Lesson 66

We talked about the necessity of passing on oral traditions - and the safety concerns related to them - as we read "Finding Direction" and "The Potential of Change."

We watchedt a video from Sweet Cree - an Indigenous content creator - discussed humour etc.We followed up with a response from another content creator - With this, we talked about how social media can be a way to teach language, and connect Indigenous youth.

After a quick review of the above two chapters, we read "The Other Indians" to the top of page 127, which is where we'll pick up next class. 

 

Lesson 65

 

 We began today's class by talking about the passing of the Pope. No matter one's faith, or upbringing, the position of Pope is a powerful one, and impacts global affairs. 

• We talked about Pope Francis's apology to the Indigenous Peoples of Canada - where it moved beyond past examples, and where it fell short. We looked at this news piece. 

We built on our previous discussion from "Haunted in the Bush" and Cherie Dimaline's interviews - and looked at this Reel (focused specifically on the reading of the text itself, not the comments before or after, nor the poster). We talked about ways in which this model of responsibility as a human differs from the current reality in the global economic system.

We talked about the necessity of passing on oral traditions - and the safety concerns related to them  - Next class we will read "Finding Direction" and "The Potential of Change."

Lesson 64

 We began today's class by looking at a series of articles (current events and past)   and then answering  a student question from the pile.

Articles:

• Ontario ends ties with StarLink
  
• Kashechewan First Nation evacuation
• The history of evacuations from Kashechewan
• The colonial religious divide near James Bay
• Wab Kinew taking some of the electricity once sent south and sending it North

 We talked about how Indigenous /Government relationships can support Canadian sovereignty - how standing together, and recognizing one another as humans (deserving of rights and services), can be a powerful way to unite against those who see to divide and conquer.

We read to the end of "Migwans' Coming-To Story" - students took notes on the chapter. 

*Many students were absent, or had to leave early. Work was handed back at the end of class, and reading and notes were completed - all who missed these pieces should be attending tutorial on Thursday/Friday to catch up. 

 

Lesson 63

 We opened today's class with two interviews:

• Cherie Dimaline talking to Shelagh Rogers
• Cherie Dimaline discussing the text with Jully Black for Canada Reads

Students read the chapter "Back into the Woods" - up to page 99

We talked through some aspects of the text, and briefly about an article on experiments on Inuit folks in the 60's and 70's before students continued their note work.  

Lesson 62

 We opened today's class with a  bit of discombobulation on my part (thank you, students, for your patience) but settled into the following:

We discussed the Michif "Rougarou" legend, and the term syncretism.

We talked about the importance of oral story telling - and the purpose of Minerva's story for the girls.

We reviewed the text, right through to page 90.

At the end of the class, students handed in their notes.

 

Lesson 61

 

Students were read part of today's reading, starting on pg. 75 - they had a handout of pages 74-90, and were asked to complete the final ten pages of reading on their own.

Students should have a complete understanding of  the stories told within the pages, and have taken down key quotations related to characters from said pages.

Lesson 60

We started today by taking  a look at the two following media pieces:

• Piece on Mark Carney's father - (and Sean Carlton's ask)
• Old propaganda piece + quote from P.E. Trudeau on assimilation and government policy
  

We read through neeeeearly to the end of “The Four Winds” to the top of 75

Anyone who missed today’s class should attend tutorial on one of the next two days, in order to ensure they are up-to-speed on their reading.

Lesson 59

 

 Today's class began with a talk about taking responsibility for one's learning, and being accountable in advance of planned absences (as well as coming to tutorial after any unplanned absences, in order to catch up).

We looked at a variety of current articles, related to course content (we did not read them in depth - NB - students should be mindful of their own capacities to handle some of the more upsetting and graphic details in some of the texts. There is no need to engage with the materials beyond their comfort level.)

Materials mentioned:

• Defining residential school denialism
•  Robert Jago's discussion of how Indigenous land "works"
• A current article on forced sterilization of Inuit women 
• Newfoundland Department of Education has had to destroy $200K worth of new, French language texts on Indigenous folks, as they were found to be racist... 
• Agnes Benn's testimony, and the testimony of other RS students, was not sent to the TRC. This leaves us with questions about why that didn't happen, and how many other's were not heard.
• Buffalo Woman's identity has been confirmed - and her family is getting some closure as the search continues in Manitoba.
• The Federal and Provincial governments are working with the Haisla on a project to ship LNG to Asia

Students read The Plague of Madness and took notes/discussed the chapter, before reading the first few pages of The Four Winds, which we will continue reading next class. 

Lesson 58

Today, students did an in-class writing assignment - This puts us in a good position for next week's conferences, and is a great way to get back into the text.

Any student who missed today's class is expected to attend tutorial as soon as they are next in the building.

Lesson 57

 We reviewed the previous chapter, "Magic Words," and discussed what belongs in a general chapter summary. We also thought about a variety of questions:

• What are some of the ways that the group protects themselves at camp? (37)
• What do we learn about Wab's role in the group and the culture of the crew? (37)
• Do you like Rose? Who would you like to know more about in this group?
• What is the significance of Minerva teaching the group "language"? Why is Frenchie so upset that Rose is learning it before he is?
• Frenchie has a nightmare about his brother being taken away. Which is worse, having nightmares, or not being able to dream at all? Explain your opinion.

 We read the next chapter, titled "Haunted in the Bush," and students took point-form notes for the chapter during the last 20+ minutes of the block.

ANY STUDENT WHO MISSED TODAY'S CLASS MUST CATCH UP ON THE READING BEFORE THEIR NEXT ENGLISH BLOCK -   This may mean ensuring they  have access to a text outside of school, or coming to tutorial on the first day back after the break.