Lesson 60

 Two media pieces to be posted later - missed posting from the classroom.

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

Anyone who missed today’s class should attend Monday’s tutorial.

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

 On their very first day back, students did an in-class writing assignment - While it is obviously less than ideal to jump right in this way, it 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. 

 

Lesson 56

 We have been talking about some aspects of current events - especially as they pertain to erasure of  knowledge and people (via language) in U.S. 

We looked at the fun/simple symbolism of a fight between a Canada goose and a bald eagle.

We talked briefly about the Minecraft Library.

Students were already aware of Buffy Sainte-Marie's Order of Canada being revoked, but we updated the conversation in relation to her Junos and Polaris awards (and funding that belongs to Indigenous artists).

Last week we discussed Residential School denialism by folks in positions of power, and the ways in which it can set back the Trugth part of Truth and Reconciliation.

• Today we looked at the B.C. Conservative's leader's choice to expel an MLA from caucus
• and the subsequent resignation of other MLA's

We watched a brief video on the concepts and history behind dystopian fiction (please watch if missed) and discussed the following questions:

• Is a perfect world possible?
• Do you see elements of dystopia in our world?
• Do you see elements of dystopia in The Marrow Thieves?
• Is it beneficial to imagine utopia?

We then watched a final video called "Growing up Metis," produced by Parks Canada, and discussed things students noticed.

The final 15 minutes of class were devoted to catching up on note taking for the previous chapter. 

NOTE: Many students were late today - please be aware that being late for class, particularly if one is consistently so, reflects badly on a student. 

 

Lesson 55

 We opened with answering another question from the pile!

We looked at this current news story on the Indian Hospitals, run by the federal government - and the upcoming settlement.

Students discussed climate change, the appropriate age for children to find out about the darker aspects of humanity, and the dangers of  portraying the ol' "two sides to every story" (as it sometimes implies expert opinion is 50/50 - as per this piece on climate change)

We sought to connect the world of the novel to our own, and looked to where those worlds diverge...

We reviewed "Story Part One" and read to the end of "Magic Words." (Blk 2 is a few pages short of that, but we'll catch up in no time. 

STUDENTS WHO MISS CLASS SHOULD CATCH UP ON THE READING BEFORE THEIR NEXT BLOCK.

Lesson 54

 We continued our question work, and did a review of "The Fire," before reading to the end of "Story Part One."

Students took notes, and received their marks for the term.

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