2018 Cultural Activities - Preschool and Elementary Culture-Education
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2018 Cultural Activities
Preschool and Elementary
Culture-Education
2018-2019
iCoordination and content Éducation préscolaire et enseignement primaire et secondaire Formation générale des jeunes Title of original document: Pistes d’activités culturelles 2018 – Préscolaire et primaire For additional information, contact: General Information Direction des communications Ministère de l’Éducation et de l’Enseignement supérieur 1035, rue De La Chevrotière, 28e étage Québec (Québec) G1R 5A5 Telephone: 418-643-7095 Toll-free: 1-866-747-6626 An electronic version of this document is available on the Ministère’s Web site at: www.education.gouv.qc.ca. © Gouvernement du Québec ISBN 978-2-550-81228-9 (PDF) ISBN 978-2-550-81230-2 (French, PDF) Legal Deposit – Bibliothèque et Archives nationales du Québec, 2018
2018 Cultural Activities
The activities suggested here, which are intended to support teachers and other education
professionals in their role as cultural mediators, propose original ways of using the cultural
references specific to each subject.
These activities were developed by contributors from the fields of education and culture.
The contributors from the school system, who were mostly teachers and education
consultants, developed activities corresponding to their subjects. They have built bridges
to the students’ learning by working together around a common theme viewed from a
cultural perspective.
Theme: Get in the flow with curiosity!
Curiosity is what motivates us to explore the world and the many fascinating things it has
to offer. When our curiosity is sparked, it becomes a springboard to learning. Students can
go with the flow, so to speak, and discover what sparked their interest in the first place.
On the way, they become more open to aspects of culture that make learning a truly
enriching experience. They soon embark on a creative journey that leads them to raise
questions and doubts, work with ideas and the things around them, and build and enjoy
meaningful contacts with other people. In other words, curiosity enables students to
assimilate the cultural riches that ultimately help to shape their vision of the world.
iiiWhat?
Integration of the cultural dimension into the schools
We are surrounded by culture all the time, in both what we do and who we are. Each of us
can make it a part of ourselves and, in turn, contribute to it. It has no borders, extending
as it does to the arts and languages, professional development, the social sciences,
mathematics, science and technology. Culture is, without a doubt, at the heart of school
life.
Culture extends, therefore, to all subjects. As cultural mediators, teachers play a key role
in guiding students on the path through school, providing cultural references that make
learning more meaningful.
How?
Cultural references
Generally speaking, references are guideposts that help us to determine where we are
and where we are going. The same is true of cultural references, which help us to see
significant social phenomena or cultural trends—in other words, to see where we stand in
relation to a particular subject. In school, they enable students to develop their
relationships to themselves, others and the world as a whole.
Such cultural references can stem from the past or present, the young person’s immediate
cultural framework, i.e. knowledge and surroundings, or from a broader cultural context.
They can take a variety of forms, as long as they have a specific meaning in the cultural
sphere.
Since it is impossible to draw up an exhaustive list of cultural references, it is up to the
teacher to select a number of them and place them in context, so that students can have a
better sense of what they are learning, create links between subjects and look at their
daily surroundings with fresh eyes.
Why?
Positive effects of the integration of the cultural dimension into the schools
Discussing culture in the classroom is conducive to sharing common references. Taking
cultural elements into account is both instructive and stimulating for young people. Access
to culture fosters student retention and academic success. It helps to shape students’
identity, hone their critical skills and expand the horizons of their world while encouraging
them to play an active role in it. By creating links between subjects, placing learning in its
proper context and fostering a firm grasp of learning, culture plays a decisive role in
students’ engagement in school.
