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First Nation
Yukon
Education
First Nation
Programs &
Partnerships
I NTRODUCTION TO
T ECHNOLOGY
ANCESTRAL TECHNOLOGY 10
First Nation Programs and Partnerships
Yukon Department of Education
Box 2703
Whitehorse, Yukon, Canada
Y1A 2C6
Supervised by:
Janet McDonald, Director of First Nation Education
Chris Hobbis, Teacher CHAOS Program
Sharon Shadow, First Nation Cultural Consultant
Written and Compiled by: Kerri Ceretzke
Thank you for your wisdom and guidance on this First Nation Technology course:
Yukon First Nation Education Advisory Committee
Robin Lord, Carcross Tagish First Nation
Shandell McCarthy, Champagne and Aishihik First Nation
Roberta Hager, First Nation of the Na-Cho Nyak Dun
Sam Donnessey, Liard First Nation
John Main, Ta'an Kwach'an Council
Kim Rumley, Vuntut Gwitchin First Nation
Elder Lizzie Hall, Selkirk First Nation
Ukjese van Kampen, Researcher in Yukon First Nations Art
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Curriculum Working Group
Elder Lizzie Hall, Selkirk First Nation
Elder Dorothy Smith, Kaska Ross River Dena Council
Elder Paul Birckel, Southern Tutchone Champagne & Aishihik First Nation
Elder Sam Johnston, Teslin Tlingit Council
Elder Georgianna Low, Tagish Carcross First Nation
Sam Donnessay, Kaska Liard First Nation
Garry Njootli, Vuntut Gwitchin First Nation
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COURSE OVERVIEW
Ancestral Technology 10 allows students to explore,
research, document, and share the rich and diverse
technology and art of Yukon First Nations.
Students will use an iPad to research, document, design
and edit an eBook of their learning journey. Students will
be given the opportunity for formative feedback from their
mentoring adults and from their peers. Information
gathered will be stored in a database for future years.
Students will acquire researching and referencing skills.
Yukon First Nations have
moved a long way from
their original visual roots.
Yet, there are signs of
revival….
They are just waiting to be
discovered.
Ukjese van Kampen
All ancestral technologies and learning journeys crafted
will be displayed and shared with the community.
COURSE RATIONALE
Ancestral Technology 10 has been developed to support and encourage students to deeply
understand the knowledge, skills and artistic abilities required to build various Yukon First
Nation technologies.
The use of the specially designed, nonlinear iPad App called Learning Journey will allow
students to explore the ancestral technology using many themes and topics. The Learning
Journey App will guide and document the students’ learning journey meanwhile sending
information gathered to a class ancestral technology information database. This database can be
shared with future classes, the school or even the community. The final Learning Journey eBook
will be displayed to the teacher in a multimedia format complimenting the ancestral technology
that will be produced.
The approach supports student ancestral technology skills development and encourages
meaningful methods of collecting, interpreting and presenting ancestral technology and artistic
knowledge and skills.
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By working with an Elder or resource person and by researching the ancestral technology,
students will gain comprehensive knowledge and a skill base on the technology produced.
Knowledge and skills will encompass the technology’s natural materials, building tools, seasonal
information, family and personal purpose, context, building steps, stories, legends and ways to
share.
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MODULE 1 OVERVIEW
Inspired by Ukjese van Kampen’s Early South-Central Yukon First Nations Art Style* and
History of Yukon First Nations Art*, Module 1 of the Ancestral Technology course will:
1) Describe various ancestral technologies and their key
functions to the survival of First Nation peoples in the
past.
2) Compare and contrast current technologies to
ancestral technologies.
3) Describe how Yukon First Nation people integrated
artistic elements to technologies and the reasons why
they did this.
MODULE 1 VALUES
LEARNING ALL THE
STORIES.
STRONG LISTENING
SKILLS.
GIVING THANKS.
SHARING IT WITH
OTHERS.
4) Explain and experience the importance of knowing as many instructions, details and
stories as possible about the ancestral technologies from broad sense (life experiences) to
narrowest sense (observations).
The series of lessons will meet the above learning outcomes as well as prepare students for their
technology learning journeys in the future modules.
Lesson 1
Lesson 2
Lesson 3
Technology – Past & Present
Art is my Technology, Technology is my Art
My Learning Journey
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*See Yukon Education’s First Nation Programs & Partnership for a copy of this research.
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TECHNOLOGY PAST
& PRESENT
Purpose
Technology Past & Present allows students to reflect
on their technology use, where it is made and what
resources are needed. Students will start to compare
and contrast modern technologies with technologies
from the past using a written story and using video
or pictures.
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Describe various ancestral
technologies and their key functions
to the survival of First Nation peoples
in the past.
Compare and contrast current
technologies to past Yukon First
Nation technologies.)
Estimated Time
1.5 to 2 hours
Materials Required
Past Yukon First Nation Visual, Audio & Written Media Showing a Mix of New & Old
Technologies - Ask students to bring a couple old land-based photos to class. They can analyze
their own families’ and friends’ history!
Access to laptop, projector, speakers, screen and Internet
Module 1 student booklet
Procedure
Lesson Introduction
2) Discuss what technology means to them. Have the students trace the technology that they
have used that day on page 2 of their student booklet. Access to the Internet would allow
them to determine where the item was made and resources were needed to make it.
3) Using the chart from page 2, have students fill in the reflection question on page 3.
Discuss as a class to hear the variety of answers.
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1) Welcome students to the Ancestral Technologies 10 course. Provide students an overview
of the course including the Module #1 Introduction to Technology and the other ancestral
technology modules.
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Lesson Body
1) Read, as a class, Annie Ned’s technology description on page 3.
