Wednesday, 14 December 2016


Pour le cours du 14 Décembre :

Il y avait une discussion à propos du processus pour devenir un allié pour l’éducation Autochtone. Quelques points importants étaient de cultiver des relations et de penser plutôt des intentions et de procéder avec la sensible et de ne pas avoir peur de faire des erreurs. Autrement, nous avons regardé une courte vidéo qui à proposer des suggestions suivantes : Une allié est quelqu’un qui soutient les personnes marginalisées même si vous n’êtes pas inclus dans la même catégorie. En outre, de reconnaitre les privilèges qui peuvent exister et de défendre mais de ne pas utiliser la voix d’un autre. Finalement, de ne pas seulement identifier comme un allié, mais d’agir.

Wednesday, 7 December 2016













Teacher’s Guide for 7 Generations series by Niigaanwewidam James Sinclair

Description:

This is a comprehensive guide to all seven graphic novels in the series, replete with leading questions, supplemental activities and additional sources. In addition, the teacher’s guide provides discussion questions and short summaries for each five or so pages sequentially for each graphic novel with ideas for summative assessment after each book.

“The four-book graphic-novel series, 7 Generations, follows the story of one Aboriginal family from the early 19th century to the present day” (p.5). Written by David Alexander Robertson and illustrated by Scott B. Henderson.

Significant Indigenous Content Demonstrated:

·       The goal of the resource is to integrate Aboriginal perspectives into the curriculum (Manitoba) but also
        very applicable for British Columbia.
·       To develop an understanding and respect for the histories, cultures, and contemporary lifestyles of
         Aboriginal people (p.6).
·       To develop informed opinions on matters relating to Aboriginal peoples (p.6).

Necessary Prior Knowledge Required:

·       Background knowledge of the history of Canada, specific to the ancestral Cree territory.
·       Residential schools throughout Canada but specifically affecting the Cree First Nation.
·       The Indian Act
·       Background knowledge of the Cree First Nation, focusing on themes of: Family, community, conflict 
        resolution, myth, legend, education, language and oral tradition.

Connections to the New BC Curriculum:

Big Ideas:
Religious and cultural practices that emerged during this period have endured and continue to influence people.”

Curricular Competencies:
“Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places.”

“Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions.”

Content:
origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas.”

“social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the Americas.”

Engagement with the Aboriginal Community:

On page fifteen the guide suggests inviting a Plains Cree leader, role model, or elder into the classroom. However, if bringing in a guest does not work out I would use another source to draw a parallel, and also to contrast, to British Columbia.

·       Project of Heart: Illuminating the hidden history of Indian Residential Schools in BC would be an
        excellent place to begin.

Possible Activities (from the teacher’s guide):

·       On a map, show the traditional territories of the Cree Nation and how these lands have changed from
        centuries ago to today. Examine and explore the eight predominant cultural and political sub-groups that
        make up most of the Cree Nation (p.9).
·       Examine contemporary Aboriginal data in Canada. Where are Cree peoples today?
·       Examine the history of residential schools in Canada, discuss the following terms, making working 
        definition to reference throughout reading (p.11-13):
-Education              -Abuse
-Racism                  -trauma
-Assimilation           -Oppression
-equality                 -Religion  

Additional Resources:

·       Book 1: Stone introduces Edwin, a young Aboriginal man who must confront his family’s past. In the
        story, Edwin learns about a young Plains Cree man named Stone, one of his ancestors, who live in the
        19th century.
·       Residential School activity (p.16 in the teacher’s guide)
-Provides two photographs for comparison
·       Globe and Mail article discusses what is Canadian culture?

Contribution to Decolonization, Reconciliation, or Self-Determination:

Many of the suggested activities and discussion questions address these topics, below is one example of a summative project, described as a ‘multi-genre’ individual or group inquiry project:

·      “Identity is constructed by this series and how this identity continues to grow and change in the present. Residential schools, and the legacies that have come out of this experience, is an issue for all Canadians. Explore how it is currently represented in media,on the Internet, and on television, and show how different Canadians are engaging its impacts in a multitude of ways” (p.48).
Other suggested projects discuss how stereotypes are used throughout the novel series, and how healing is used to convey aspects of Aboriginal culture through ceremony and expressions.


Pour le cours du 7 Décembre,

Nous avons parlé à propos des protocoles concernant inviter les membres d’une communauté Autochtone dans la salle de classe. Il y avait beaucoup de bonnes idées présenter dans ce cours, je pense qu’en général il y a beaucoup d’ambiguïté par rapport de qui est approprié dans les différentes situations. Dr Davidson nous avons parlé d’une liste concrète d’attentes pour inviter quelqu’un dans ce cas. Quelques-uns que je me souviens et d’arranger le transport, de leur rencontrer chez le bureau, fournir de l’eau et arranger d’avoir l’argent pour le paiement. Par ailleurs, c’est extrêmement nécessaire de leur demander comment il ou elle veut être introduire devant la classe.

Saturday, 26 November 2016


Le 16 Novembre :
Nous avons parlé à propos des histoires Autochtones, et de qui à permission d’utiliser ses narratives. Assez souvent les livres représentent des stéréotypes, qui en effet réduit beaucoup de diversité dans une histoire simple d’un “trickster” ou “coyote”. C’est important de faire attention quand nous choisissons des livres autour des Premiers Nations pour que ces ressources sont vraiment authentiques.