ivTable of contents
Preschool Education ..................................................................................................................... 1
WHAT IF SNOW WERE ALIVE? ...................................................................................................... 1
Drama ............................................................................................................................................. 3
SURPRISE VISIT ............................................................................................................................... 3
Visual Arts ....................................................................................................................................... 5
STRANGE HABITATS ...................................................................................................................... 5
Dance.............................................................................................................................................. 7
THE SKY’S THE LIMIT ..................................................................................................................... 7
Music............................................................................................................................................... 9
WHO KNOWS THE SCORE?........................................................................................................... 9
Physical Education and Health ................................................................................................. 11
CLIFFHANGERS ............................................................................................................................ 11
English as a Second Language ................................................................................................... 13
FUTURIST PIGEONS ...................................................................................................................... 13
English Language Arts (Elementary Cycle 2) ........................................................................... 15
LETTING THE CAT OUT OF THE BAG ........................................................................................... 15
Mathematics ................................................................................................................................ 17
PROGRAMMING CONSCIOUSNESS................................................................................................ 17
Science and Technology ............................................................................................................. 19
LUMBRICUS FESTIVUS ................................................................................................................... 19
Social Sciences ............................................................................................................................. 21
WILD TOPONYMY....................................................................................................................... 21
vPreschool Education
WHAT IF SNOW WERE ALIVE?
Cultural reference
Use of children’s literature
Anecdote
Did you know that the world’s tallest snowman was 37 metres high? He was made in the
state of Maine in February 2008 and took a month to complete.
Context
Québec’s cold, snowy winters have shaped the character of its inhabitants. In winter, the
landscape is dotted with odd-looking sculptures, i.e. snowmen. In this activity, students
are encouraged to exchange ideas about depictions of these figures and the personalities
people give them.
The children discuss The children prepare a The students go to the
their own experiences sketch (drawing) or use schoolyard and make
of building snowmen. other art materials and a snowman with the
Drawing on children’s techniques (modelling materials available
literature, they then clay, paint, clay, there (snow, wood,
Activity 1
Activity 2
Activity 3
look at the “human” improvised leaves, etc.), adding
side of these figures construction, etc.) to any needed
and the methods their depict a snowman. They accessories. They then
creators use to give give it a gender, show it to the rest of
them a personality. personality traits and the students,
various accessories to describing its
make it an original personality and how
character. they depicted it.
1Additional resources
Targeted elements of the QEP
To perform sensorimotor actions
To communicate using the resources of language
To complete an activity or project
Questions that students could be asked during the activity
In what season can we make snowmen? What would a fall or spring “snowman”
look like?
Do snowmen have personalities the way we do? Why? Why not?
How can we describe their personalities (nice, mean, funny, shy, etc.)?
What is a “snow woman”?
Can we add things to them to make them look more real or alive? What kinds of
details could we add to their faces or bodies?
Suggestions for activities with cultural partners
As part of the Culture in the Schools program, invite an author, artist or storyteller
who is listed in the Répertoire de ressources culture-éducation to visit the class
(English content available)
Link up with a dance or theatre school to learn how to make a snowman move
References
Go to the Québec Reading Connection website to find inspiring books about
snowmen
To look at ways in which winter is depicted in works of Québec artists, go to the
website of the Encyclopédie du patrimoine culturel de l’Amérique française (English
content available)
To find out more about the most famous snowmen ever made, go to the Carnaval
de Québec website
2Drama
SURPRISE VISIT
Cultural references
Commedia dell’arte
Comedy
Anecdote
As part of his commedia dell’arte training, actor Michael Fassbender learned to perform
in a mask and interact with another actor without seeing him or her. This training
prepared him for the film Frank, in which he played the role of Chris Sievey, a musician
who wore a papier mâché head at home and in public.
Context
Commedia dell’arte actors play stock characters to relate anecdotes based on daily life
before a live audience. In this activity, the students create an odd character in a realistic
context, in the process generating comical situations.
The students are The students create A group of student
introduced to unusual characters and authors share a skit
commedia dell’arte produce skits that are and stock characters
characters and explore based on daily life and they have created
some of the transitions in which the intrusion with a group of
Activity 1
Activity 2
Activity 3
that are possible with of stock characters student actors, who
stock characters like the leads to zany situations. then perform the skit.
secret agent, the house The students also Creative ideas could
pet or the grandmother, design and make also be exchanged
exaggerating their costumes and props to through online
character traits to make bring out the singular correspondence with
the situation stranger. personalities of their students from another
characters. school.