2) Students will determine difference and similarities between their technology list and the
technology Annie Ned describes.
Possible Differences:
- Use of local, available resources
- Different materials used – no plastic!
- Local not global
- Handmade
- No electricity needed
- No mention of entertainment technologies
Possible Similarities
- Similar materials for making the technology – metal, wood, cloth, leather
- Fulfilling a need and want
3) Analyze one of the following media listed below:
Students will use a critical eye to hunt for past and modern technologies. The Technology
Hunt chart on page 4 will be used.
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Tr’ondek Hwech’in First Nation’s Technology Camp
NEDAA Season 20 Show 1
Start Time: 22:06 min
Northern Native Broadcasting Yukon
Suite 6-4230A 4th Avenue
Whitehorse, YT
Phone – 867.668.6629
Fax – 867.668.6612
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Champagne and Aishihik First Nation
Culture Camp Video - 2008
www.youtube.com/watch?v=0AiynBITr7Y
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Yukon Gov’t - Tr'ochëk - The Archaeology and History of a Hän Fish Camp
Photographs
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Media needs to show a mixture of past and present technologies. Examples are:
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www.tc.gov.yk.ca/988.html
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MacBride Museum – Online Collection
www.macbridemuseum.com/collection/
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Students may have personal photos they would like to use.
Lesson Closure
1) Students will complete the reflection question on page 4. Discuss as a group or collect the
reflection questions and respond to the students accordingly.
Assessment
1) Formative Assessment
Feedback during their Technology Hunt
2) Summative Assessment
Technology Chart, Hunt & Reflection Question
End of Lesson Thoughts….
Did students not meet, meet or exceed the learning objectives?
Do specific concepts need to be taught again? Or reviewed?
What technology concepts did students seem really interested in?
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My Notes:
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ART IS MY TECHNOLOGY,
TECHNOLOGY IS MY ART
Outcome
Describe how Yukon First Nation
people integrated artistic elements to
technologies and the reasons why
they did this.
Purpose
Art is my Technology, Technology is my Art allows students
to learn about the roles that Elders and archaeologists play
when revealing and explaining past technologies. Students
will understand how technology can represent more than meeting a need, but allowing for
creativity and spirituality.
Estimated Time
1 to 1.5 hours
Materials Required
Module 1 student booklet
Laptop, computer and projectors OR TV and DVD player
Ukjese van Kampen – “Unmasking the Tradition”
Season 4 – Show 14
Start Time: 26:00 min
Running Time: 14 min
Northern Native Broadcasting
Suite 6-4230A 4th Avenue Whitehorse, YT
Phone: 867.668.6629 Fax: 867.668.6612
OR
Ukjese van Kampen – “History of Yukon First Nation Art”
Available through Yukon Department of Education – First Nation Programs and Partnerships
(pp. 273-275, 361-369)
Lesson Introduction
1) Review the last lesson. Try connecting with students’ prior knowledge by
discussing these possible questions:
What is an example of a modern technology?
What is an example of traditional technology?
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Procedure
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How are these technologies the same?
How are these technologies different?
Explain the role of technology in our lives.
2) On page 5 of the student booklet, students are introduced to the archaeologist’s role in
discovering and researching past technologies.
Students can list what an archaeologist does by:
- Researching on the Internet
- Watching a short video clip on archaeology using YouTube
- Listening to a guest speaker from a local museum
3) On page 5 of the student booklet, students are introduced to an Elder’s or traditional
teacher’s role in explaining and teaching about past technologies.
Students can list what an Elder does, some examples may include:
- Talking to family and friends about an Elder in their life
- Having an Elder speak to the class about their role in the family and community
- Reflecting on their own life and the role an Elder plays in it
4) On page 6 students are to determine three main things:
- Ability to learn about a technology and culture from an Elder
- Ability to learn about a technology and culture from an archaeologist
- A technology’s role as a tool and an art form
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My Notes:
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Lesson Body
1) Examine the Potlatch Spoon picture. Provide students time to answer these questions then
discuss as a group.
2) Read the Potlatch Spoon explanation from Yukon Museums.
3) On page 7, students will reflect on their own life and provide an example why a certain
piece of technology in their life is also artistic.
4) On page 7, students will read a story about First Nation items during war times. Students
will complete the reflection questions.
5) Utilize the video or readings regarding about masks in the Yukon:
Ukjese van Kampen – “Unmasking the Tradition”
Season 4 – Show 14
Northern Native Broadcasting
Start Time: 26:00 min
Running Time: 14 min
OR
Ukjese van Kampen – “History of Yukon First Nations Art”
(pp. 273-275, 361-369)
6) Complete the questions on page 8 related to the Ukjese van Kampen’s information on
Yukon Masks.
1) Go back to page 7 of the student booklet, have the students share their technology with
the group and then have them explain why it is more than just a piece of technology.
What artistic element, memory or spirituality is connected with the technology?
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Lesson Closure
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Assessment
1)
2)
Formative Assessment
Class Discussions
Summative Assessment
Archaeologist and Elder Questions
Potlatch Spoon
“Unmasking the Tradition” Questions
End of Lesson Thoughts….
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Did students not meet, meet or exceed the learning objectives? My Notes:
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MY LEARNING JOURNEY
Purpose
My Learning Journey….
Estimated Time
1 to 1.5 hrs
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Explain and experience the
importance of knowing as many
instructions, details and stories as
possible about the ancestral
technology from broad sense (life
experiences) to narrowest sense
(observations).
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Materials Required
Module 1 student booklet
iPad, covers & cords
Learning Journey App
Support Apps: GPS, Mapping, Art, First Nation Language App
Procedure
Lesson Introduction
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