Introduction

Welcome to heritagefairs.blogspot.com!

This blog is all about using heritage fairs as a medium to engage students across all grades and subject areas to build a strong sense of community in your school. We have worked together to put together a informal resource manual for you and your school. We hope you enjoy!

We start with the rationale on why we chose to explore this topic and then move into a bit more details on this theme. Each post starts with a question from a fan and then goes into us answering that question. Do you have a question about our blog? Leave it in the comments section!

Enjoy,
Team MIMU (Matilda, Irma, Myriam, Udy)

Rationale

 RATIONALE

When we sat down to decide on a topic for this project, the idea of Heritage Fairs came up pretty quickly. Our rationale for this topic is really four-fold:

1. Canadian classrooms are becoming more and more culturally diverse. We are looking to enrich the current curriculum by incorporating more information about diversity through a variety of activities.

2. A Heritage Fair is an inclusive approach to teaching cultural diversity, as all students can participate and get meaning out of the experience.

3. Grade 9 Social Studies has an entire unit on diversity and pluralism in Canada – we are looking to add to it and expand it to all grades.

4. Our group is culturally diverse and each of us is coming from a very different background. This is a topic that is common to each of us.

Heritage Fair at Juniper School

Dear MUMI,

I'm interested in doing a Heritage Fair at my school. Do you know of anyone who has done one in real life?

Signed, 

Gooooo Culture!

Thanks for your interest, Culture. Yes, in fact, one of our group members saw a Heritage Fair done with her entire school. Here's what she has to say about it!

School Heritage Fair at Juniper School –School District of Mystery Lake -Thompson

       Our school is one of six elementary schools in our district. We have a student population of approximately 300 students, a teaching staff of 25 teachers, 12 support staff (educational assistants), and two administrators. We have a culturally diverse school population. To celebrate the cultural diversity of our school, the teaching staff decided to host a school wide heritage fair in 2012.

       Grades four to eight would participate in the creation of research projects. Completed projects would then be placed on exhibit in our multi-purpose room on the designated day of the heritage fair. Kindergarten to grade three classes were invited to view the displays. Family and community members were also extended an invitation to attend the heritage fair. Attendance at the event was impressive.

       Teachers and support staff held workshop sessions in designated classrooms in morning and afternoon sessions. Many of the presenters wore the traditional dress of their country, and some prepared traditional foods, and planned activities and games reflecting their country.

      My presentation was a celebration of my Aboriginal culture. I am a direct descendant of Chief Joseph Berens who negotiated and signed Treaty Number Five in 1875.I shared the stories of my family history. An example of one of the stories I was able to share with my audience was an explanation of an original oil painting depicting Chief Joseph’s son Chief William Berens. The oil painting was painted about ninety years ago, and portrays him in the red tunic that is presented to chiefs as a gift from the Canadian government on behalf of the Queen. I was pleased to share the story of the historical significance of the portrait. It is apparently the “missing” portrait in a series of portraits that has been acquired by the Manitoba Museum of Man and Nature. Questions asked by the students about the portrait included whether I had ever had the portrait appraised, would I ever sell the portrait to the museum, and am I afraid of having the portrait stolen from my home. I was very touched by the respect that was given when students viewed the portrait.

        Students’ completed projects were well researched. Displays were creative and well organized. The pride in the eyes and voices of the students as they explained their projects to the individuals viewing their completed projects was amazing to witness. The day of our heritage school fair was an example of an absolutely phenomenal day of learning for everyone at Juniper School…Why not create another phenomenal day of learning by revisiting the idea of a second school wide heritage fair at Juniper School?

Carlmont High School

Hey MIMU,

Have you heard of this school called Carlmont High? A friend of mine said something about their Heritage Fair, but I can't find anything online.

Thanks!

Crazy for Carlmont

Great question, Crazy. Yes, Matilda did a little bit more digging into Carlmont High and here's what she came up with. Check it out!

Carlmont High School Heritage Fair 2014 Video

      A second video I found on youtube when I was searching for examples to use in my slide presentation, I came across a 21 minute video that was too long to include in the slide presentation. However, it is a unique example of presenting a heritage fair celebrating the cultural diversity of a school through the media of dance, and music.

