Thursday April 4th 2013 Treaties Part 2 Introduction - Task 1 Work Period
Students who left the library early - prior to permission from Mr. Coleman - your task 1 is due at the end of today's period. Students who stayed have until tomorrow if you need the extra time.
Learning Goal
The goal of today's class is to learn about some of the key treaties, acts and movements that have helped to shape Canadian Aboriginal relations throughout our history together, beginning with pre-confederation treaties all the way to today's Idle No More Movement.
Minds On
Clip on treaties from the government? Wouldn't stream :(
Action
Look at the upcoming treaty work we will be doing. We were going to pair up and begin our research, but then we adjusted as pretty much everyone felt they would benefit from one more work period to complete task 1 of the essay.
Go to Lab 245 to begin research.
Consolidation
Where do we go from here? Figure out what you need to do to get your task 1 in on time.
Students who left the library early - prior to permission from Mr. Coleman - your task 1 is due at the end of today's period. Students who stayed have until tomorrow if you need the extra time.
Learning Goal
The goal of today's class is to learn about some of the key treaties, acts and movements that have helped to shape Canadian Aboriginal relations throughout our history together, beginning with pre-confederation treaties all the way to today's Idle No More Movement.
Minds On
Clip on treaties from the government? Wouldn't stream :(
Action
Look at the upcoming treaty work we will be doing. We were going to pair up and begin our research, but then we adjusted as pretty much everyone felt they would benefit from one more work period to complete task 1 of the essay.
Go to Lab 245 to begin research.
Consolidation
Where do we go from here? Figure out what you need to do to get your task 1 in on time.
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Friday April 5th 2013 Treaties Part 2 Let's Get Organized
Don't forget to hand in your task 1 if you haven't already. The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2. Also, don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved.
Indian Horse - read chapters 5 and 6
Learning Goal
The goal of today's class is to learn about some of the key treaties, acts and movements that have helped to shape Canadian Aboriginal relations throughout our history together, beginning with pre confederation treaties all the way to today's Idle No More Movement. Through student based learning, students will become familiar with one specific section of the treaty time line in Canada's historical development. Eventually the learning goal is to share that information with each other providing a deeper understanding of each of the aspects of this time line and how Canada's beginnings are intricately tied to our relationships with First Nations, Inuit and Métis.
Minds On
Treaty Quiz - 6 questions
Action
Look at the time line again, choose a partner, choose a treaty, document or movement and check to see if it is available.
Go to Lab 245 to begin research.
Consolidation
Where do we go from here? You have Monday and Tuesday to work on this research. Figure out what you need to do to hand in a fact sheet on Wednesday April 10th.
Don't forget to hand in your task 1 if you haven't already. The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2. Also, don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved.
Indian Horse - read chapters 5 and 6
Learning Goal
The goal of today's class is to learn about some of the key treaties, acts and movements that have helped to shape Canadian Aboriginal relations throughout our history together, beginning with pre confederation treaties all the way to today's Idle No More Movement. Through student based learning, students will become familiar with one specific section of the treaty time line in Canada's historical development. Eventually the learning goal is to share that information with each other providing a deeper understanding of each of the aspects of this time line and how Canada's beginnings are intricately tied to our relationships with First Nations, Inuit and Métis.
Minds On
Treaty Quiz - 6 questions
Action
Look at the time line again, choose a partner, choose a treaty, document or movement and check to see if it is available.
Go to Lab 245 to begin research.
Consolidation
Where do we go from here? You have Monday and Tuesday to work on this research. Figure out what you need to do to hand in a fact sheet on Wednesday April 10th.
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Monday April 8th & Tuesday April 9th 2013 Treaties Part 2 Let's Get To Work
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
See below for handouts. Also, don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved. Sign out a new textbook. The next reading is chapter 9 from this book.
Learning Goal
The goal of today's class is to continue to learn about some of the key treaties, acts and movements that have helped to shape Canadian Aboriginal relations throughout our history together, beginning with pre confederation treaties all the way to today's Idle No More Movement. Through student based learning, students will become familiar with one specific section of the treaty time line in Canada's historical development. Eventually the learning goal is to share that information with each other providing a deeper understanding of each of the aspects of this time line and how Canada's beginnings are intricately tied to our relationships with First Nations, Inuit and Métis.
Minds On
Let's quickly review the time line and make sure that everyone has a topic and is set to go. Questions about assignment? Expectations include a student fact sheet and a presentation. The Fact sheet is due at the end of the period on Wednesday April 10th.
Action
Go to Lab 245 to continue to research.
Consolidation
Where do we go from here? You have Tuesday left to work on this research. Figure out what you need to do to hand in a fact sheet on Wednesday April 10th.
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
See below for handouts. Also, don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved. Sign out a new textbook. The next reading is chapter 9 from this book.
Learning Goal
The goal of today's class is to continue to learn about some of the key treaties, acts and movements that have helped to shape Canadian Aboriginal relations throughout our history together, beginning with pre confederation treaties all the way to today's Idle No More Movement. Through student based learning, students will become familiar with one specific section of the treaty time line in Canada's historical development. Eventually the learning goal is to share that information with each other providing a deeper understanding of each of the aspects of this time line and how Canada's beginnings are intricately tied to our relationships with First Nations, Inuit and Métis.
Minds On
Let's quickly review the time line and make sure that everyone has a topic and is set to go. Questions about assignment? Expectations include a student fact sheet and a presentation. The Fact sheet is due at the end of the period on Wednesday April 10th.
Action
Go to Lab 245 to continue to research.
Consolidation
Where do we go from here? You have Tuesday left to work on this research. Figure out what you need to do to hand in a fact sheet on Wednesday April 10th.