Le 23 Novembre :
Kaleb Child était un présenter invite pour ce cours. Son histoire était très intéressante, il semble qu’il travaille très fort dans pour les intérêts d’éducation Autochtones dans notre province. Aussi il a nous donné plusieurs ressources très utile.

Saturday, 29 October 2016


Pour le 19 octobre :
La recherche d’action et la participation c’est un bon concept pour utiliser les principes d’apprentissage des peoples Autochtones. Sortir de l’école, inviter les autres de la communauté dans la salle de classe, et cibler la collaboration sont des très bonnes idées que je veux essayer moi-même dans l’avenir.

Pour le 26 octobre :
C’était important d’entendre une histoire récente de quelqu’un qui était affecté récemment des écoles résidentielles. J’ai beaucoup apprécier la perspective de Mr. Baker, et j’ai aussi trouver son message encouragent pour les enseignants qui veux incorporer les concepts Autochtones.

Wednesday, 19 October 2016


Title: Goodbye Buffalo Bay
Grade: 6-7
Big Ideas
-Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. (English L.)
-Exploring and sharing multiple perspectives extends our thinking. (English L.)
-Systems of government vary in their respect for human rights and freedoms. (socials)

Summary: “Goodbye Buffalo Bay is the true story of Larry Loyie’s experience in residential school and his return to the world outside … After years in the school, he questioned his role at home, in his culture and in the community … The author tells of his struggles and adventures as a teenager as he finds a place for himself in the outside world” (http://firstnationswriter.com)

Lesson Overview:
-Read out loud part of chapter, have remaining pages photocopied and read in small groups, taking turns reading (15 pages per lesson, including reading out loud)
-Answer a few reading comprehension questions for each reading
-Group discussion
-Personal reflections every 2-3 lessons (maybe 3 total)

Final task after finishing the book:
- Individual project
-Visual expression of some kind, sharing something learned in front of the class (poster, powerpoint, timeline with photos, prezi etc.)


Aboriginal content, themes, issues:
depict themes and issues that are important within First Peoples cultures (e.g., loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality
(FNESC p.6)
Connection to First Peoples Principles of Knowing:
- Learning involves patience and time.
- Learning requires exploration of one’s identity.
- Learning is embedded in memory, history, and story.
- Learning is holistic, reflexive, reflective, experiential, and relational
(focused on connectedness, on reciprocal relationships, and a sense of
place)

Curricular Competencies & Content:
-Construct meaningful personal connections between self, text, and world(gr.6)
-Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view (gr.6)
-Differentiate between short- and long-term causes, and intended and unintended consequences, of events, decisions, or developments (cause and consequence) (socials gr.6)
-Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
            -locate geography, use maps, historical data and graphs to help 
               clarify/summarize issues (socials gr.6)
-Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgment) (socials gr.7)
-Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view (English gr.7)





 * Found on: http://www.fnesc.ca


Reflection & Suggestions for Enhancement                                                                                 


This book appears to be a very strong resource; tying in social studies and English language arts in a way that is relevant to Canadian history and present day. I like how the age of the main character is relatable to the students I will be teaching. Lawrence has just graduated, but as the grade six and seven students in my class will soon enter high school it would be interesting to make some connections between the character’s experience and what might come to pass here and now for someone the same age. Moreover, themes of rites of passage, growing up (not a man but no longer a boy) are a good framework to discuss some of the heavy themes of marginalization, colonialism and abuse.

As the text covers sensitive and heavy themes, concepts will need to be introduced beforehand. Moreover, 141 pages is a lot to photocopy, a class set would be ideal but not realistic. Combining the projector with some of the text and printing only part of it is a compromise but still presents a challenge. There are many different avenues to explore with this resource, another main challenge is time. These issues need to be addressed in full, so appropriate time management needs to be ascertained, is there enough time, is it possible to read only part of the book, is a shorter book better for the class etc. Afterwards, issues surrounding First Nations and residential schools can become another socials unit if the book is treated like and ‘extended hook.’ The glossary of Cree words included in the book is a good additional resource and heightens the richness of the activities.


References:

Sunday, 16 October 2016

 Beau Dick, Otter Man, 2014, wood, horse hair, paint; Pookmis, 2015, wood, feathers, horse hair, paint

 
Kwakwaka’wakw Hereditary Chief Beau Dick draws on a deep knowledge of ceremonial Kwakwaka’wakw culture, giving us face-time with the mythological with a pantheon of masks. At the same time, Dick mediates the space between aesthetics, social utility, and the art for sale condition. Beau Dick, acclaimed as one of the Northwest Coast’s most versatile and talented carvers, was born on Village Island, Kingcome Inlet, BC.


Dick has been selected to participate in Documenta 14, which is considered one of the highest honors for a practicing contemporary artist. Artists typically have two years to prepare, then a group exhibition is installed for 100 days. For the upcoming show in 2017, the exhibition will be divided between Kassel Germany and Athens Greece (I think… the press is quite vague).


The above image is from a exhibition at Macauley and Co. Fine Art in September 2015:
http://mfineart.ca/macaulay-co-fine-art/exhibitions/dick_galanin_njootli/