3Additional resources
Targeted elements of the QEP
To use elements of the language of drama and performance techniques to create a
character
To use elements of structure by writing a basic storyline
Questions that students could be asked during the activity
What distinguishes the different characters in the commedia dell’arte?
What do we mean by “stock character”?
How can a character be seen as unusual or curious?
What makes an everyday situation comical?
How can a prop be used to exaggerate a character trait?
Suggestion for activities with a cultural partner
As part of the Culture in the Schools program, invite an artist who is listed in the
Répertoire de ressources culture-éducation to visit the class to talk about comedy,
stagecraft, farce, marionettes, commedia dell’arte, masked performance, etc
(English content available)
References
For information on the different theatre genres, go to the ArtsAlive website
To view a video featuring a stock character, go to the website of La Fabrique
culturelle
Learn more about commedia dell’arte
4Visual Arts
STRANGE HABITATS
Cultural references
Installations
Outsider art
Anecdote
Did you know that the remarkable “gardener bowerbird” is a collector that makes its hut,
or bower, out of orchids, moss, twigs and red and blue berries? The hut, which is solid,
waterproof and appealing, is used to attract a mate.
Context
Humans are not the only ones with architectural skills. Surprising structures in nature
show us that animals, too, are great builders capable of making impressive houses. In this
project, which combines natural science and visual art, the students create unusual
spaces.
The teacher shows the The students work in The students work in
students dwellings built small groups to create a small groups to create
by various animals and model of a unique living an odd-looking habitat
tells them about space, taking advantage that they can enter
concepts of space and of the possibilities and walk around in.
Activity 1
Activity 2
Activity 3
habitat in the work of offered by the materials This installation is set
certain artists. The proposed by the up in an unexpected
students imagine and teacher. place inside or outside
create unusual two- the school.
dimensional spaces
using drawing and
collage.
5Additional resources
Targeted elements of the QEP
The natural environment and the built environment
Techniques: two- or three-dimensional art, drawing, collage, assembling, shaping,
installation, photography, video, sound editing, etc.
Materials: paper, clay, recycled materials, magazines, paint, ink, etc.
Questions that students could be asked during the activity
Why do habitats vary from one animal to another?
What are some similarities between human and animal habitats?
Which art installations interest you and why?
What are the similarities and differences between the houses we build to live in
and installations by artists who show an interest in habitations in their work?
Suggestions for activities with cultural partners
Visit the Insectarium or the Montréal Biodôme to observe the characteristic
features of insect and animal habitats
As part of the Culture in the Schools program, invite an artist who makes
installations and who is listed in the Répertoire de ressources culture-éducation to
visit the class (English content available)
References
Look at architectural structures built by animals and ecological habitats
Learn more about the potential of clay as a building material
Appreciate some works of outsider art
Take part in an immersive visit to some of the bizarre structures built by the
Chapuisat brothers
6Dance
THE SKY’S THE LIMIT
Cultural references
Contemporary choreography and the creative process involved
The origins of traditional dances
Anecdote
Did you know that, in 19th-century Ireland, the Catholic Church prohibited people from
using their arms when they danced? That is why the Irish created a complex dance for
the feet and legs, keeping their arms folded across their chests. This became their
traditional dance.
Context
Laws, prohibitions and rules are part of society and regulate our actions. Many
contemporary choreographers have abandoned the use of existing music scores,
preferring instead to provide performers with impromptu constraints and concepts in
order to compose choreographic material. Now it is the students’ turn to devise a set of
rules for creating a dance.
The students look at Working in subgroups, All of the students
contemporary the students comment on and teachers in the
choreographers who the rules and functioning school assemble in a
compose using a of certain board games. common space
variety of constraints. Taking this as a starting (corridor, school yard,
Activity 1
Activity 2
Activity 3
This is followed by a point, they organize their gymnasium) to
discussion on everyday space as an unusual explore the dance
prohibitions directed at playground with rules compositions created
young people. In a that make use of some of by the young people.
guided improvisation the language of dance. The creators of the
piece, the students The students take part in dance pieces act as
explore the effect of all of the games and draw directors.
such prohibitions on comparisons between
how they dance. them and the creative
processes of
contemporary
choreographers.