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Wednesday April 10th 2013 The Annotated Bibliography
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
Don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved. Sign out a new textbook. The next reading is chapter 9 from this book. The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Learning Goal
The goal of today's class is to learn about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format. Students of Mr. Reynolds should probably choose Chicago to make it easier on themselves, otherwise, you might find A.P.A. easier.
Minds On
Quick check, who has written an annotated bibliography before? Why is it useful to know how to write one for the future? Why is it useful to write one in connection to your essay right now? What is an annotated bibliography?
Action
Short power point lesson on the components of an annotated bibliography.
What is the verb sheet for?
How to avoid personal pronouns and still make connections to your research.
Short activity in pairs. Together look at the four different colour examples of annotated bibliographies. Which is the level 1 and why? Which is the level 2 and why? Which is the level 3 and why? Which is the Level 4 and why?
Consolidation
Let's put this into practice - we are booked in Lab 245.
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
Don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved. Sign out a new textbook. The next reading is chapter 9 from this book. The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Learning Goal
The goal of today's class is to learn about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format. Students of Mr. Reynolds should probably choose Chicago to make it easier on themselves, otherwise, you might find A.P.A. easier.
Minds On
Quick check, who has written an annotated bibliography before? Why is it useful to know how to write one for the future? Why is it useful to write one in connection to your essay right now? What is an annotated bibliography?
Action
Short power point lesson on the components of an annotated bibliography.
What is the verb sheet for?
How to avoid personal pronouns and still make connections to your research.
Short activity in pairs. Together look at the four different colour examples of annotated bibliographies. Which is the level 1 and why? Which is the level 2 and why? Which is the level 3 and why? Which is the Level 4 and why?
Consolidation
Let's put this into practice - we are booked in Lab 245.
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Thursday April 11th 2013
The Annotated Bibliography + Reading # 3 Work Period
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
Don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved. The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Learning Goal
The goal of today's class is to further our understanding about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format.
Indian Horse Chapters 7 & 8
Minds On
Now that you have had a little time to begin your annotated bibliography do you have any questions? We won't have any more work periods devoted to this task after today, assess what you would like to accomplish with the remaining time left in the period.
Action
We are booked into Lab 245 to continue to work on our bibliography.
Consolidation
This is the last period to work on the annotated bibliography in class, you do still have lots of time to continue working on this on your own, but you should look at the time and set a goal for getting part of this done each week. The better and more differentiated your research and annotated bibliography is, the easier it will be to write your essay.
Friday April 12th 2013 The Williams Treaty at the Canoe Museum
CANCELED - ICE DAY
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Monday April 15th and Tuesday April 16th 2013 The Treaty Time line
How Can you Discover an Inhabited Land?
The next reading is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Indian Horse Chapters 8 & 9
Learning Goal
The goal of today's class is to have students share the research they have conducted on their portion of the treaty time-line. We will progress through the time line in a chronological order beginning with the Pre-confederation Treaties. Students will learn about the basics of each treaty, document or movement and increase their understanding regarding whether the treaty was about alliances, coexisting, or land. Students will examine how these treaties may have had lasting affects on First Nations communities across Canada.
Minds On
Intro power point. How can you discover an inhabited land?
Action
Working in chronological order, students will share their research with the class, and peers will have the opportunity to watch the presentation and to keep a fact sheet for future reference.
Consolidation
With 5 minutes left, if you had to pick one word to describe the treaty process so far what would that be? Everyone answers and then we can go.
Wednesday April 17th & Friday April 19th 2013 The Indian Act Reading # 3
Guidance Seminar Room
Group 1 is on Wednesday and Group 2 is on Friday. All students come to guidance for attendance. If you are not participating in the seminar - go to the library and work on your annotated bibliography and or reading as needed.
Learning Goal
The goal of today's class is to have students gain a deeper understanding of the Indian Act, from its inception, the motivation for it, the response to it, the positives and negatives about it, what enfranchisement is and what it meant to the government and what it meant to the First Nations people. Another goal is to have students learn the ways in which the Act was discriminatory and how it was amended with Bill C 31 in an effort to try to address part of that discrimination.
Minds On
The terminology and the people.
Action
Discussion questions about the basics.
Consolidation
Reflection questions.
Thursday April 18th2013 The Williams Treaty at the Canoe Museum
Students going on the trip meet at Green Street at 8:10 am. Everyone else report to class.
Learning Goal
The goal of today's class is up to you, you can either work toward further your understanding about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format. OR you can work toward increasing your understanding of the Indian Act by working on the reading that is due next Wednesday. OR Presentations begin on Tuesday and end on Wednesday. If you need to do anything regarding that - feel free to work on that as well.
Minds On
What have you decided to work on this period? What is a realistic goal for the period?
Action
Go to the library with the supply teacher and make good use of the period. Ask for permission if you need to leave the library for any reason. Do not leave early.
Consolidation
Look at where you are with what ever task you chose to work on, and figure out what you have left to accomplish to be ready for either the reading on Wednesday, the presentation on Monday or the annotated bibliography for April 24th. Have a great weekend. Please do not leave the library early.
Monday April 22nd 2013 Treaty Time line Wrap Up
Indian Horse Chapters 10 & 11
Learning Goal
The goal of today's class is to have students finish sharing the research they have conducted on their portion of the treaty time line. We will continue to progress through the time line in a chronological order finishing with the Idle No More Movement.
Minds On
1. Where were we with the time line? How far did we get, what are your impressions so far?
Action
1. Finish the treaty time lines. Mary and Geannie; Maria and Katie; Des and Noah; and Ben
2. Indian Horse Chapters 10 & 11
Consolidation
So far, what do you think of what is happening to Saul?
Tuesday April 23rd & Thursday April 25th 2013
Annotated Bibliography Work Periods
Annotated Bib due date change! Teacher away at Covey Workshop on the 23rd (Ms. Fetter) and Open Arms Conference on the 25th (Ms. Mason). Students are booked into the downstairs lab room 148 for both dates.
