some industries, such as the White City Dad’s Cookies factory, disappeared within the century it originated. Students will be prompted to think about industry’s short and long term effects on a community. At first in local ways, and then in the wider world. For example providing jobs, producing goods, and/or boosting tourism, etc.

Outcomes:

Students will understand industries’ short and long term effects on local communities.
Students will evaluate their own experiences and views on industry as it relates to local communities.
Students will engage in industrial history via baking, and will build light baking skills.

Pre-Excursion Activities:

Students will have engaged with aspects of Indigenous history prior, learning Cree phrases, Nakoda cooking practices, and the importance of the saskatoon berry to the Cree in the region.

Activities During the Excursion:

Students will bake Dad’s Cookies using a 1938 recipe.
Students will understand what industry is in regards to a location’s history and the resources available.
Students will reflect on one’s own understanding and experiences with industry.

Post-Excursion Activities and Reflections:

Students will analyze the industry’s place in White City’s history.

Estimated Time Frame:

Pre-excursion (4 class periods, 240 minutes), Excursion (60 minutes), Post-excursion (15-20 minutes)

Lesson Plan 7: Community Change Interview

Austin Harvey

An aspect of the White City Museums online elements are in its Digital Storytelling section. This section explores a select few individuals’ stories, and often firsthand experiences, living within the area and how it has become what it is today.

Students will take these stories as inspiration, with students watching 4 of the 8 videos of their choosing. Following this they will reflect on their own local/home experiences/traditions and how they may be different from how they were in the past or even are different in the present.

Lesson Outline:

This assignment involves students interviewing someone that they feel is important within their community, or a mentor of some kind. Examples could be family members, Elders, community leaders, friends, teachers, etc. This interview will engage students in reflection of changed history, largely in regards to nature/industry changes. Examples of questions students may be given to ask are as follows:

“What was important then (sometime in the past) and what is important now in regards to community goals? Are they the same? If so, why and how?, if not why and how?”

“What has been the biggest change within your community in your view? Why do you think this is?”

This assignment would seek to bridge potential generational gaps and to give students an opportunity to engage in their local area’s history, both colonially, personally, and structurally.

(See the digital stories section of the White City Museum website: https://whitebuttemuseum.com/digital-stories/).

Outcomes:

Students can analyze historical stories to find meaning.
Students can analyze and evaluate responses to historic changes.
Students can create an interview.

Pre-Excursion Activities:

Students will understand the basics of an interview, including how to create one.

Activities During the Excursion:

Students will participate in watching 4 of the 8 White City digital stories.

Post-Excursion Activities and Reflections:

Students will reflect on takeaways from White City digital stories.
Students will create an interview based on learnings from the White City digital stories and assignment-provided questions.

Estimated Time Frame:

Pre-excursion (30 minutes), Excursion (60 minutes), Post-excursion (2 class periods, 120 minutes)

Lesson Plan 8: Indigenous Ways of Knowing with Elders

Austin Harvey

It is important to approach locations students visit, and anywhere they visit, with proper respect. A way to approach much of the Indigenous histories and teachings present within White City is through the incorporation of an Indigenous Elder.

Lesson Outline:

This lesson will see the invitation of an Elder to speak with the class and to offer students a better understanding and conceptualization of some of White Citys teachings. An Elder that could be asked to speak with the class could be Tim Poitras. (Contact: potl@sasktel.net)

Outcomes:

Students will understand general pre and post contact Indigenous history in White City.
Students will understand the effects the Indian Act has on Indigenous peoples.
Students will broaden their perspectives beyond a solely colonial view.

Pre-Excursion Activities:

Students will understand what the role of an Elder is.
Students will understand how to respectfully invite an Elder.

Activities During the Excursion:

Students will analyze aspects of the Indian Act.
Students will consider Indigenous perspectives and ways of knowing alongside their own.

Post-Excursion Activities and Reflections:

Students will reflect on what they learned via formative written responses.
Students will discuss as a whole class issues brought to light, and what they learned and still had questions about.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes), Excursion (60-75 minutes), Post-excursion (40 minutes)

Lesson Plan 9: Flora and Fauna Report

Austin Harvey

Students will examine various plant life and ecosystems present within and in the surrounding area of White City.

(a coyote photographed in White City)

Lesson Outline:

This lesson will involve students carrying out a research report into one local animal present in the White City area, as well as one example of plant life. Students will be guided in showcasing a variety of animal and plant examples for students to potentially research. Each report would seek from students that they have learned a more in-depth knowledge and potential appreciation for nature and its importance within broader ecosystems. Each report will include a section on students’ chosen flora and fauna. Freedom of choice is crucial to learning in this assignment as students should at least be somewhat interested in what they are researching.