7Additional resources
Targeted elements of the QEP
Elements of dance language related to the body, time and energy
Choreographic structure
Relationships between partners
Dynamics of artistic creation
Questions that students could be asked during the activity
Why does society create laws and regulations?
Which of the choreographers studied in class appeals to you the most, and why?
How can constraints and prohibitions generate creative ideas?
How could you adapt your approach to choreograph a dance with a beginning,
middle and end?
Suggestions for activities with cultural partners
As part of the Culture in the Schools program, invite into the classroom a
choreographer who is listed in the Répertoire de ressources culture-éducation and
who uses constraint in his or her work (English content available)
Invite a resource person to visit the class and give a presentation on the origins of
traditional dance forms
References
Learn more about constraint in the arts
Gauge the effect of constraints on creativity
Learn about different creative processes used in dance; go to ArtsAlive
Learn more about Paul-André Fortier, a major figure in the world of choreography
8Music
WHO KNOWS THE SCORE?
Cultural references
Music scores and their evolution
The musical instrument as a means of communication
Anecdote
Did you know that the Incas used knotted strings, known as quipus, to keep records and
send messages between villages? This was a coded system in which each different colour
of string and type of knot had a unique meaning. Some aspects of the system are still
unknown to us today.
Context
Musical notation has changed considerably over time. Scores are made up of symbols
that indicate musical elements such as notes, rests and dynamics, all of which function as
a code that tells the performer how the composer wants a piece of music to be played. In
this activity, the students compose music scores that can be decoded and played only by
those who know the score!
The students make a list The students work in The students work in a
of the codes they are teams, using the code large group, drawing
exposed to in daily life. they selected to inspiration from the
They work in teams to compose a rhythmic or colours and other
devise a way of melodic piece of music. aspects of quipu
Activity 1
Activity 2
Activity 3
transcribing music using They then perform the strings to compose a
different coded piece in front of their piece of music they
languages of their friends, showcasing the can later perform. The
choice (alphabet, bar music they had in mind quipu could be made
codes, pictograms on and keys to the code. in visual arts class and
signs, etc.). could even become a
curiosity item in music
class.
9Additional resources
Targeted elements of the QEP
Personal, non-traditional, conventional and graphic representation codes
Melodic organization
Rhythmic organization
Questions that students could be asked during the activity
Why is music recognized as a universal language throughout the world?
Why do we invent coded language?
Which peoples have used musical instruments or other objects as means of
communication?
Suggestions for activities with cultural partners
As part of the Culture in the Schools program, invite into the classroom a composer
who is listed in the Répertoire de ressources culture-éducation and who makes
music using references other than the traditional music score (English content
available)
As part of the Culture in the Schools program, invite into the classroom a dancer
who is listed in the Répertoire de ressources culture-éducation and who makes
music using graphic scores (English content available)
References
Learn about the quipu
View an example of an animated graphic score
Try to find out more about François Sudre, the inventor of a universal musical
language
Learn about unconventional musical notation
10Physical Education and Health
CLIFFHANGERS
Cultural references
Lifestyles
Events
Anecdote
Did you know that the Escalade festival in Geneva owes its name to an attempt by the
Duke of Savoy’s troops to scale the city’s fortification walls using unfolding wooden
ladders? Every year, in December, citizens assemble in the steep and narrow streets of
the old town to celebrate the city’s victory over the Savoyards in 1602.
Context
The walls and partitions of this steadfast structure call for ingenuity on the part of those
who wish to scale them. Inspired by the lifestyle of the professional climber, the students
rediscover the walls that surround them (schoolyard walls, fences, rows of school lockers,
etc.). They move through various vertical and horizontal environments, exploring new
possibilities for locomotor activity that enable them to climb without any specific
equipment.