Learning Goal
The goal of today's class is to work toward furthering your understanding about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format.
Minds On
What is a realistic goal for the period in terms of getting work done on your bibliography?
Action
Go to the lab with the supply teacher and make good use of the period. Ask for permission if you need to leave the lab for any reason. Do not leave early.
Consolidation
Look at where you are with the bibliography, figure out what you have left to accomplish to be ready for handing this in on April 24th.
The Annotated Bibliography + Reading # 3 Work Period
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
Don't forget to bring in your permission form - the trip for next Friday at the Canoe Museum has been approved. The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Learning Goal
The goal of today's class is to further our understanding about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format.
Indian Horse Chapters 7 & 8
Minds On
Now that you have had a little time to begin your annotated bibliography do you have any questions? We won't have any more work periods devoted to this task after today, assess what you would like to accomplish with the remaining time left in the period.
Action
We are booked into Lab 245 to continue to work on our bibliography.
Consolidation
This is the last period to work on the annotated bibliography in class, you do still have lots of time to continue working on this on your own, but you should look at the time and set a goal for getting part of this done each week. The better and more differentiated your research and annotated bibliography is, the easier it will be to write your essay.
Friday April 12th 2013 The Williams Treaty at the Canoe Museum
CANCELED - ICE DAY
The next reading has been booked and is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Monday April 15th and Tuesday April 16th 2013 The Treaty Time line
How Can you Discover an Inhabited Land?
The next reading is Wednesday April 17th for Group 1 and Thursday April 18th for Group 2.
The annotated bibliography is due on April 24th and is worth 5% of your final grade.
Indian Horse Chapters 8 & 9
Learning Goal
The goal of today's class is to have students share the research they have conducted on their portion of the treaty time-line. We will progress through the time line in a chronological order beginning with the Pre-confederation Treaties. Students will learn about the basics of each treaty, document or movement and increase their understanding regarding whether the treaty was about alliances, coexisting, or land. Students will examine how these treaties may have had lasting affects on First Nations communities across Canada.
Minds On
Intro power point. How can you discover an inhabited land?
Action
Working in chronological order, students will share their research with the class, and peers will have the opportunity to watch the presentation and to keep a fact sheet for future reference.
Consolidation
With 5 minutes left, if you had to pick one word to describe the treaty process so far what would that be? Everyone answers and then we can go.
Wednesday April 17th & Friday April 19th 2013 The Indian Act Reading # 3
Guidance Seminar Room
Group 1 is on Wednesday and Group 2 is on Friday. All students come to guidance for attendance. If you are not participating in the seminar - go to the library and work on your annotated bibliography and or reading as needed.
Learning Goal
The goal of today's class is to have students gain a deeper understanding of the Indian Act, from its inception, the motivation for it, the response to it, the positives and negatives about it, what enfranchisement is and what it meant to the government and what it meant to the First Nations people. Another goal is to have students learn the ways in which the Act was discriminatory and how it was amended with Bill C 31 in an effort to try to address part of that discrimination.
Minds On
The terminology and the people.
Action
Discussion questions about the basics.
Consolidation
Reflection questions.
Thursday April 18th2013 The Williams Treaty at the Canoe Museum
Students going on the trip meet at Green Street at 8:10 am. Everyone else report to class.
Learning Goal
The goal of today's class is up to you, you can either work toward further your understanding about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format. OR you can work toward increasing your understanding of the Indian Act by working on the reading that is due next Wednesday. OR Presentations begin on Tuesday and end on Wednesday. If you need to do anything regarding that - feel free to work on that as well.
Minds On
What have you decided to work on this period? What is a realistic goal for the period?
Action
Go to the library with the supply teacher and make good use of the period. Ask for permission if you need to leave the library for any reason. Do not leave early.
Consolidation
Look at where you are with what ever task you chose to work on, and figure out what you have left to accomplish to be ready for either the reading on Wednesday, the presentation on Monday or the annotated bibliography for April 24th. Have a great weekend. Please do not leave the library early.
Monday April 22nd 2013 Treaty Time line Wrap Up
Indian Horse Chapters 10 & 11
Learning Goal
The goal of today's class is to have students finish sharing the research they have conducted on their portion of the treaty time line. We will continue to progress through the time line in a chronological order finishing with the Idle No More Movement.
Minds On
1. Where were we with the time line? How far did we get, what are your impressions so far?
Action
1. Finish the treaty time lines. Mary and Geannie; Maria and Katie; Des and Noah; and Ben
2. Indian Horse Chapters 10 & 11
Consolidation
So far, what do you think of what is happening to Saul?
Tuesday April 23rd & Thursday April 25th 2013
Annotated Bibliography Work Periods
Annotated Bib due date change! Teacher away at Covey Workshop on the 23rd (Ms. Fetter) and Open Arms Conference on the 25th (Ms. Mason). Students are booked into the downstairs lab room 148 for both dates.
Learning Goal
The goal of today's class is to work toward furthering your understanding about the components of an annotated bibliography and to work toward mastering the construction of an annotated bibliography using either the A.P.A. style format or the Chicago style format.
Minds On
What is a realistic goal for the period in terms of getting work done on your bibliography?
Action
Go to the lab with the supply teacher and make good use of the period. Ask for permission if you need to leave the lab for any reason. Do not leave early.
Consolidation
Look at where you are with the bibliography, figure out what you have left to accomplish to be ready for handing this in on April 24th.