Outcomes:

Students will analyze White City local flora and fauna.
Students will build paper writing and research skills.
Students will create a research report based on a White City flora and fauna of their choice.

Pre-Excursion Activities:

Students will learn how to write a research report. Including how to find trustworthy sources and proper formatting.

Activities During the Excursion:

Students will ask questions, explore, and interact with their surroundings to pick a flora and fauna to research that interests them.

Post-Excursion Activities and Reflections:

Students will create a research paper.
Students will evaluate sources to determine their use or relevancy.
Students will understand their individually chosen flora and fauna beyond the level they had previous.
Students will be able to speak about their research topics without necessarily relying on their paper.

Estimated Time Frame:

Pre-excursion (2 class periods, 80-120 minutes), Excursion (30-45 minutes), Post-excursion (3 class periods, 160 minutes)

Lesson Plan 10: Student-Chosen History Essay

Austin Harvey

Utilizing the information students have gained from their trip to White City they will create an essay on a topic related to White City’s history that interests them.

(Bloom’s Taxonomy, a useful tool for gauging levels of understanding)

Lesson Outline:

Students will write and research an essay on an aspect of White City’s location history. This can include Indigenous history, industries, wildlife, cultural practices, community engagement, etc. Students will share their chosen topic with the teacher and then will begin to form their essay using their first-hand experience during the White City field trip, and using online and other sources to help formulate their essay.

Examples of more focused essay topics could be:

Indigenous Culture in the White City area following Treaty 4
How Industry affected White City’s Trajectory
Animal Migration Practices in the White City area: Pre-contact
Cultural Traditions of White City

Outcomes:

Students can write and research an essay.
Students can evaluate information and use their judgment to determine its relevancy or accuracy.
Students can locate key themes and patterns throughout history.
Students will become familiar with Bloom’s Taxonomy.

Pre-Excursion Activities:

Students will have completed a flora and fauna research report.
Students will have learned how to format an essay and how to locate proper sources.

Activities During the Excursion:

Students will locate or consider ideas for their essay.
Students will ask questions and carry out their own research.

Post-Excursion Activities and Reflections:

Students will have analyzed, evaluated, and created a history essay on an aspect of the White City area’s history.

Estimated Time Frame:

Pre-excursion (2 class periods, 80-120 minutes), Excursion (45 minutes), Post-excursion (5 class periods, 300 minutes)

Lesson Plan 11: The Dream of Immigration and the Beginning of White City

Xiaoshu Zhou

This is a lesson plan with the theme of early immigration. The course mainly focuses on the immigration process of Johnson and Edith Lispsett to Canada, and has several goals. Firstly, it’s necessary to deeply understand the background of their immigration to Canada and explore how social, economic and other factors at that time made them decide to immigrate. Secondly, the focus is on analyzing the reasons why they chose to build White City in a specific place. This requires considering many factors such as the local geographical environment and economic development situation in Canada at that time. Finally, through learning these contents, students can truly experience the expectations that early immigrants had and the determination they showed, so that they can have a deeper understanding of the hardships and greatness of early immigrants.

(White City’s History)

Outcomes：

Understand the background of Johnson and Edith Lispsett‘s immigration to Canada, understand the reasons why they chose to create White City in a specific location, and experience the expectations and determination of early immigrants.

Pre-Excursion Activities:

Individual Work: Check Canadian immigration policy and agricultural development materials in the early 20th century, and prepare for immigration experience sharing.

Activities During the Excursion:

Visit White City History Museum, listen to the explanation.

Post-Excursion Activities and Reflections:

Group Discussion: When back to school, students would be in groups, and talk about what they learned and what they saw today.
Reflection Report: Students need to write a 300-word visit experience to reflect on the changing and gains in the understanding of early immigrations.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes)
Excursion (museum visit)
Post-excursion (a half class period, 30 minutes)

Lesson Plan 12: Career transformation and urban development

Xiaoshu Zhou

This course aims to guide students to deeply analyze Johnson’s career transformation. Students will explore the transformation process and its internal logic from many aspects, like the career change path under the influence of the times and personal situations. Meanwhile, students will understand that this transformation is of great significance to White City. In terms of economy, it may give birth to new industrial models to help with growth. In land development, it might bring innovative planning and utilization strategies. In community building, it may promote employment, optimize the population structure and enrich the culture. In this way, students can understand the close connection and mutual promotion between personal careers and urban construction.

