bjective is to develop cultural awareness and understand timelines.

• Time: 1 hour each activity.

• Logistics: Reading and classroom discussion.

• Supplies: Recommended Learning Resources (p.39-42), books by Emily Carr including: Growing Pains, Hundreds and Thousands.

• Guide Activity: Developing a Timeline (p.64).

Begin with a review of Emily Carr and her artwork. Read students excerpts from Growing Pains, an autobiography by Emily Carr. Lawren Harris from the Group of Seven said, Emily must stop doing art of art, referring to her paintings of First Nations totems.

Ask students the following questions:

• Is it appropriate or acceptable for a non-First Nations person to represent First Nations people and their lives in art?

• Is it only acceptable to portray in art what people themselves have directly experienced (art being visual, performance, or written form)? If so, did Emily directly experience what she painted?

Read the students excerpts from Hundreds and Thousands. Hundreds and Thousands is a journal that spans her life from November 1927 to March 7, 1941. So much is happening so quickly that it is not easy to sort out all the events. A timelineis an excellent way to record the most important events in chronological order; that is the order in which they occurred. A timeline can give you a clear overview picture of what happened at a glance. Have the students follow the instructions of Developing a Timeline.

Ask the students the following questions:

• Can you remember all the events that have happened in your life?
  
• Which events have been the most important in your life, and how many years would you be able to record?
  
• What does it mean to record events in chronological order?
  
• Why is a timeline useful for history students?
  
• How does a timeline help in recording personal history for people to analyze in the future?
  
• Have you identified the same events on your timeline as your classmate? Why or why not?