Learning Goal
The goal of today's class is to learn about the Idle No More movement that is currently taking place in Canada (began in December of this past year) and is on going. Additionally, a goal of today's class is to get an introduction to the 8th Fire documentary series, and the journalist Wab Kinew. Students will be meeting with Wab next Wednesday and we need to work on some sort of presentation. Hence - one of the goals of today is to consider what type of presentation might work for us in a relatively short time frame, that will include everyone in as non intimidating a process as possible.
Minds On
Students will come and grab one of the four coloured hand outs (orange, red, gold and lemon) that are at the front of the class. Each of these corresponds to one of the 4 main themes of the course, identity, sovereignty, challenges and relationships. Get into groups with all the people who have the same colour paper, and review the question(s) that are on the page.
Action
Watch the documentary- keeping these questions in mind. Look for answers and jot them down as the documentary continues.
Consolidation
If we finish, get back together in your look for group, and discuss potential answers, write these down on the chart paper and be ready to share them with the class. If not we will break and discuss the documentary so far.
We have the documentary on DVD, however, this is also available on the CBC website which you can stream at home, or you can download the documentary on i-tunes.
The goal of today's class is to learn about the Idle No More movement that is currently taking place in Canada (began in December of this past year) and is on going. Additionally, a goal of today's class is to get an introduction to the 8th Fire documentary series, and the journalist Wab Kinew. Students will be meeting with Wab next Wednesday and we need to work on some sort of presentation. Hence - one of the goals of today is to consider what type of presentation might work for us in a relatively short time frame, that will include everyone in as non intimidating a process as possible.
Minds On
Students will come and grab one of the four coloured hand outs (orange, red, gold and lemon) that are at the front of the class. Each of these corresponds to one of the 4 main themes of the course, identity, sovereignty, challenges and relationships. Get into groups with all the people who have the same colour paper, and review the question(s) that are on the page.
Action
Watch the documentary- keeping these questions in mind. Look for answers and jot them down as the documentary continues.
Consolidation
If we finish, get back together in your look for group, and discuss potential answers, write these down on the chart paper and be ready to share them with the class. If not we will break and discuss the documentary so far.
We have the documentary on DVD, however, this is also available on the CBC website which you can stream at home, or you can download the documentary on i-tunes.
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Friday April 26th 2013
The 8th Fire - Whose Land is This? Finish Viewing + Sharing - Library
Due date has changed for the Annotated Bibliography because we need to change our focus so that we can prepare for our May 1st 8th Fire Presentation! New due date Friday May 3rd.
Learning Goal
The goal of today's class is to continue to learn about the various positions that current First Nations, Métis and Inuit groups hold regarding the land and we will be focusing on connections between the land, and how it impacts relationships between these groups and the government and Canada as a whole, as well as challenges that have arisen for these groups based on the the legal and political history, how identity is affected and any connections to the idea of sovereignty.
Minds On
We will quickly touch base about where we are in the video, what sorts of things have happened so far and so on. Briefly reconnect in your colour groups to remind each other what question(s) you are looking for answers to.
Action
Finish watching the documentary- keeping these questions in mind. Look for answers and jot them down as the documentary continues.
Consolidation
When we finish, get back together in your look for group, and discuss potential answers, write these down on the chart paper and be ready to share them with the class.
The 8th Fire - Whose Land is This? Finish Viewing + Sharing - Library
Due date has changed for the Annotated Bibliography because we need to change our focus so that we can prepare for our May 1st 8th Fire Presentation! New due date Friday May 3rd.
Learning Goal
The goal of today's class is to continue to learn about the various positions that current First Nations, Métis and Inuit groups hold regarding the land and we will be focusing on connections between the land, and how it impacts relationships between these groups and the government and Canada as a whole, as well as challenges that have arisen for these groups based on the the legal and political history, how identity is affected and any connections to the idea of sovereignty.
Minds On
We will quickly touch base about where we are in the video, what sorts of things have happened so far and so on. Briefly reconnect in your colour groups to remind each other what question(s) you are looking for answers to.
Action
Finish watching the documentary- keeping these questions in mind. Look for answers and jot them down as the documentary continues.
Consolidation
When we finish, get back together in your look for group, and discuss potential answers, write these down on the chart paper and be ready to share them with the class.
Monday April 29th & 30th 2013 The 8th Fire
Indigenous in the City - Screening - Library Learning Goal The goal of today's class is to learn about the various viewpoints or experiences that current First Nations, Métis and Inuit groups have or have had regarding living on reserves versus living in the city; how where they live and how they live has both impacted relationships between these groups and the government and Canada as a whole, as well as challenges that have arisen for these groups based on the the social and political history. We will also look at how identity has been affected by the way these groups have been or are treated, and the way in which these groups view their own cultural identity. |
Minds On
This time, students can choose which group they want to be in, and then grab one set of the four coloured pages of questions. Quickly review the questions and get ready to watch the documentary.
Action
Watch the movie, jotting down answers as they are revealed.
Consolidation
When we finish, get back together in your look for group, and discuss potential answers, write these down on the chart paper and be ready to share them with the class.
Wednesday May 1st 2013 Aboriginal Studies Conference Wab Kinew at BMLSS
The class is attending an all day conference highlighted by a key note talk by Wab Kinew of the CBC 8th Fire Series.
We presented our work regarding the 8th Fire and connections to our course. The presentation is attached below. Also, I will be adding a clip from Wab Kinew's keynote connected to his response to our question to the panel.
This time, students can choose which group they want to be in, and then grab one set of the four coloured pages of questions. Quickly review the questions and get ready to watch the documentary.
Action
Watch the movie, jotting down answers as they are revealed.
Consolidation
When we finish, get back together in your look for group, and discuss potential answers, write these down on the chart paper and be ready to share them with the class.
Wednesday May 1st 2013 Aboriginal Studies Conference Wab Kinew at BMLSS
The class is attending an all day conference highlighted by a key note talk by Wab Kinew of the CBC 8th Fire Series.