I’m Spider-Man I’m working on my My passion’s parkour
Can we walk on walls? balance and strength Inspired by the art of
Why might we want to? After organizing in small movement, the
With the aid of extensive groups, the students are students explore their
cultural references, these invited to imagine a immediate
Activity 1
Activity 2
Activity 3
questions encourage the climbing challenge environment
“Spiderman students” to named after a mountain (schoolyard, high and
move with the help of route known for its low walls, etc.) in
lines drawn on the floor complexity. A series of small groups. They
by their teacher. In this workshops mark the way, imagine a set of
horizontal climb, the helping the students to obstacles they will
students are required to draw on their strength have to overcome
use at least three points and sense of balance in without using any
of support; no part of order to take up the specific materials.
their body, apart from challenges put to them.
the hands and feet, must
touch the floor.
11Additional resources
Targeted elements of the QEP
Elements associated with the body
Concepts of time and space
Principles of balance
Questions that students could be asked during the activity
How can you adapt your physical training to your choice of enchainment in
climbing?
What aspects of the mountain-climbing lifestyle do you wish to draw strength from
in your own life?
How can you adapt your motor actions to the climbing challenges suggested for
you?
What are the different types of climbing?
What have you learned that could be of use to you in your daily life and in activities
other than climbing?
Suggestions for activities with cultural partners
Invite a resource person from the Fédération québécoise de la montagne et de
l’escalade to visit the class
Invite parents or professionals who practise climbing or urban parkour into the
classroom
References
Learn about the Geneva Escalade festival
Learn more about different types of climbing and about the most difficult climbing
routes in the world
Here is a glossary of climbing terms
Learn more about the art of parkour
12English as a Second Language
FUTURIST PIGEONS
Cultural references
The aesthetic dimension of culture: the media
Scientific discoveries
Objects from daily life
Anecdote
Did you know that the first drone was a pigeon? A German inventor attached cameras to
spy pigeons in order to take aerial photographs during World War I.
Context
Many people say that we are currently living through a third industrial revolution
characterized by numerous technological innovations. How will today’s technological
devices change over the next 100 years? The students list the characteristics of an object
and imagine how it might change in the future.
Each student chooses a Working in teams of The students prepare
technological object. two, the students a video report or a
After reading an article imagine some trailer announcing
from the period or technological objects of one of their
viewing a short video the future. With the innovations. It would
Activity 1
Activity 2
Activity 3
on the object, they help of an opening be interesting if they
make a graphic activity and a bank of took photos from a
organizer. The students keywords, they bird’s-eye view, like
then deal with their complete the graphic that of the spy
object’s original organizer, writing in it pigeons of the
characteristics and the technological anecdote. The videos
comment on how it has innovations and could be presented to
evolved. discoveries they the other students in
imagine happening or outside the
within the next 100 classroom.
years.
13Additional resources
Targeted elements of the QEP
Competency 1: To interact orally in English
Use of functional language
Use of communication strategies
Competency 2: To reinvest understanding of oral and written texts
Use of knowledge from texts in a reinvestment task
Use of reading strategies
Questions that students could be asked during the activity
What stories can you tell about how your parents or grandparents used
technology?
What inventions and discoveries happened in your parents’ time?
What current everyday objects did not exist 25, 50 or 100 years ago?
Which everyday technological objects could you no longer do without?
Suggestion for activities with a cultural partner
Invite a museum-based cultural mediator to give the class a presentation on various
innovations that have had an impact on Quebec history
References
To find authentic texts, look at the suggestions on the Québec Reading Connection
website
Read a text that shows how people imagined the future. . . in 1900
Discover technologies and innovations that changed our relationship to the world
Explore various inventions and their creators
Do a comprehensive study of the issues linked to the intellectual property rights of
discoveries and forms of technology
14English Language Arts (Elementary Cycle 2)
LETTING THE CAT OUT OF THE BAG
Cultural references
Figurative language, i.e. idioms and expressions
Texts intended for youth
Media texts
Anecdote
In England, in the 1500s, you could buy a piglet at a farmer’s market, and it would cost
quite a bit. A dishonest merchant might put a stray cat in the bag instead of the piglet,
and you wouldn’t find out until you got home and let the cat out of the bag!