(www.whitecity.ca)

Outcomes：

Students would know how to analyze Johnson’s career transformation process and internal logic, and explore its role in promoting White City’s economy, land development and community construction.

Pre-Excursion Activities:

Small Group Work: Arrange students to collect information on relevant industries in Canada in the mid-20th century, analyze the impact of the socio-economic environment on career choices and make charts.
Big Group Work: Talk about questions in the whole classroom.

Activities During the Excursion:

On-site visit to the landmark buildings and sites of White City, explained by historians or residents, and students can compare and improve their understanding.

Post-Excursion Activities and Reflections:

Group Discussion:”Enlightenment of Johnson’s career transformation to the development of White City”, forming a report presentation and exchange, reflecting on learning gains and understanding.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes)
Excursion (museum visit)
Post-excursion (a half class period, 30 minutes)

Lesson Plan 13: Family Inheritance and Community Culture

Xiaoshu Zhou

The course has set multi – dimensional goals, focusing on the core theme of the Lipset family inheritance. Firstly, it aims to make students understand deeply and thoroughly the unique position of family and community culture in the Lipset family inheritance. Family culture is like the soul and foundation of a family. It plays a crucial role in passing on values within the family, building members’ identity and forming family cohesion. And how does community culture blend and complement with family culture, jointly shaping the family’s image and position in a specific community environment? These are the things that students need to explore.

Outcomes：

Students understand the status, influence and interaction mechanism of family and community culture of the Lipset family inheritance, and master the research methods of family history.

Pre-Excursion Activities:

Individual Studying: Students dig up family historical materials, such as deeds, corporate history, collect them in a variety of ways and write a brief family history.

Activities During the Excursion:

Students participate in community cultural activities or services, observe family cultural elements, communicate with residents, and visit family businesses.(In White City, or in Regina)

Post-Excursion Activities and Reflections:

Project: Through Community activities, students meet to make thematic multimedia works to display and select, reflect on the improvement of one’s own ability in learning and thinking about related relationships.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes)
Excursion (In two weeks, students need to join once activity)
Post-excursion (one class period, 60 minutes)

Lesson Plan 14: Historical Witness and Cultural Inheritance of White City

Xiaoshu Zhou

The carefully planned outcomes of this course are of great significance in many aspects.

In terms of exploring the historical witness elements of White City, students will dig deep into all kinds of physical and non-physical elements that carry the past years of White City. For example, the old building remains. Their unique architectural styles, techniques and the historical changes they have gone through are all vivid pictures of White City’s history. And there are also traditional folk activities, local legends and other intangible cultural heritages. They are like small streams in the long river of history, quietly telling the stories of White City. As for understanding the role of cultural inheritance, students need to analyze how these historical witness elements are like bridges that closely connect the past, the present and the future. They are the crystallization of the wisdom and spirit of our ancestors. As time passes, they pass on specific values, ways of life and aesthetic tastes from generation to generation, so that the cultural genes of White City can continue and develop, and thus shape the unique cultural features and humanistic spirit of the local area.

Outcomes：

Students explore the historical witness elements of White City, understand its cultural inheritance role, master research methods, and enhance the awareness of protection.

Pre-Excursion Activities:

Group Work: Study the cultural relics of White City and other witness elements in groups, collect information in multiple ways, and make introduction posters.

Activities During the Excursion:

Field visit and listen to explanations, compare and analyze materials, and discuss the impact of witnessing elements on cultural identity and cohesion in groups in White City.

Post-Excursion Activities and Reflections:

Assignment: Students need to create short essays or videos to show the charm of elements, show communication in class, reflect and write cultural inheritance action plans.

Estimated Time Frame:

Pre-excursion (a half class period, 30 minutes)
Excursion (In one day, students need to go to White City as group)
Post-excursion (one class period, 60 minutes)

Lesson Plan 15: Comprehensive Exploration and Prospect of History of White City

Xiaoshu Zhou

The main goals of this course have multi – dimensional and far – reaching significance. In terms of integrating knowledge, students need to connect the scattered knowledge points they have learned about the historical context, cultural heritage and social changes of White City, and build a complete and systematic knowledge system. For example, they should combine the understanding of the early immigration process, the connection between family heritage and community culture, and the development characteristics of White City in different historical periods, so as to form a comprehensive and in – depth cognitive framework of White City.

Outcomes：

Students need to integrate knowledge, examine the status and value of White City, and predict and plan its future development.

Pre-Excursion Activities:

Students begin to review the first three lessons and summarize.