We presented our work regarding the 8th Fire and connections to our course. The presentation is attached below. Also, I will be adding a clip from Wab Kinew's keynote connected to his response to our question to the panel.
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Thursday May 2nd & Friday May 3rd 2013 Residential Schools Introduction The Fallen Feather
Learning Goal
The goal of this lesson is to introduce students to the history of Canada's residential school system for First Nations children. Additionally, we will be looking primarily at the motivation for this school system in the first place, connected to pressuring the parents into signing treaty agreements with the government as the government looked to expand the country westward.
Minds On
Day 1) Watch the Renee Spitz Power Point and discuss what the differences were between the women's prison babies and the foundling home babies. How does this pertain to the residential schools?
Look at the history of the school system briefly (handout).
Day 2) Read Indian Horse chapters pertaining to St. Jerome's Residential school and Saul's early experiences there.
Action
Watch part 1 of the Fallen Feather and work through the questions together on the work sheet.
Consolidation
In one word, how would you describe this system? Complete go around to each student. Great word offered ... pernicious.
Learning Goal
The goal of this lesson is to introduce students to the history of Canada's residential school system for First Nations children. Additionally, we will be looking primarily at the motivation for this school system in the first place, connected to pressuring the parents into signing treaty agreements with the government as the government looked to expand the country westward.
Minds On
Day 1) Watch the Renee Spitz Power Point and discuss what the differences were between the women's prison babies and the foundling home babies. How does this pertain to the residential schools?
Look at the history of the school system briefly (handout).
Day 2) Read Indian Horse chapters pertaining to St. Jerome's Residential school and Saul's early experiences there.
Action
Watch part 1 of the Fallen Feather and work through the questions together on the work sheet.
Consolidation
In one word, how would you describe this system? Complete go around to each student. Great word offered ... pernicious.
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Monday May 6th Residential School Fallen Feather Parts 2 and 3
Lesson Goal
The goal of the lesson is to continue to increase student knowledge regarding the experiences of First Nations children at residential school, through first hand encounters and interviews from the documentary the Fallen Feather.
Minds On
Ask students to write out the learning goal on a post it note and stick it on the question sheet near Part 2 somewhere.
Action
Play parts 2 and 3 (if time is available) and allow time for students to actively work through the questions sheets.
Consolidation
Class discussion of the worse parts of the experiences.
Tuesday May 7th & Wednesday May 8th 2013 The Fallen Feather
Learning Goal
The learning goal for this lesson is to finish watching the documentary the Fallen Feather, part 4 and to increase student understanding of how the process can come full circle and to understand why the movie would finish with the mounties and a dance. Another goal is to ensure students understand the importance of the name Fallen Feather.
Minds On
Read more of Indian Horse.
Talk about the movie so far, and how students feel about some of the stories they have heard.
Action
Look at the map being provided that shows how many schools were present across Canada, and look at which denominations were the most involved in the running of the schools.
Answer the questions on the Map and discuss these as a class. (Map is uploaded on the May 2nd section.
Watch the remainder of the movie and answer the questions.
Consolidation
Take up the questions.
Wednesday May 8th 2013 The Medicine Wheel
Reading #4 is now available. See handouts below. Group 2 will be meeting on May 16th in the Library and Group 1 will be meeting on May 17th in the Guidance Seminar Room.
Disclaimer... the Medicine Wheel teachings are sacred and are part of many different First Nations groups' wisdom and teachings. Some believe that these teachings are more recent. Others contend that they date way back to pre-contact. In any case, they are not my teachings and as I attempt to share them with you I need to acknowledge this. It is important not to appropriate culture (pretend it is mine) and pretend to know more about it than I do. I have been introduced to these teachings by a Mohawk woman who has shared some of her materials with me. I took a workshop in using the medicine wheel and art as a form of healing. I have also researched the teachings from an Anishnaabe perspectives. As the people who are indigenous to our area are from the Anishnaabe nation, the colours and sections that we will be using will be connected to the Anishnaabe teachings.
Learning Goal
The goal of the lesson is to introduce students to the Medicine Wheel Teachings and to increase their understanding of how the number 4 is an important number in many First Nations cultures. Additionally, the goals include teaching students that there are different ways of using the Medicine Wheel teachings and that we will be looking at the configuration that is used by the Anishnaabe.
Minds On
Share students past assignments of the Medicine Wheels and have students pass around student examples from the past.
Action
Go through the power point that introduces the Medicine Wheel teachings.
Consolidation
Ask students to talk about examples of each of the areas that might explain how a person might be doing well in one area or not so well.
Lesson Goal
The goal of the lesson is to continue to increase student knowledge regarding the experiences of First Nations children at residential school, through first hand encounters and interviews from the documentary the Fallen Feather.
Minds On
Ask students to write out the learning goal on a post it note and stick it on the question sheet near Part 2 somewhere.
Action
Play parts 2 and 3 (if time is available) and allow time for students to actively work through the questions sheets.
Consolidation
Class discussion of the worse parts of the experiences.
Tuesday May 7th & Wednesday May 8th 2013 The Fallen Feather
Learning Goal
The learning goal for this lesson is to finish watching the documentary the Fallen Feather, part 4 and to increase student understanding of how the process can come full circle and to understand why the movie would finish with the mounties and a dance. Another goal is to ensure students understand the importance of the name Fallen Feather.
Minds On
Read more of Indian Horse.
Talk about the movie so far, and how students feel about some of the stories they have heard.
Action
Look at the map being provided that shows how many schools were present across Canada, and look at which denominations were the most involved in the running of the schools.
Answer the questions on the Map and discuss these as a class. (Map is uploaded on the May 2nd section.
Watch the remainder of the movie and answer the questions.
Consolidation
Take up the questions.
