D3
It is expected that students will:
Describe traditional perspectives
of a range of Aboriginal peoples
in BC on the relationship
between the Earth and celestial
bodies
Students who have fully met the prescribed learning outcome are able to:
- identify passages related to the relationship between the Earth
and various celestial bodies within specific traditional stories
of BC Aboriginal peoples - respond to BC Aboriginal stories and presentations focusing
on the nature of stars, the moon, planets, comets, or eclipses
(e.g., by creating illustrations; by identifying similarities
among stories or between stories and contemporary scientific
understanding
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Resources
Solar Folklore from Stanford University
Raven Steals the Sun, Moon, Stars
How Raven created the World; Raven Steals the Light and more
More raven ( The Kwagiutl Collection)
Planning for Assessment / Assessment Strategies
1. Show students a star map to analyze and
consider the origins of the most common
constellations in the night sky. Students
should be able to identify characters of Greek,
Roman, or Middle Eastern mythology.
Explain that most of the characters depicted
in star maps are derived from these ancient
cultures and civilizations, and that other
cultures will not see star patterns the same
way; their stories concerning the formation of
the Earth, Sun and universe will tie into their
own star patterns and be quite different from
the beliefs of the early European and Middle
Eastern cultures.(Ursa Major comparison) (Lakota)
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2. Have students perform comparative research
on the different astronomy-related stories of
various aboriginal cultures. Material gathered
could include:
- Haida and Kwakiutl stories of Raven
stealing the Sun and Moon to tempt
the first humans out of a clam shell
- stories from a local First Nation (Tlingit)
Reports can be presented to class or submitted as
written assignments, with the focus placed on
similarities and differences between the stories
(e.g., the central characters or themes, details re
the formation of the Sun, Moon, and Earth).
Assessments should consider level of detail
provided, use of sources (authenticity), and
identification of similarities and differences.
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3. As an extension, compare these stories with
those of other cultures (e.g. Druids and
Stonehenge, the ancient Greeks, Polynesians)(Navajo)
(Chinese Starlore)
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4. Invite an elder from a local band to class to
discuss the astronomical folklore of the local
peoples. (lesson plan)Students should take notes about the
salient points. Alternatively, visit a local
museum and have a local expert provide a
tour and/or lecture about local astronomical
beliefs. Ask students to submit 2-3 questions
from the lecture that will be used to make up
a quiz.
Students should display an ability to
- describe several characters in the stories and
their relationships to astronomy own
- value the input provided by elders and/or
experts in the fieldRESOURCE
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4. Brainstorm and discuss other uses of
astronomical knowledge by BC Aboriginal
peoples (i.e., beyond using it in stories).
Look for students to identify uses such as the
following for astronomical knowledge:
- travel (i.e., using the sun, moon, and stars as
guides)
- marking the passage of time (e.g.,
determining harvesting and hunting seasons)
RESOURCES
Ancients could have used Stonehenge to predict Lunar Eclipses
The Raven Steals the Light, Bill Reid
Constellations
Sky atlas contains the maps of all the 88 constellations, with the coordinates , a brief description including history and mythology.
photo: The Raven and the First Men; sculpture in yellow cedar by Bill Reid.
Photo: U.B.C. Museum of Anthropology
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