Context
In order to add life, humour and cultural interest to their texts, authors and media
producers often use figurative language in the form of idioms and expressions. Isn’t it
curious that languages contain these expressions that, if taken literally, can lead to
confusion and sometimes hilarity? Students play with words and learn more about these
figures of speech.
The teacher reads Students choose two In collaboration with
aloud a text that expressions that are the FSL class, to
contains idioms and related to the same encourage the
expressions. Students theme. They create transfer of language
explore different types posters that represent learning, students use
Activity 1
Activity 2
Activity 3
of texts to find more the expressions, graphic organizers to
idioms and expressions. literally as well as compare expressions
They record their figuratively. In small from both languages
findings, noting the groups, they share the and to look at
meaning of the illustrations of literal similarities and
expressions within the meanings in a game differences in terms
texts, as well as the that challenges peers to of the meanings of
effect of the figurative guess the expression the expressions
language on the and its figurative explored.
meaning of the text meaning.
and on the reader.
15Additional resources
Targeted elements of the QEP
Reading: Uses reading strategies to construct meaning from texts
Writing and production processes: Uses signs, symbols, illustrations and words to
communicate to a familiar audience
Communicating: Actively participates in collaborative group activities
Questions that students could be asked during the activity
What are some expressions and idioms that are part of our life and culture?
How might these expressions lead to misunderstanding and confusion?
What purposes do these expressions serve in a text? How do they impact the
message in a text?
How have these expressions changed over time?
Why are idioms and expressions used in advertising?
Suggestions for activities with cultural partners
As part of the Culture in the Schools program, invite an artist from the Répertoire
de ressources culture-éducation to explore different media and techniques that can
be used to produce illustrations and ads (English content available)
Invite an author to look at the choices authors/producers make in crafting a text
Invite an illustrator to discuss how illustrations carry meaning that complements
and enhances a text
References
To browse children’s literature, visit the Québec Reading Connection website
For more information on the media competency, visit the Literacy Today website
For information about advertisements and media texts, visit the Media Smarts
website
16Mathematics
PROGRAMMING CONSCIOUSNESS
Cultural references
Programming then and now
The evolution of calculators
Anecdote
Did you know that, in the 19th century, a woman named Ada Lovelace wrote the first
computer program? It was designed to give calculation commands. The programming
language she developed, which is named after her, is still used in cutting-edge
technology.
Context
Our daily actions are conditioned by computerized objects ranging from the school bell to
the smart phone. The students look at the ways in which the objects around them work
and the contribution of mathematics to the design of objects now and in the past.
The students use After being shown The students
mathematical language various calculators familiarize themselves
to give their peers ranging from the abacus with the basics of
directions for following to the digital tablet, the programming
pre-set itineraries in or students look at how language and devise
Activity 1
Activity 2
Activity 3
outside the classroom. these tools function, in programming
This is followed by a addition to studying challenges for another
discussion of the how they have evolved. class. The students
programming that The students also then discuss the
operates everyday imagine various following question:
objects. commands that could how does a better
be used to program understanding of how
some of these tools. these objects work
change our
relationship to them?
17Additional resources
Targeted elements of the QEP
To carry out location activities
To construct and describe plane or solid figures
To calculate the perimeter of plane figures, areas and volumes
To simulate random events with or without the aid of technology
Questions that students could be asked during the activity
Why do you think that computers were invented?
Which are more intelligent: human beings or computers?
What would you like to program if you could?
What tools do you think people used to make calculations before the invention of
the calculator?
How did you use mathematics to code or program your activity?
Suggestion for activities with a cultural partner
Invite a programmer into the classroom to talk about his or her work and to
explain how it is related to mathematics
References
For an introduction to programming and to monitor the students’ learning, go to
the Code website
Explore various programming softwares
Learn about the history of computing
18Science and Technology
LUMBRICUS FESTIVUS
Cultural references
Classification of species
Biodiversity
Anecdote
Did you know that 25% of the planet’s biodiversity is found in the soil and that there are
25 species of earthworm in Canada, including the Québec earthworm (Lumbricus
festivus)? It is not surprising, therefore, that one square metre of soil can contain up to
1000 species of invertebrate.