Wednesday May 8th 2013 The Medicine Wheel
Reading #4 is now available. See handouts below. Group 2 will be meeting on May 16th in the Library and Group 1 will be meeting on May 17th in the Guidance Seminar Room.
Disclaimer... the Medicine Wheel teachings are sacred and are part of many different First Nations groups' wisdom and teachings. Some believe that these teachings are more recent. Others contend that they date way back to pre-contact. In any case, they are not my teachings and as I attempt to share them with you I need to acknowledge this. It is important not to appropriate culture (pretend it is mine) and pretend to know more about it than I do. I have been introduced to these teachings by a Mohawk woman who has shared some of her materials with me. I took a workshop in using the medicine wheel and art as a form of healing. I have also researched the teachings from an Anishnaabe perspectives. As the people who are indigenous to our area are from the Anishnaabe nation, the colours and sections that we will be using will be connected to the Anishnaabe teachings.
Learning Goal
The goal of the lesson is to introduce students to the Medicine Wheel Teachings and to increase their understanding of how the number 4 is an important number in many First Nations cultures. Additionally, the goals include teaching students that there are different ways of using the Medicine Wheel teachings and that we will be looking at the configuration that is used by the Anishnaabe.
Minds On
Share students past assignments of the Medicine Wheels and have students pass around student examples from the past.
Action
Go through the power point that introduces the Medicine Wheel teachings.
Consolidation
Ask students to talk about examples of each of the areas that might explain how a person might be doing well in one area or not so well.
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Thursday May 9th 2013 Work Period - The Medicine Wheel and Reading #4
Learning Goal
The Learning Goal for today is either to increase student understanding of the medicine wheel or the justice system and First Nations people in Canada. Both are currently on the go. For students who have been absent this week, the reading is due next Thursday and Friday. Group 2 is going on Thursday and Group 1 on Friday. The medicine wheel is due next Friday.
Minds On
Where are you in this process? What is a realistic goal for this period?
Action
Work
Consolidation
Assess where you are in this process, and figure out what you need to do to be ready for both of these projects.
May 10th 2013 Medicine Wheel Continues...
Disclaimer... the Medicine Wheel teachings are sacred and are part of many different First Nations groups' wisdom and teachings. Some believe that these teachings are more recent. Others contend that they date way back to pre-contact. In any case, they are not my teachings and as I attempt to share them with you I need to acknowledge this. It is important not to appropriate culture (pretend it is mine) and pretend to know more about it than I do. I have been introduced to these teachings by a Mohawk woman who has shared some of her materials with me. I took a workshop in using the medicine wheel and art as a form of healing. I have also researched the teachings from an Anishnaabe perspectives. As the people who are indigenous to our area are from the Anishnaabe nation, the colours and sections that we will be using will be connected to the Anishnaabe teachings.
Learning Goal
The Learning Goal for today is to continue to increase student knowledge of the medicine wheel teachings, deepening understandings of what the four different parts of being might include - when considering; the body, spirit, mind and emotion. Additionally, we are going to look at how the residential school experience impacted survivors in each of the four areas as an extension of the Medicine Wheel teachings and to better understand the long term effects of these schools on children, their children and eventually their grandchildren.
Minds On
The Stressed Out Worksheet. Take the sheet and circle all the terms and words that apply to you when you are feeling stressed out. You can circle as many or as few as apply to you. Once you have finished circling the terms fold the sheet into three sections with the first panel fold starting to the left of the title words STRESSED OUT!. Once you have the paper folded like a pamphlet, fold the pamphlet in half the other way. Crease the folds a few times so they leave a mark. Unfold the paper and look at the sections. The top left section contained words to do with the mind, the top middle section contained words having to do with the spirit, the bottom left the body and the middle and right bottom emotions. Which quadrants have the most words circled? This could give you an idea of which area of the medicine wheel you are currently "in" or "working out of".
Action
1) As a class we will discuss each of these four areas to make sure that people know how to complete the assignment of creating their own visual depiction of how they are in each of these areas. Then students will have more time to complete this assignment.
2) Break out into four groups. Each group take a piece bristol board paper in one of the four colours - red, yellow, white or black. Using the intergenerational impact sheets, go through and identify any of the impacts that you think are connected to the colour of medicine wheel your group is working on. For instance, red is connected to emotions, yellow is connected to spirit, black to physical body, and white to mind or intellect.
Consolidation
Let's take this up together and discuss how each impact can fit best in which quadrant, and how some impacts can affect more than one area of a person's life.
Learning Goal
The Learning Goal for today is either to increase student understanding of the medicine wheel or the justice system and First Nations people in Canada. Both are currently on the go. For students who have been absent this week, the reading is due next Thursday and Friday. Group 2 is going on Thursday and Group 1 on Friday. The medicine wheel is due next Friday.
Minds On
Where are you in this process? What is a realistic goal for this period?
Action
Work
Consolidation
Assess where you are in this process, and figure out what you need to do to be ready for both of these projects.
May 10th 2013 Medicine Wheel Continues...
Disclaimer... the Medicine Wheel teachings are sacred and are part of many different First Nations groups' wisdom and teachings. Some believe that these teachings are more recent. Others contend that they date way back to pre-contact. In any case, they are not my teachings and as I attempt to share them with you I need to acknowledge this. It is important not to appropriate culture (pretend it is mine) and pretend to know more about it than I do. I have been introduced to these teachings by a Mohawk woman who has shared some of her materials with me. I took a workshop in using the medicine wheel and art as a form of healing. I have also researched the teachings from an Anishnaabe perspectives. As the people who are indigenous to our area are from the Anishnaabe nation, the colours and sections that we will be using will be connected to the Anishnaabe teachings.