Activities During the Excursion:

Hold a seminar on “The Past, Present and Future of White City”, group speech, free discussion, teacher summary. ( It can be done in the car, circle the white city, and let the students make the last memories)

Post-Excursion Activities and Reflections:

Assignment: write the paper “Historical Revelation and Future Prospects of White City”, exchange and evaluate each other, and reflect on the course gains.

Estimated Time Frame:

Pre-excursion (1 class period, 60 minutes)
Excursion (White City Visit)
Post-excursion (one class period, 60 minutes)

Lesson Plan 16: The Journey of Pibroch School

https://whitecitymuseum.com/walking-tour/site-4

Outcomes:

Students will understand the historical timeline of Pibroch School.
Students will appreciate the school’s role in the community’s development.

Pre-Excursion Activities:

Timeline Creation: Students create an interactive timeline of Pibroch School from 1907 to present.
Discussion: Explore the phrase “I walked to school uphill both ways” and its historical context.

During Excursion:

Guided Tour: A local historian leads students through the building, highlighting key historical points.
Scavenger Hunt: Students locate and document historical features, including the plaque.

Post-Excursion Activities:

Reflection Essay: Students write about how the school’s journey reflects the community’s growth.
Timeline Presentation: Groups present different eras of the school’s history to the class.

Estimated Time Frame:

Pre-excursion (60 minutes), Excursion (2-3 hours), Post-excursion (60 minutes)

Lesson Plan 17: Education Then and Now

Outcomes:

Students will compare early 20th-century education with modern schooling.
Students will understand the evolution of educational practices.

Pre-Excursion Activities:

Research: Students investigate early 20th-century teaching methods and curricula.
Interview Preparation: Prepare questions for former students or teachers of Pibroch School.

During Excursion:

Artifact Examination: Students examine old textbooks, desks, and other educational materials.
Role-Play: Students participate in a mock 1907 lesson in the old schoolhouse.

Post-Excursion Activities:

Compare and Contrast: Create a Venn diagram comparing early 20th-century and modern education.
Presentation: Students present findings from interviews with former Pibroch School community members.

Estimated Time Frame:

Pre-excursion (60 minutes), Excursion (2-3 hours), Post-excursion (90 minutes)

Lesson Plan 18: Community Effort and Historical Preservation

Outcomes:

Students will understand the importance of community involvement in preserving history.
Students will learn about the process of relocating and repurposing historical buildings.

Pre-Excursion Activities:

Research: Students investigate other examples of preserved historical buildings in Saskatchewan.
Discussion: Explore the concept of community fundraising and volunteer efforts.

During Excursion:

Community Member Talk: Invite a community member involved in the 1965 relocation to speak.
Building Analysis: Students document how the building has been adapted over time.

Post-Excursion Activities:

Group Project: Design a community campaign to support a local historical preservation project.
Reflection: Write about the importance of preserving local history and buildings.

Estimated Time Frame:

Pre-excursion (60 minutes), Excursion (2-3 hours), Post-excursion (90 minutes)

Lesson Plan 19: From Schoolhouse to Preschool – Adapting Spaces

Outcomes:

Students will understand how buildings can be repurposed over time.
Students will appreciate the ongoing relevance of historical structures in modern communities.

Pre-Excursion Activities:

Brainstorming: Students suggest potential modern uses for historical buildings.
Research: Investigate the process of converting old buildings for new purposes.

During Excursion:

Comparative Tour: Students compare original school features with current preschool adaptations.
Sketch and Plan: Students sketch the current layout and brainstorm potential future uses.

Post-Excursion Activities:

Design Project: Students create a proposal for a new community use for a historical building.
Presentation: Groups present their design projects to the class, explaining their choices.

Estimated Time Frame:

Pre-excursion (60 minutes), Excursion (2-3 hours), Post-excursion (90 minutes)

Lesson Plan 20: Voices of Pibroch – Oral History and Community Memory

Outcomes:

Students will understand the value of oral history in preserving community heritage.
Students will appreciate the personal experiences of long-time residents and their connection to local history.

Pre-Excursion Activities:

Video Viewing: Watch the video featuring Lill Jardine, a long-time pioneer of the White Butte Region, talking about her experience attending Pibroch School. https://www.youtube.com/watch?v=q-h9usI9BkI
Discussion: Explore the importance of oral histories in preserving community memory.
Question Preparation: Develop interview questions for long-time residents about their school experiences.

During Excursion:

Guided Tour: Focus on connecting physical spaces with stories from Lill Jardine’s account.
Reflection Spots: At key points, write brief reflections linking observations to Lill’s experiences.
Photo Comparison: Compare historical photos with the current building, noting changes and similarities.

