This page is for teachers developing the Gaelic Cultural Studies 11 course. For additional information and an opportunity to exchange views, click on the teachers and forum pages. For a listing of resources available to teachers, click on media.

There will be four separate files, one for each module dealing with outcomes, suggested teaching, learning and assessment strategies, notes and resources for History and Identity, Oral and Written Tradition/Expression, Gaelic Arts and Project so that each of you can contribute to one or all of the files as we progress. The arts module is already in the development stage.

Other sections of the course guide will feature a general overview of Gaelic Cultural Studies, information on the instructional environment, assessment considerations, and listed resources for teachers and students.

OUTCOMES

Module 1: History and Identity

Students will be expected to develop an understanding of the history of the Gaels in Nova Scotia

Students will be expected to

• develop and demonstrate an understanding of the history and identity of the Gaels
• research and investigate the experience of the immigrant Gaels' voyage to and settlement of the New World
• demonstrate a knowledge of the settlement patterns of the Gaels in Nova Scotia
• examine and compare the effects of various occupational skills on the establishment of the first Gaelic communities
• critically examine the leadership of the Gaels in the development of public life in Nova Scotia
• explore the social structure of the Gael communities and its relationship to First Nations, Acadian, and other Eastern European cultures living in Nova Scotia
• recognize the challenges of today's society as compared with those of the traditional Gaelic communities
• demonstrate an appreciation of the Gaelic language and culture and its rich legacy in music and oral tradition

Topics for consideration

The early history of the Gaels

-origin

-relationships with other cultures

-geographic locations

-development of language and language issues

-oral tradition (story, song)

-social structure

The immigrant experience

-immigration/emigration

-settlement patterns

-occupations

-land division and ownership

-religious influences

-arts/entertainment

-oral tradition

-language

Settlement in the "New World"

-maps/lands/place names

-religious/historical decisions

-genealogy and settlement patterns

-hardships and challenges

-educational differences - English/Gaelic literacy/oral transmission

-Gaelic language

-entertainment

-rituals - births, marriages, deaths

Module 2: Oral and Written Tradition/Expression

Students will be expected to explore the concept of oral and written tradition in the Gaelic culture

Students will be expected to

• demonstrate an understanding of the concept of oral tradition and its transmission of culture
• demonstrate a knowledge of and appreciation for the scope and richness of Nova Scotia Gaelic tradition as expressed through song and storytelling
• explore traditional customs and beliefs and identify their impact on the present day life of the Gaels
• explore the relationship between Gaelic oral and written tradition in Nova Scotia and the "old country", Scotland
• evaluate the effects of education and media in the survival of the Gaelic language in Nova Scotia
• recognize the impact of changing technology on the transmission of traditional culture
• compare the variations in expression of culture within communities

Topics for consideration

-identification and comparison of types of songs/stories/conversation from a variety of sources

-identification of Gaelic bards, singers and storytellers and exploration of their roles and influences

-research and collection of traditional lore, story, song

Module 3: Gaelic Arts

Students will be expected to explore and express thoughts, experiences and feelings through the study of the Gaelic arts

Students will be expected to

• demonstrate an understanding of the arts as an integral part of the Gaelic culture
• use critical thinking and problem solving skills while developing thoughts, experiences, and feelings through Gaelic arts
• express thoughts, experiences and feelings through art forms found in the Gaelic culture
• make connections in local and global contexts among various arts disciplines in the Gaelic culture
• examine cultural and historical influences in Gaelic arts activities in which they engage
• demonstrate an awareness of and appreciation for the rich cultural legacy of the Gaels in local and global contexts

Topics for consideration

-exploration of a variety of traditional and present Gaelic visual art

-developing skills in creating basic Gaelic art

-costume and design as it relates to the clan system as well as designers

-symbolism in art and design

-students personal genealogical connections to various clans

-design of clan crest

-reflection upon students Gaelic ancestry

-diet and special dishes

-understanding of importance of festivals to Gaelic culture

-research and utilization of community resources

-role of theatre in Gaelic culture and creation of a dramatic piece

-historical background of the music of the Gaels

-examination of the strong link between language/music, vocal/instrumental

-identification of the predominant Gaelic musical instruments (past and present)and major composers(instrumental and vocal)

-important role of music as an expression of culture and identity

-geographical areas as sources of particular Gaelic music

-viewing of the major collections of traditional music

-identification of the major composers (Cape Breton) and their music

-identification of various types of song and instrumental music

-relationship between music and other Gaelic arts

-preservation and passing on of legacy of music

-links between music and genealogy

-distinguishing between different styles of fiddling

-research of the roles of commercialism in Gaelic music, bagpipe and its music, the accompanying musician

-comparison of Gaelic music with other styles of music

Module 4: Cultural Project

Students will be expected (working independently or with others) to extend, apply, or explore in depth ideas, issues, or skills introduced in modules 1, 2, 3, and/or 4

Students will be expected to

• develop and refine a proposal for an inquiry or the development of a product
• identify information needs, locate and evaluate resources
• identify and extend, refine or acquire skills
• set deadlines and develop a work plan to manage time and resources
• develop a plan for monitoring progress and measuring success (as well as contributing to the criteria used for evaluation)
• gather, organize, and synthesize information and ideas
• use knowledge and skills to conduct an inquiry or create a product
• reflect upon and value what is learned