Learning Goal
The Learning Goal for today is to continue to increase student knowledge of the medicine wheel teachings, deepening understandings of what the four different parts of being might include - when considering; the body, spirit, mind and emotion. Additionally, we are going to look at how the residential school experience impacted survivors in each of the four areas as an extension of the Medicine Wheel teachings and to better understand the long term effects of these schools on children, their children and eventually their grandchildren.
Minds On
The Stressed Out Worksheet. Take the sheet and circle all the terms and words that apply to you when you are feeling stressed out. You can circle as many or as few as apply to you. Once you have finished circling the terms fold the sheet into three sections with the first panel fold starting to the left of the title words STRESSED OUT!. Once you have the paper folded like a pamphlet, fold the pamphlet in half the other way. Crease the folds a few times so they leave a mark. Unfold the paper and look at the sections. The top left section contained words to do with the mind, the top middle section contained words having to do with the spirit, the bottom left the body and the middle and right bottom emotions. Which quadrants have the most words circled? This could give you an idea of which area of the medicine wheel you are currently "in" or "working out of".
Action
1) As a class we will discuss each of these four areas to make sure that people know how to complete the assignment of creating their own visual depiction of how they are in each of these areas. Then students will have more time to complete this assignment.
2) Break out into four groups. Each group take a piece bristol board paper in one of the four colours - red, yellow, white or black. Using the intergenerational impact sheets, go through and identify any of the impacts that you think are connected to the colour of medicine wheel your group is working on. For instance, red is connected to emotions, yellow is connected to spirit, black to physical body, and white to mind or intellect.
Consolidation
Let's take this up together and discuss how each impact can fit best in which quadrant, and how some impacts can affect more than one area of a person's life.
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Monday May 13th 2013 Work Period
Learning Goal
The Learning Goal for today is either to increase student understanding of the medicine wheel or the justice system and First Nations people in Canada. Both are currently on the go. For students who have been absent this week, the reading is due this Thursday and Friday. Group 2 is going on Thursday and Group 1 on Friday. The medicine wheel is due next Friday May 17th.
Minds On
Where are you in this process? What is a realistic goal for this period?
Action
Work
Consolidation
Assess where you are in this process, and figure out what you need to do to be ready for both of these projects.
Tuesday May 14th 2013 Medicine Wheel Continues...
Disclaimer... the Medicine Wheel teachings are sacred and are part of many different First Nations groups' wisdom and teachings. Some believe that these teachings are more recent. Others contend that they date way back to pre-contact. In any case, they are not my teachings and as I attempt to share them with you I need to acknowledge this. It is important not to appropriate culture (pretend it is mine) and pretend to know more about it than I do. I have been introduced to these teachings by a Mohawk woman who has shared some of her materials with me. I took a workshop in using the medicine wheel and art as a form of healing. I have also researched the teachings from an Anishnaabe perspectives. As the people who are indigenous to our area are from the Anishnaabe nation, the colours and sections that we will be using will be connected to the Anishnaabe teachings.
Learning Goal
The Learning Goal for today is to continue to increase student knowledge of the medicine wheel teachings, deepening understandings of what the four different parts of being might include - when considering; the body, spirit, mind and emotion. Additionally, we are going to look at how the residential school experience impacted survivors in each of the four areas as an extension of the Medicine Wheel teachings and to better understand the long term effects of these schools on children, their children and eventually their grandchildren.
Minds On
Indian Horse
Talk about the activity from last Friday with the four groups and the Bristol board. What were we doing? How were we doing it?
Action
Get back into your four groups. Each group take a piece Bristol board paper in one of the four colours - red, yellow, white or black. Using the inter generational impact sheets, go through and identify any of the impacts that you think are connected to the colour of medicine wheel your group is working on. For instance, red is connected to emotions, yellow is connected to spirit, black to physical body, and white to mind or intellect.
Consolidation
Let's take this up together and discuss how each impact can fit best in which quadrant, and how some impacts can affect more than one area of a person's life. Also, reflect back on each and discuss which of these quadrants would be the most difficult to heal and why.
Wednesday May 15th Work Period
Learning Goal
The Learning Goal for today is either to increase student understanding of the medicine wheel or the justice system and First Nations people in Canada. Both are currently on the go. For students who have been absent this week, the reading is due this Thursday and Friday. Group 2 is going on Thursday and Group 1 on Friday. The medicine wheel is due next Friday May 17th.
Minds On
Where are you in this process? What is a realistic goal for this period?
Action
Work
Consolidation
Assess where you are in this process, and figure out what you need to do to be ready for both of these projects.
Thursday May 16th and Friday May 17th
Group 2 is meeting on the 16th in the library, and Group 1 will be meeting on Friday in the Guidance Seminar Room.
Learning Goal
The Learning Goal for today and tomorrow is to increase our understanding of the systemic problems in the Canadian Justice system when it comes to Aboriginal peoples. Additionally, students will compare and contrast First Nations Traditional Views of Justice with Euro Canadian Views of Justice.
Minds On
The work sheet with the cartoon connected to the Chapter 27 handout; the terms.
Action
Discussion questions 1 through 12.
Consolidation
Reflection questions 13 to 15.
Learning Goal
The Learning Goal for today is either to increase student understanding of the medicine wheel or the justice system and First Nations people in Canada. Both are currently on the go. For students who have been absent this week, the reading is due this Thursday and Friday. Group 2 is going on Thursday and Group 1 on Friday. The medicine wheel is due next Friday May 17th.
Minds On
Where are you in this process? What is a realistic goal for this period?
Action
Work
Consolidation
Assess where you are in this process, and figure out what you need to do to be ready for both of these projects.
Tuesday May 14th 2013 Medicine Wheel Continues...