Context
Léon Provancher, who pioneered the study of Québec’s biodiversity, discovered,
identified and classified over 1200 species of insects. After learning about the biodiversity
in their environment, the students dig up the soil in order to identify a few species.
The teacher raises After a presentation on The students take
questions pertaining to the concepts of species photographs of species
insect diversity, using and biodiversity, the found in the soil near
pictures or insect students head to a their school. Like the
collections as suitable location to information the students
Activity 1
Activity 2
Activity 3
supporting materials. make a list of the living have collected, these
The students make organisms in the soil photographs (which may
hypotheses about the there. After this field be inspired by the works
development of trip, they share and of the artist Shikhei Goh),
species classification comment on their can be used to create a
criteria and compare observations, virtual museum of animal
their results with Léon comparing their work species. A virtual
Provancher’s tools with those of discussion with another
classification system. Léon Provancher. school could provide an
opportunity to discuss
the biodiversity of both
locations.
19Additional resources
Targeted elements of the QEP
Properties of matter on Earth
Properties of living things
Interactions between living organisms and their environment
Questions that students could be asked during the activity
How did Léon Provancher go about identifying, listing and classifying so many
species? What means were available to him? What are the spinoffs from his work?
Why do we classify species?
What types of human action can have a positive impact on the preservation of the
environment?
What are some uses of the data you have collected?
Suggestions for activities with cultural partners
Invite a biologist from the Ministère des Forêts, de la Faune et des Parcs to speak to
the class about new species and contemporary soil analysis methods
Invite a speaker from the Les innovateurs à l’école program (administered by the
Réseau Technoscience to visit the classroom
References
Consult an identification key used to determine the species of a few small animals
that live in plant litter
Learn about Canadian biodiversity
Learn about Canada’s insect fauna
Try to find out more about the soil ecosystem
Learn about the negative effects of earthworms on natural habitats
20Social Sciences
WILD TOPONYMY
Cultural references
⟩ Local heritage
⟩ Toponomy
Anecdote
Was there ever really a saintly bear, a type of mayonnaise specific to the Outaouais, or a
man named Louis who liked to laugh so much that an entire village remembers him for
it? Many of Québec’s 1100 municipalities have truly intriguing names, like Saint-Ours,
Mayo and Saint-Louis-du-Ha! Ha!.
Context
It is constantly surprising to learn that every part of Québec has its own rich and
captivating history. The students take a trip back in time in search of key figures from the
province’s towns and villages. Looking into the origins of Québec place names sparks the
students’ curiosity about little-known yet fascinating characters from the past.
The students discuss The students put on The students imagine
the living conditions of their historian’s hats to themselves as early-
the men and women probe the local 20th-century mayors
who lived in their area archives. They dip into engaged in promoting
or region in the early local history in a search change. They rename
Activity 1
Activity 2
Activity 3
20th century. They of anecdotes, public all the major streets
learn about well-known figures or key events and buildings of the
personalities who that have made an municipality, and even
played an important impression. The names the municipality itself,
role in the development of certain streets and based on what they
of their territory. nearby buildings may uncovered in their
Pictures or archival evoke their memory. research. They could
videos could be used to also make a schematic
enhance the discussion. or city map to
document the
changes in toponymy.
21Additional resources
Targeted elements of the QEP
Geography – Urban territory (heritage)
Geography – Techniques (production of a schematic map)
History – Québec society around 1905
Questions that students could be asked during the activity
What do you know about the history of your community?
What are some of the most intriguing things about your community?
What heritage features are promoted in your community?
What tools did you use to carry out your work?
Who are some well-known people from your region?
Suggestions for activities with cultural partners
Contact the Fédération Histoire Québec and invite a specialist in local history to
speak to the class
As part of the Culture in the Schools program, ask a street artist who is listed in the
Répertoire de ressources culture-éducation to contribute to the new toponymy
(English content available)
Reference
To learn about the origins of names found in various parts of Québec, go to the
website of the Commission de toponymie du Québec (English content available)
22You can also read
