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    The field trip to Frank Slide and Head-Smashed-In Buffalo Jump provided the student with insights into historical events but also revealed gaps and biases in the knowledge presented. At Frank Slide, the student felt the perspectives of immigrants, Native Americans, and inequality were overlooked. At Head-Smashed-In, an interaction with an Elder expanded the student's understanding of Indigenous culture and language beyond what was marketed. The student realized the importance of addressing knowledge gaps, preparing and debriefing students on field trips, and helping students develop non-biased critical thinking.

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    The field trip to Frank Slide and Head-Smashed-In Buffalo Jump provided the student with insights into historical events but also revealed gaps and biases in the knowledge presented. At Frank Slide, the student felt the perspectives of immigrants, Native Americans, and inequality were overlooked. At Head-Smashed-In, an interaction with an Elder expanded the student's understanding of Indigenous culture and language beyond what was marketed. The student realized the importance of addressing knowledge gaps, preparing and debriefing students on field trips, and helping students develop non-biased critical thinking.

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    160 views5 pages

    Field Trip Reflection

    Uploaded by

    api-334295481
    The field trip to Frank Slide and Head-Smashed-In Buffalo Jump provided the student with insights into historical events but also revealed gaps and biases in the knowledge presented. At Frank Slide, the student felt the perspectives of immigrants, Native Americans, and inequality were overlooked. At Head-Smashed-In, an interaction with an Elder expanded the student's understanding of Indigenous culture and language beyond what was marketed. The student realized the importance of addressing knowledge gaps, preparing and debriefing students on field trips, and helping students develop non-biased critical thinking.

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    FieldTripReflection

    CassidyShostak
    February10,2017

    ThefieldtriptoFrankSlideandHeadSmashedinBuffaloJumpwasrepresentativeof

    howfieldtripscanpresentspecificknowledgeandcreateitsownsocialcontext.Duringthevisit

    toFrankSlide,IhadchosentoparticipateinthePromisesofParadiseandKillerMountain

    programs.TheknowledgepresentedbyFrankSlideinthePromisesofParadiseisaprogram

    commonlydeliveredtostudentswhoareingradefourthroughsix.Theknowledgepresented

    wasonthebasisofEuropeansdesiretomovetoCanadawiththehopeofabetterlife.The

    programleaderpresentedpostersandscenariosofEuropeansthatwoulddrawthemtocometo

    Canada.Theknowledgegavewaspurelybasedonperspectivesfrompoorunderprivileged

    EuropeansratherthanintegratingdifferentEuropeanperspectivesonresettlementandtheNative

    Americansoutlookonwhatitwaslikefornewpeopleintegratingintotheirterritory.Thisgapof

    perspectivegivesanarrowoutlookonhowearlyimmigrationwasviewedintheCrowsnestPast.

    TheactivitythattheprogramofferedremindedmeoftheGameofLifewherestudentsgotto

    makechoicesbasedonmoneywhentheywereresettlinginCanada(thisuseofgamificationisa

    whichisateachingstrategyIwanttouse).Therewerediverseidentitiesthatstudentsweregiven

    basedoneconomicstatus,familystatus,homecountries,andgenderrepresentingdifferent

    groupsofpeoplethatsettledinCanada.Theknowledgepresentedinthegamewasalsovery

    shallow.Informationwaspresentedinanondescriptivewayornotgivenatallforexample,that

    thefarmlandwasunsuitableforfarmingandthatfireswereanrealissueforthesepeopleorthat

    theirwasinequalityofmoney.Ifoundthattheprogramhaditsowngapsonthebasisofcertain

    factslikehowmanypeopleactuallyresettledinWesternCanada,howmanyofthesewentback
    toEurope,howmuchlandwasoccupiedbytheimmigrants.Ienjoyedthattheprogramleader

    startedtheprogramwithonposingthequestion,whohereisanimmigrant?Allstudents,other

    thanNativeAmericanstudents,shouldraisetheirhand.Thisgivesstudentsinsightson

    immigrationtodayandthemindsetweshouldhaveinregardtoimmigrants.Thisknowledge

    wasnotexpandedforaclassdiscussiononimmigration;however,asateacherwecouldbeuse

    thisideathateveryoneoncewasanimmigrationtoaddressimmigrationintheclassroom.The

    issueofprivilegedandnotprivilegedalsocouldhavebeenaddressedduringthisprogram.

    Specifically,thatsomeimmigrantsinthegamehadanadvantagebeforesettletoCanadawhere

    othersdidnothavethatsameadvantage.

