WE2 Review

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David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, Davids Music Jam, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch 10.5 years ago on September 27, 2006, online site statistics and web rankings indicate there are currently 1,868 pages and 11,682,604 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon


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<<< WE with David Semester One (1) | WE with David Semester Two (2) >>> Shortcut is http://we2.davidspencer.ca
The following integrated outdoor and experiential education program is designed for an alternative secondary school setting by educator David Spencer.


Review for WE2 Wilderness Experience Semester Two with David

Describe two (2) things you learned about environmental science and/or Indigenous culture or issues from each person.

 Annie MacLeod  Anthony Templer  Ashwin Freyne  Grant Linney

 Julian  Karen Gellman  Michael Cywink  Tree Planting Woman

 Mohawk Residential School Guide  Kim Wheatley


For each of the following describe the activity and one (1) thing you learned about environmental science and/or Indigenous culture or issues.

 Aboriginal Youth Rendezvous Camp Kitchikewana  Inuit Blanket Toss

 Inuit info poster  lacrosse  longhouse  massassaga rattle snake

 meromictic lake  Parks Canada  7 Grandfather Teaching Rocks  smudging  WALO


From each field trip, clearly describe two (2) things you learned about team building, environmental science and/or Indigenous culture or issues.

 Canoeing at Rockwood Conservation Area  Canoeing to Toronto Island

 Crawford Lake Conservation Area and Longhouses  Evergreen Brickworks

 Heart Lake Conservation Area Tree Planting  Mansfield Outdoor Centre Nordic Skiing

 Inuit students visiting from Igloolik, Nunavut  Ontario Ministry of Environment

 Riverwood Conservancy Hike & Aboriginal Teaching  Mohawk Residential School

 Six Nations of the Grand River Tour  Mayfield Pool Swim & Canoe Over Canoe



Reflection Questions

  1. How did David build a sense of community for our class and encourage attendance? How did this help you?
  2. How did David’s variety of content, Aboriginal and environmental voices help educate you and improve your skills? Explain.
  3. Name one (1) environmental issue that needs to be solved soon. List two (2) important points to know about this issue. Describe how you could use cell phone texting and social networking web resources to educate your friends about this issue.
  4. History has shown that Indigenous people in Canada and other parts of the world have had their land take away, been treated very poorly and have faced racism. If you were head of the United Nations, describe three things you would like to see done to help bring justice for Indigenous people.
  5. Describe the title of one (1) career that our students were exposed to during one of our field trips. Describe a typical day for the person working in this career.
  6. Name the topic for your culminating unit relating to the course “Issues of Indigenous Peoples in A Global Context”. Summarize two (2) things you learned from the content of this culminating unit.
  7. Name the topic for your culminating unit relating to the course “Environmental Science”. Summarize two (2) things you learned from the content of this culminating unit.




Culminating Unit for Issues of Indigenous Peoples in A Global Content

Make sure you study your facts and findings from you CU.

  • forced assimilation of indigenous people
  • Influenza (The Flu) as reported by Health Canada on First Nations, Inuit & Aboriginal Health.
  • Saami indigenous peoples in Norway and the Saami Act of 1987
  • Human rights from an indigenous perspective- United Nationas Declaration of Human Rights
  • Mohawk Institute
  • Canada's residential schools- issues and impact
  • Philosophical attachment to traditional lands and burial places
  • Government policy on indigenous people- compare United States Indian Self-Determination and Education Act, 1975 with Canada's Indian Act, 1985
  • Karen in Thailand
  • Indigenous peoples in Brazil
  • Aparthied in South Africa
  • Mauri from New Zealand



Culminating Unit for Environmental Science

Make sure you study your facts and findings from you CU.

  • overpopulation
  • Ecological footprint, Claculate Ecological footprint
  • Waste management and reduction
  • Severn Cullis Suzuki
  • Green energy efficient cars
  • Issue at Banff National Park
  • Benefits of Tree Planting
  • Value of conservation areas
  • BP Oil Spill in Gulf of Mexico 2010
  • The History and Influence of Greenpeace
  • Melting of the polar ice caps
  • acid rain
  • Deforestation
  • Careers in Environmental science