Disclaimer... the Medicine Wheel teachings are sacred and are part of many different First Nations groups' wisdom and teachings. Some believe that these teachings are more recent. Others contend that they date way back to pre-contact. In any case, they are not my teachings and as I attempt to share them with you I need to acknowledge this. It is important not to appropriate culture (pretend it is mine) and pretend to know more about it than I do. I have been introduced to these teachings by a Mohawk woman who has shared some of her materials with me. I took a workshop in using the medicine wheel and art as a form of healing. I have also researched the teachings from an Anishnaabe perspectives. As the people who are indigenous to our area are from the Anishnaabe nation, the colours and sections that we will be using will be connected to the Anishnaabe teachings.
Learning Goal
The Learning Goal for today is to continue to increase student knowledge of the medicine wheel teachings, deepening understandings of what the four different parts of being might include - when considering; the body, spirit, mind and emotion. Additionally, we are going to look at how the residential school experience impacted survivors in each of the four areas as an extension of the Medicine Wheel teachings and to better understand the long term effects of these schools on children, their children and eventually their grandchildren.
Minds On
Indian Horse
Talk about the activity from last Friday with the four groups and the Bristol board. What were we doing? How were we doing it?
Action
Get back into your four groups. Each group take a piece Bristol board paper in one of the four colours - red, yellow, white or black. Using the inter generational impact sheets, go through and identify any of the impacts that you think are connected to the colour of medicine wheel your group is working on. For instance, red is connected to emotions, yellow is connected to spirit, black to physical body, and white to mind or intellect.
Consolidation
Let's take this up together and discuss how each impact can fit best in which quadrant, and how some impacts can affect more than one area of a person's life. Also, reflect back on each and discuss which of these quadrants would be the most difficult to heal and why.
Wednesday May 15th Work Period
Learning Goal
The Learning Goal for today is either to increase student understanding of the medicine wheel or the justice system and First Nations people in Canada. Both are currently on the go. For students who have been absent this week, the reading is due this Thursday and Friday. Group 2 is going on Thursday and Group 1 on Friday. The medicine wheel is due next Friday May 17th.
Minds On
Where are you in this process? What is a realistic goal for this period?
Action
Work
Consolidation
Assess where you are in this process, and figure out what you need to do to be ready for both of these projects.
Thursday May 16th and Friday May 17th
Group 2 is meeting on the 16th in the library, and Group 1 will be meeting on Friday in the Guidance Seminar Room.
Learning Goal
The Learning Goal for today and tomorrow is to increase our understanding of the systemic problems in the Canadian Justice system when it comes to Aboriginal peoples. Additionally, students will compare and contrast First Nations Traditional Views of Justice with Euro Canadian Views of Justice.
Minds On
The work sheet with the cartoon connected to the Chapter 27 handout; the terms.
Action
Discussion questions 1 through 12.
Consolidation
Reflection questions 13 to 15.
Highlights from the review and fielding questions regarding the written questions for the midterm. Action
Work period in the library
Consolidation
Figure out what you need to do to be ready for tomorrow. Don't forget that written work must accompany the test when it is handed in. Bring this with you or write it during the test.
Wednesday May 22nd 2013 Midterm #2
Please note that the midterm review and written questions are posted with the May 10th hand outs.
Thursday May 23rd and Friday May 24th
Independent Study Essay Work Periods Lab 245
Support documents are posted on the Essay tab.
Learning Goals
The Learning Goal for today and tomorrow is to increase student understanding of the process of taking information from research and using it to build an argument and body paragraphs which will form the basis for their essay.
Minds On
Where are you in this process of researching and essay writing? Read the feedback on your annotated bibliography if you haven’t already done so. What is a realistic goal for this period?
Action
Work
Consolidation
With a few minutes left in the period – assess where you are in the process and what you need to do this week to be successful.
Monday May 27th & Tuesday May 28th 2013
Mapping the Social Conditions Aboriginal Well Being across Canada
Wednesday May 29th through May 31st 2013
Reading # 5 is now available for pick up (see below). Reading #5 will take place next Wednesday and Friday in the office seminar room. Group 1 will meet on Wednesday and Group 2 will meet on Friday. All students need to come to the office for attendance and when it is not your period to have tutorial, you need to go to the library to work on your essay and or the written portion of your reading.
These periods have been blocked out for work so that students will have the opportunity to work on any outstanding assignments, as well as have the opportunity to meet with the teacher to discuss their essay progress to date.
Work period in the library
Consolidation
Figure out what you need to do to be ready for tomorrow. Don't forget that written work must accompany the test when it is handed in. Bring this with you or write it during the test.
Wednesday May 22nd 2013 Midterm #2
Please note that the midterm review and written questions are posted with the May 10th hand outs.
Thursday May 23rd and Friday May 24th
Independent Study Essay Work Periods Lab 245
Support documents are posted on the Essay tab.
Learning Goals
The Learning Goal for today and tomorrow is to increase student understanding of the process of taking information from research and using it to build an argument and body paragraphs which will form the basis for their essay.
Minds On
Where are you in this process of researching and essay writing? Read the feedback on your annotated bibliography if you haven’t already done so. What is a realistic goal for this period?
Action
Work
Consolidation
With a few minutes left in the period – assess where you are in the process and what you need to do this week to be successful.
Monday May 27th & Tuesday May 28th 2013
Mapping the Social Conditions Aboriginal Well Being across Canada
Wednesday May 29th through May 31st 2013
Reading # 5 is now available for pick up (see below). Reading #5 will take place next Wednesday and Friday in the office seminar room. Group 1 will meet on Wednesday and Group 2 will meet on Friday. All students need to come to the office for attendance and when it is not your period to have tutorial, you need to go to the library to work on your essay and or the written portion of your reading.
These periods have been blocked out for work so that students will have the opportunity to work on any outstanding assignments, as well as have the opportunity to meet with the teacher to discuss their essay progress to date.
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