Lesson 52

We opened the class with a discussion about the Sen̓áḵw development in Vancouver - Students were asked to think about how their families might feel about land stolen during their grandparents' lifetimes.

Because the class was shortened, students read "Haunted in the Bush" and worked on character notes, which they handed in. 

Anyone who missed today's class should 100% come to tutorial before their next block of English.

  

Lesson 51

We opened the class with a couple of student questions.

We talked, briefly, about John Rawls "Veil of Ignorance" - This  was in response to the question of whether or not Canada would be better if Indigenous peoples were given all of their land back. 

We watched a piece on dystopian fiction, and discussed the ways in which our text is also dystopian. 

We talked about the literary term juxtaposition - students should try to understand this term, and ways in which it can be used. 

We read "Magic Words," after which students continued with their notes. DO NOT FALL BEHIND ON THESE. 

 

 

Lesson 50

 We had a student survey to complete today.

After the survey, we had a discussion about the language in this piece from Bruce McAllister:

 

 

Students were briefly made aware of this resource, in case they have an interest in learning which nations have reserve space where, along with many other pieces of information.

 

Students got a look at the first section of this work on "Road Allowance People"  and we listened to part of an episode of "Unreserved" on the Metis starting when Jesse Thistle comes in at the 22 minute mark. We also looked at pictures of Jesse's family here.

We wrapped up the block with an extensive discussion regarding content and techniques used in the last chapter we read, and students did a bit of note taking. 

Next block, we will read at least "Magic Words" if not more :) 

 

Lesson 49

We began the block with a quick seat change!

We talked about  a few student questions, before looking at a new university headed to be built in Arviat.

We watched a quick film by Parks Canada called "Growing up Metis"  and talked about the importance of storytelling.

Students were to consider the question: "At what age should children start to learn about the darker aspects of humanity?"

We read "Story: Part One" and students concluded the block with catching up on character notes.

 

Lesson 48

 Today's class began with a visit from Ms. Higgins, the Grade 9 Counsellor. She was here to take questions about next year's course programming.

We opened our specific discussion with a recognition of the tragedy in Tumbler Ridge.

We talked about:

• Funding cuts for communities looking for lost loved ones
• Jordan's Principle, and the narrowing of access to it
• The dehumanizing language used against people (in this case connected  to the court case we have been looking at) and the imagery associated with it.
• The open invitation/universal language used the Superbowl Halftime Show - and how very Canadian it is to accept that invitation.

We talked over a summary of the first chapter, and read "Fire."

We will start there next class.

 

Lesson 47

 We opened today's block with a conversation about the Super Bowl halftime show - and the significance of identiy/space/language etc.

Students saw one academic's version of "word of the day"  

We talked about the Dewey Decimal system, problems with it, and this Maori overhaul happening in Aotearoa (New Zealand). 

Students wrote down a new question for future class discussions, then we read the remainder of "Frenchie's Coming-to"

Students took notes on the chapter - anyone who missed this class should definitely check in regarding the expectations for these notes - and we went over key questions/ideas for the chapter together.  

 

Lesson 46

 We open today's class with the last session of silent reading for a long while - we will come back to personal novels when we finish our class novel work. 

• We opened with a discussion of some student questions. 

• We talked about the blind spots of those who refuse to study history  (or pay attention to the present). 

• We re-visited the Kashechewan community (location and current crisis/disconnect from the land)  

• We talked about the difference between hereditary chiefs, matrilineal Indigenous governance, and band and council systems imposed by the Indian Act - We did this by returning to Wet'suwet'en and connecting the disagreements between systems there to previous discussion of Amber Bracken's case and press freedom. We also touched on the relationship between these two issues and Sleydo' Molly Wikham. 

We then read the opening section of The Marrow Thieves - up to the middle of page 12 - with a particular focus on the opening dedication and quotations.

For homework, students are to think of another question that has come up for them over the past many weeks of discussion - they have graduated to a much higher level of engagement than their initial questions will now support, which is good news :)

Anyone who missed today's reading should be in tutorial on Monday to catch up before class.  

 

 

Lesson 45

After a gallery walk and self-assessment, students handed in their TADR projects.

Students were introduced to their upcoming novel, The Marrow Thieves by Cherie Dimaline 

We talked about a few student questions, before talking about the following questions:

• How closely connected are you to the fight against climate change?
• What changes can you imagine for Canada in the next 100 years (what is "for sure" and what are possibilities?)

We talked about the setting of the story, what bone marrow is, and the following quote from William S. Burroughs that Dimaline uses in her text: 

        "The way to kill a man or a nation is to cut off his dreams, the way the whites are taking care of theIndians: Killing their dreams, their magic, their familiar spirits." 

Anyone who feels they would benefit immensely from having their own copy of the text to use at home should pick one up from a library, or purchase a copy.