    DuringtheprogramKillerMountaintheprogramleadermentionedthattheFirstNations

    peoplewerewearyofthemountainandclaimeditasthemountainthatmoved.Itisinteresting

    thattheFirstNationsperspectivewasignoredandpresentlyiscontinuallybeingignored,for

    exampletheissueofStandingRock.Ironically,theFirstNationsperspectiveontheslidewasa

    knowledgegapofwhatwaspresentedinthemovieandduringthewalk.Themoviepresented

    thehumanaspectofFrankSlidepresentingknowledgefromdifferentperspectivesof

    Europeansurvivors,whichagainpresentedperspectivegaps.Thewalkfocusedonthescientific

    geologyoftheTurtleMountain.Thisscienceknowledgeofthemountainisimportantespecially

    whenanalyzingthemountainforfutureslides;however,Ifelttheprogrambeingnoninteractive

    tookawayfromtheslideandthesignificanceofthedamage.Themoviealsohighlightedthe

    importanceofwhiteimmigrantsthathaddied,specificallywhitemaleimmigrants;however,the

    moviedidnotmentionanyotherethnicitiesthatwouldhavebeenworkingonthemineandany

    FirstNationperspectiveontheaftermathoftheslide.Ifeltasthoughmanyperspectiveswere
    lostinFrankSlideexhibitsandeasilycouldhavebeenintegratedtocreateabetteroutlookonthe

    slide.

    HeadSmashedinBuffaloJumpwasaverymovingexperiencewheninteractingwiththe

    Elder.IfoundthattheinsightsthattheElderofferedusonthebasisofhowtranslationand

    knowledgebecomeslostandmiscommunicatedbetweendifferentlanguageandculturethemost

    surprisingbutalsoresonatedmostheavilywithme.ItwaseyeopeningthatEnglishwordsare

    unrepresentativeofFirstNationtribesandthehistoricalsightsofFirstNations.TheElder

    prayedwithus,displayedartefacts,andallowedustoaskquestionsinanopenandsafecontext.

    Hetoldstoriesinanonlinearwaydisplayinghisstorytellingcultureandgaveusunderstanding

    tohislanguageaswellastheculturessignlanguage.Thisideaofamarketedname,language

    misconception,andfalseartefactsprovidesgapsinhowthepublicperceivesknowledgeand

    howwemustabsorbknowledgecritically.Thisknowledgeispresentedfromthosewhoarenot

    NativeAmericanpeoplesbutthosewhoareassumingtheircultureortryingtomakemoneyoff

    oftheways.ThishistoricalsightisconsideredaUNESCOWorldHeritageCentre;however,one

    oftheonlyCanadiancentresthatrepresentsourFirstNationspeopleandtheirculture.TheElder

    gavemeanewperspectiveonFirstNationculture,language,andwaysofknowingthathelped

    medevelopadeeperunderstandingandappreciation.Ifoundthisportionofthefieldtripthemost

    rewardingandthegreatestlearningexperience.Irealizedtheimportanceofcreatingpartnerships

    withFirstNationspeopleisimportantinschoolsandhowmoremeaningtheinformationhelp

    whenitwasgiveninarawandinteractivemanner.Themovieshowntousbythecentregavean

    accurateunderstandingofhowFirstNationspeopletraditionallyhuntedthebuffalo.Ifoundthe

    moviefascinatingbecauseIwasunawareofthetechniquesandthestrategicplanthattheFirst
    Nationspeopleusedintheirhunting.IamfrustratedthatIhavenotbeenabletodevelopan

    accurateunderstandingandbetterknowledgeonCanadashistoryandNativeAmericanculture

    sincecomingintouniversity,specificallytheEducationprogram.Thisshowsthegapsof

    knowledgeinourschoolssystemsandhowthisgapcancausenegativeimplicationstoward

    NativeAmericanssuchasstereotypingandracism.

    WhilereflectingonthefieldtripIsawtheimportanceofaddressingtheknowledgethat

    willpresentinafieldtripbothbeforeandafter.Additionally,theknowledgegainedfromthe

    fieldtripcouldbeusedtodriveanassignment.Havingstudentsparticipateinafieldtrip

    unpreparedandwithoutapurposemayriskthestudentsnotabsorbingappropriateinformationor

    feelingoverwhelmedbywhatispresentedtothemandnotlearninganythingatall.Additionally,

    Ithinknottakingthetimetoprepareanddebriefstudentsheightensthepossibilityofthe

    knowledgebecomingonlystorytermforstudents.Todebriefstudentsateachercouldaddress

    somequestionsstudentsmayhaveandalsohelpclarifytheknowledgethatwasgiven.This

    couldbedoneinavarietyofways,forexample,agraffitiwall,amindmapbasedaroundother

    questions,posingquestionstostudentsaboutessentialknowledgepresent.Usingthesequestions

    fromstudentsandkeyknowledgethatwastakenawayfromthefieldtripcouldbeusedas

    formativeassessmenttodrivefutureinstructionorinquiry.Inregardtobiasesorlackof

    perspectivethatsometimescanmyinvolvedinfieldtripsisalsoveryimportanttoaddressinthe

    classroom.Recognizingtheknowledgefromafieldtripandwhatmaybemissingcanalsobe

    usedininstructionandisessentialtodiscuss.Asaneducator,itisimportantthatwefillinthe

    gapsofknowledgesostudentsaredevelopinganonbiasperspectiveofknowing.Wealsohave

    topresentknowledgemaybetranslated,whichmaymeanitisunreliable,likewehadseenat
    HeadSmashedIn.Thiswillhelpstudentsunderstandthatnotallknowledgeisabsoluteand

    furtherallowstudentstohaveopportunitiestobecriticalaboutknowledgeandhowitis

    presentedtothemmakingthembettercriticalthinkersandbetterlearners.

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