Lesson 68

We began with a review of the chapter titled "Found" 

We talked about the images of the resistance members emerging from the forest, and briefly touched upon the Oka Crisis. Students are encouraged to learn more about it through the following:

• Timeline of the Oka Crisis
• CBC archived coverage, including videos, on the crisis
  

We then read "The Miracle of Minerva," and talked about ways in which this story is firmly grounded the past and current realities of Canada. We also discussed the connection between this chapter and St. Anne's Residential School and the ways in which it could be and offering -  a way for surviors/relatives of survivors to burn down the worst of that history - to cleanse (see final line of chapter, as well as Cormac McCarthy quote from the opening of the text).

We also looked at the image of the gates of Auschwitz. We talked about the power of the image, and the parallel, yet quite different, image of the gates at the end of "The Miracle of Minerva."

Lesson 66-67

              A note on syllabics: Article

I was away at the end of last week, but the class has now read up to page 165 in"Found."

 Today we talked about ways in which AI cannot replace essential human knowledge using this unfortunate PR issue.

We also saw a powwow dancer get ready with her jingle dress and regalia.

We looked at the campaign/techniques some future elders are using to teach the language to peers. 

We compared Travis and Lincoln to Angler fish 

 AAAAAND we reviewed essential quotations and ideas in the last two chapters. Students also received their summary work from some time ago (we were not doing pressing work with it, but I would have liked it returned sooner regardless).

Lesson 65

 

We opened the block with finishing the previous chapter, and then taking a few notes. Students are encouraged to begin noting key themes within their character notes.

We  worked through a couple of student questions and watched a clip from Canada Reads (a reading of Billy Ray Belcourt's poetry) before reviewing "The Long Stumble."

Students then listened to "Rogarou Comes Hunting," as well as "On the Road" up to page 156.

We will pick up there next class.  

 

Lesson 64

 

 We opened the block with some extensions of ideas/events we've touched on previously:

• New Highway of Tears memorial
• AFN refusal of RCMP apology for surveillance
• FN  legal challenge of the concept of Alberta separation
• Journalist creating an archive of survivors stories from the TRC
• A reel about cross-cultural exchange of dance and music

We spent a great deal of time deconstructing the last chapter - it marks a major shift in character, narrative form, and story arc. 

We then read most of the next chapter - up to the bottom of 143. 

NO HOMEWORK!

 

Lesson 63

 

We did a review of the last chapter -  then read "The Way it All Changed."

Students had the remainder of the block to continue note work. 

Lesson 62

 We opened the class with answering a couple of student questions. We then reviewed "The Potential of Change" and read "The Other Indians."

Students had a full 30 minutes to continue their not work - many are doing an excellent job of digging deeper into the text - thinking about themes - connecting indirect characterization to themes/other parts of the text.

No homework.

 

 

Lesson 61

 

We opened the class by answering a couple of student questions, looking at a follow-up from Grassy narrows, watching a piece on "Grandmother Moon" from a Canadian astronaut, and briefly talking about this article. 

We connected these various pieces to the text itself, before doing a chapter review, and reading to the end of page 117.

Students had the remainder of the class to work on their notes.

*Note: Unless specifically assigned, none of the posted articles are required reading. If students feel they are too heavy, they are free to forgo reading them.  

 

Lesson 60

 

 We opened the class with a couple of questions, and a brief look at this article, and history of mercury poisoning in Grassy Narrows.

We watched a video of Dimaline talking with Shelagh Rogers.

We watched another video of Dimaline talking with Jully Black for Canada reads.

We talked through some key quotes for the last chapter, then we read "Miigwans' Coming-To Story."

Students will have some time at the start of our next class to continue their character notes.

Students should be thinking about key themes - big ideas seen throughout the novel, and represented differently in the stories of each character. Many of these big ideas were present in the interviews we looked at today. 

 

Lesson 59

 

 We opened the class with talking about a piece on AI, written by Claude (AI)  - We had a discussion about the value of sitting in thought - thinking things through - getting stuck. Students had a lot to say about their process, and where they start when they don't "get" something.  

We answered a couple of class questions, and talked about the terms syncretism and xenophobia.

We touched a bit on the past chapter and then carried on through "Back into the Woods." 

Students had some time to work on their character notes - they got into larger groups to discuss the quotes they'd chosen (What do the quotes say about the character?  Direct or Indirect characterization?)

No new homework.