Post-Excursion Activities:

Oral History Project: Plan and conduct interviews with other long-time residents.
Creative Writing: Write a short story from the perspective of a student attending Pibroch School in the early 1900s.
Presentation: Share oral history project plans and creative writing pieces with the class.
Reflection Essay: Write about the importance of preserving personal stories in understanding local history.

Estimated Time Frame:

Pre-excursion (90 minutes), Excursion (2-3 hours), Post-excursion (120 minutes)

Final Assessment:

Nicholas Ciarciaglini

In the Final assessment, the students’ task is to create a virtual/interactive Museum that kids in grades 1 to 5, to explore in a virtual sense. It will allow students to show their own understanding about the history that was shown in it and bring it to life. It is also a good way to connect with students to show what they know.

Lesson 1: Minecraft Introduction

Outcomes:

N/A

Before Activity:

Introduce Minecraft Education Edition
- One Minecraft Block is one cubic Metre.
- How to use Blackboards and NPCs.
- How to input coordinates and links.

Durning Activity:

Experiment with the different skills that they will learn about.

Post-Activities and Reflections:

Discuss what they struggled with and what they understand about how to use different Minecraft.

Estimated Time Frame:

30 min to 60 min

Lesson 2: Designing Your Place

Outcomes:

Students will:

Be able to design what they think what things looked like in the ‘past’ to create an understanding of the museum.

WA20.5 Extend and apply understanding of 3-D objects including: top, bottom, and side view, exploded views, component parts scale diagrams.

Before Activity:

Have them choose their groups of 5 to 6 students.

Durning Activity:

With their group, they will discuss their plans and split up the work. What is needed:
- A Path to All Five Sites
- An NPC at each of the sites:
  - Link to the story.
  - Set of coordinates for the construction for each story (5 in total).
  - Recreation of the stories.
Using paper, they will start to design their version of their museum, and what is their plans for reconstruction of their place.

Post-Activities and Reflections:

Peer assessment
Self-assessment
Discussing if the work is evenly distributed and everyone knows what they are doing.

Estimated Time Frame:

30 min to 60 min

Lesson 3: Construction of Your Place

Outcomes:

Students will: Use critical thinking to recreate their version of what life was like in the past.

Before Activity:

Have them set up a world (1 person)
Teach them how to export their words (to allow them to work on them at home).

Durning Activity:

They should have split the work evenly or worked together one site at a time.
They will construct the museum. There should be six reconstructions that they will need to complete.
Linking links into their worlds for sources.

Post-Activities and Reflections:

Peer assessment
Self-assessment
See Lesson 19.

Estimated Time Frame:

150 min to 270 min

Lesson 4: Reveal of the Virtual Museum

Outcomes:

Students will: Share their version of history with other groups by having each person from another group explore their museum.

Before Activity:

Having one person from each group in a group (if there are 30 students should have five to six groups).
Make sure that they have World Builder turned on. (This is for exploration, you cannot break anything)
Make sure each student has a copy of their Minecraft World.
Remind students to be respectful when exploring each Minecraft World.

Durning Activity:

Each person takes 5 to 10 minutes to explain their group’s museum.
Visitors of that world will:
- Fill out an evaluation of how they like their project,
  - How well it is designed
  - Where everything is.
  - And how much they learned from the person presenting.
Getting a copy of the world.

Post-Activities and Reflections:

Peer assessment
Self-assessment
Minecraft World

Estimated Time Frame:

60 min to 90 min

Rubric

Unit Plan Rubric 2024

References

(2024). Dad’s Cookie Factory. White City Museum: Historical Walking Tour Site 2, n.p. https://whitecitymuseum.com/walking-tour/site-2

(2022). Commercial Community Kitchen. Framer John’s Commercial Community Kitchen, n.p. https://farmerjohns.ca/commercial-community-kitchen

(2024). Digital Storytelling. White Butte Museum, n.p. https://whitebuttemuseum.com/digital-stories/

(2023). Urban Coyotes. Town of White City, n.p. https://whitecity.ca/p/urban-coyotes

Recreation in Minecraft

Additional Resources:

Minecraft:

This is for students to learn how to use Minecraft EE. What is in this section:

How to represent non-square shapes: This is for students that have circular or triangular structures.
How to add Skin and Resource Packs into Minecraft EE: This is for students to import Minecraft skins, and texture packs into Minecraft EE.

How to represent non-square shapes (like triangles, and circles):

Tutorials for creating Shapes

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How to add resource packs to Minecraft:

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