       When I first started to view the video, I thought that I had perhaps made a mistake and was viewing a video not related to heritage fairs. As I continued to view the video I realized that I was watching a heritage fair video after all. The high school is located in the United States. What an amazing and innovative idea to celebrate the cultural diversity of your school by creating a dance and musical production. The event was held in the gymnasium. The audience was completely engaged in every performance. The cheers and handclapping was sustained throughout the entire production.

       Examples of some of the performances included: a Barrack Obama look-alike reciting to a rap beat about the current political issues, a swing club in 1930’s era costumes dancing to the song Putting on the Ritz”, Desai Club with three female dancer performing a traditional India dance dressed in traditional dress, Latino dancers, Kpop dancers, Pacific Island Polynesian  Club dancers, African Drum Club, and a choir.

      It is a very entertaining video to watch. I personally viewed it three times, I have posted the link in my slide presentation if interested in viewing.

Media Supports

Dear MIMU,

I'm loving the blog! Just wondering if you've seen any videos or anything from youtube that I can show the staff at my school as we prepare for our Fair?

Signed,

Fair Fan

Thanks for the compliment, FF - glad you're enjoying it! Yes, Matilda found a really great youtube video that she wanted to show. Sadly, it's disappeared into the universe never to be seen again. Instead of showing it, here's a summary of what it was. If you find it, can you please let us know?!

Lost video of a Winnipeg student competing in the Young Citizens Program

      When I was viewing youtube videos to select for assignment 4, I came across a video that was being viewed online as a finalist in the Young Citizens Award Program. The video grabbed my attention because it was an entry from Winnipeg. Also, that the student made it into the national video finals is an impressive achievement. Competition at the national level is with students who have won regional fair competitions in all ten provinces and territories in Canada.

      The male student’s project was about the Second World War Winnipeg hero Andrew Mynarski. The student reenacted the events of the rescue of Andrew Mynarski’s  friends in an airplane bomber, as told by a survivor of the rescue. The student narrated the events dressed in a World War Two uniform. The student incorporated various visual tools to tell the story of  a brave Canadian soldier who sacrificed his life to save his friends. The airplane battle was described by the narrator using Second World War airplane models. Archival pictures and battle sound effects were cleverly inserted into the narration of the presentation. The student also visited the war memorial and had included pictures of the memorial site in the video.

       When the video was over, it was my intention to save the video as an example of the standard of excellence that was achieved by the Winnipeg student.. However, despite all my best efforts to retrieve the video I was not able to locate the video. It was such an inspiring video to view on line. Writing the summary of the video on our blog will provide readers the opportunity to become aware of the creativity and ingenuity of Canadian students participating in a short film production of their heritage fair project  to be viewed by a national and worldwide audience.  

Cross Curricular Outcomes

Hey MIMU,

I've been looking through your blog and I'm not convinced. How am I supposed to fit in a Heritage Fair when I have a billion outcomes to meet every year??

Signed, 

Not Convinced

You raise a valid question, NC. Actually, this post is all about how many curriculum outcomes you can hit with this Heritage Fair theme. Matilda is really just narrowing in on a few, but you get the point. It's a lengthy post, which only proves our point further: A heritage fair is an excellent medium for teaching a number of different subject areas!

Cross-Curricular Outcomes

      Participation in a heritage fair meets many cross curricular outcomes that were too numerous to mention in my slide presentation. I have included the outcomes in detail:

Slide 3: Connecting the theme of cultural diversity to validate participation in Heritage Fairs to integrate cross-curricular outcomes at all grade levels :

ELA General Learning Outcomes:

General Outcome 1: Explore thoughts, ideas, feelings, and experiences

General Outcome 2 : Comprehend and respond personally and critically to oral, literary,

                                          and media texts

      General Outcome 3: Manage ideas and information

General Outcome 4: Enhance the clarity and artistry of communication

General Outcome 5 : Celebrate and build community

Slide 4: Connecting the theme of cultural diversity to validate participation in Heritage Fairs to integrate cross-curricular outcomes at all grade levels:

Social Studies General Outcomes:

• Kindergarten : Being Together
• Grade 1: Connecting and Belonging
• Grade 2: Communities in Canada
• Grade 3: Communities of the World
• Grade 4: Manitoba, Canada , and the North: Places and Stories
• Grade 5 : People and Stories of Canada to 1867
• Grade 6: Canada: A country of Change ( 1867-Present)
• Grade 7: People and Places in the World
• Grade 8 : World History: Societies of the Past
• Grade 9 : Canada in the Contemporary World( specifically Cluster 1: Diversity and Pluralism in Canada )
• Grade 12: Global Issues

      Math General Outcomes:

• Shape and Space
• Measurement
• 3-D Objects and 2D Shapes

-Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them

• Statistics and Probability
• Data Analysis

-Collect, display, and analyze data to solve problems

• Chance and Uncertainty

-Use experimental or theoretical probabilities to represent and solve problems involving uncertainty

        Science General Learning Outcomes:

        Nature of Science and Technology

A1. recognize both the power and limitations as a  way of answering questions about the world and explaining natural phenomena

A2. recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop

A3. distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values

Slide 5:     Science General Learning Outcomes:

A4. identify and appreciate contributions made by women and men from many and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations

A5. recognize that science and technology interact with and advance one another

Science, Technology, Society, and the Environment (STSE)

                 B1. describe scientific and technological developments, past and present, and

                       appreciate their impact on individuals, societies and the environment, both locally

                        and globally

              B2.  recognize that scientific and technological endeavours have been and continue to

                         be influenced by human needs and the societal context of the time

               B5.  identify and demonstrate actions that promote a sustainable environment, society

                         and economy, both locally and globally

Scientific and Technological Skills and Attitudes

                 C2. demonstrate appropriate scientific inquiryskills when seeking answers to

                        questions

                 C3. demonstrate appropriate problem-solving skills while seeking solutions to

                         technological challenges

                 C4. demonstrate appropriate critical thinking and decision-making skills when

                        choosing a course of action based on scientific and technological information

                  C5. demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy,

                         precision, honesty, and persistence, and appreciate their importance as scientific

                         and technological habits of mind

                  C6. employ effective communication skills and utilize information technology to

                         gather and share scientific and technological ideas and dat

Slide 6: Scientific and Technological Skills and Attitudes

                  C7. work cooperatively and value the ideas and contributions of others while  

                         carrying out scientific and technological activities

                   C8. evaluate, from a scientific perspective, information and ideas encountered

                          during investigations and in daily life

Grade 11 Current Topics in the Sciences (305)

• The Nature of Science and Technology
• Science, Technology, Society, and the Environment (STSE)
• Scientific and Technological Skills and Attitudes

Slide 7:  Sustainability Outcomes

Educating for Sustainability: Knowledge

             Students demonstrate knowledge of the dynamic interrelationships among human health

              and well-being, the environment, and the economy

Educating for Sustainability: Values

             Students demonstrate values that reflect the importance of continued balance and

             harmony among the health and well- being of humans, the environment, and the

              economy

Decision making from a sustainability perspective is a complex process. In order to make

informed decisions, students require  four foundation skills:

1. Literacy and Communication

• using language, in all its forms, in learning across subject areas
• reading, writing, listening. speaking, viewing, and other ways of knowing

i.e.role playing, sketching, diagramming, dramatizing) are vehicles and tools for learning across the provincial curriculum

2. Problem Solving

• developing problem-solving applications including:

• critical and creative thinking
• reasoning and logic
• learning to learn

• understanding, appreciating , and using abstract patterns, relationships, concepts,

and connections with numbers, words, ideas, issues

3. Human Relations

• developing understanding of, and appreciation for,  self
• developing work habits including responsibility, adaptability, entrepreneurship,

management of change, accountability

• developing an understanding of, and appreciation for, our society’s diverse population
• developing tolerance, teamwork, and leadership
• developing a sense of global interconnectedness

4. Technology

• using technology to learn
• making connections among technology, society, and the environment

In addition to the four foundation skills, there are a number of steps to consider when making decisions from a sustainability perspective:

1. Identify/recognize  a sustainability issue or concern
2. Identify and consult with stakeholders affected by the issue
3. Research the positive and negative impacts to the health and well-being of people,

the environment, and the economy

     4.   Propose creative options to solve the problem, address the issue, or to improve or rectify             the identified situation      

      5.     Assess the options as to their positive and negative impacts on the health and

              well-being of people, the environment, and the economy

      6. Through a process of consensus, decide upon the best course of action

      7. Develop an action plan

       8. Implement the action plan

       9. Evaluate the action plan

10. Communicate to the stakeholders the results of the actions

11. Reassess the issue/ situation based on evaluation and feedback from stakeholders

Educating for Sustainability: Life Practices

      Students demonstrate life practices and choices that balance the needs of human health

      and well-being, the environment, and the economy

Slide 8. Literacy with ICT (LwICT) Student Continuum

Minimal Outcomes Addressed by participating in a Heritage Fair

	Know-Comprehend- Become Aware	Analyze-Apply-Believe	Synthesize-Evaluate- Value
Plan and Question	P-1.1 I recall what I already know and think about what I already know	P-2.1 I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions	P-3.1 I decide if I am asking the right questions and I can change my questions to get the information I need
Gather and Make Sense	G-1.2 I make a bibliography of where I got my information, and of who created it	G-2.3 I categorize my information using suitable tools	G-3.2 I think critically about the information I find, and about its source , to determine if it might be biased in any way
Produce to show understanding	Pr-1.2 I make an electronic product using words, numbers, sounds , pictures, or graphs that shows I understand my information	Pr-2.2 I make the content of my electronic work clear and appealing to my audience, and revise it based on criteria or on feedback	Pr-3.1 I design and create my own electronic products that respond to the needs of my audience
Reflect	R-1.1  I talk with others about how I use ICT  to help me learn	R-2.1 I ask for and share feedback about learning with ICT	R-3.1 I set my own learning goals and think about how ICT might help me to meet them
Ethics and Responsibility	E-1.3 I know I must give credit to authors when I use their work	E-2.4 I am a good digital citizen and use ICT responsibly	E-3.2 I evaluate whether my use of ICT will help or get in the way of my learning
Social Implications	S-1.2  I explain how dishonest use of ICT can harm people and society	S-2.1  I predict how ICT might be used in the future	S-3.1 I make up my mind about whether information needs to remain private or be made public
Collaboration	Co-1.1 I work with others to gather information or to create electronic work	Co-2.2 I work with others online to complete assignments	Co-3.1 I lead my group in a collaborative task
Motivation and Confidence	M-1.2 I am aware when I am having problems with ICT and I know how to get help	M-2.2 I figure out more than one way to solve difficult ICT problems and I keep trying	M-3.1 I combine what I already know, with new information, to solve new ICT problems

Slide 9 Art Learning Outcomes

Students demonstrate understanding of and facility with visual art elements, principles,

and media

General Learning Outcomes

A-L1: Students demonstrate understanding of the elements and principles of artistic design in a variety of contexts

A-L2:  Students demonstrate understanding of and facility with visual arts media, tools and processes

A-L3: Students develop skills in observation and depiction

Students individually and collaboratively generate ,develop, and communicate ideas in creating visual art for  a variety of purposes and audiences

General Learning  Outcomes

A-C1: Students generate and ideas from a variety of sources for creating art

A-C2: Students develop original artworks, creatively integrating ideas and art elements, principles and media

A-C3: Students finalize and share their original artworks

Students connect the visual arts to contexts of time, place, and community, and develop understanding of how art reflects and influences culture and identity

Slide 10: Art General Learning Outcomes

A-UI:  Students experience and develop awareness of artworks from various times, places, social groups, and cultures

A-U2: Students experience and develop awareness of  a variety of art forms, styles, and traditions

A-U3: Students demonstrate understanding of the roles, purposes, and meanings of the visual arts in the lives of individuals and in communities

Students analyze, reflect on, and construct meaning in response to their own and others’ visual art.

General Learning Outcomes

A-V1: Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts

A-V2: Students analyze their own and others’ artistic compositions

A-V3: Students construct personal interpretations of their own and others’ artworks

A-V4: Students assess their learning in creating and experiencing art