Lesson 44

Students read their personal novels.

We answered one of the questions students asked at the beginning of the unit.

We briefly touched on hunting rights, and the murders of Jacob Sansom and Maurice Cardinal.

We read more of the play - through to the top of page 70

Students handed in their charts and did the following:

Find multiple quotations, at least 2, but hopefully more, for each of the time periods our characters come from (1500's, 1980's and 2090's) that cover all of what setting is about -->Time/Place/Society/Tone/Mood/Feeling -- These Quotations can describe the space, but they can also be bits of conversations that reveal things about setting.  PLEASE write down the quotation, and note the speaker, page number, and time period it represents.

No homework, BUT THOSE WHO WERE ABSENT SHOULD COME TO TUTORIAL AND CATCH UP AHEAD OF THEIR NEXT ENGLISH BLOCK

Lesson 43

 

Students continued by working on their character sheets (then reading personal novels, if they'd finished).

We went over the sheets in groups - and then continued reading the play.

We have read up to the middle of page 63 (anyone who missed should come to tutorial to catch up).

We closed the class by contrasting the concepts of Indigenous Clans with the incest of the Habsburg Empire.

Intermarriage

Chart

Lesson 42

Students read their personal novels, before we dove back into the play.

We also looked at this Metro Vancouver publication on Indigenous Peoples and Territories in the GVRD

We read through to the middle of page 47

Students should have their sheet completed, but for the final question on the second page

No homework, but students who missed today's class should pop into tutorial to catch up prior to their next class.

Lesson 41

 Students had a short read today, then we looked at a couple of contemporary videos related to recent class discussions. 

One is related to Navajo perspectives on Indigenous Mexican folks, and another on an astonishing fellow, named Daryl Davis, who has been able to help many people quite the KKK.

Students were also made aware, if they weren't already, that Vancouver had a thriving KKK chapter in the early 1900's - Thankfully, the clubhouse has been turned into Canuck House, and is used to help families with children in hospital here.

We read more of our play, before students worked to fill in a note sheet they were given last class.

Anyone who missed today's class, or did not complete the note sheet, should be coming to tutorial on Thursday, or Tuesday next week.

 

Lesson 40

 Students read their personal novels briefly, before we set about answering a few more of the questions they submitted. 

All of the classes have talked about "The Scream" painted by Kent Monkman.  We discussed the work, especially in relation to the question that keeps coming up, about whether or not, and/or to what degree Indigenous folks tried to keep their children from residential schools. It is hard for students to reconcile their view of the Canadian state, with what they know what occurred in the country.

We looked at the numbers in this news article: AFN letter

We also talked briefly about the old deeds in the British Properties - and the way in which they embodied the white supremacy that was foundational to Canada at the time.

We talked about the Wounded Knee Massacre, and Navajo Nation, to give context for this brief Insta post 

We then began reading our play!

Any student who missed today's class should come to tutorial to catch up on reading, and receive a copy of the sheet students were given. 

 

 

Lesson 39

Groups wrapped up their poster work,  before presenting their vocabulary sets to the class as a whole.

Next week, we will begin reading Toronto at Dreamer's Rock, by Drew Hayden Taylor.

 

Lesson 38

 

Students read their personal novels to begin the class.

We had a brief discussion about some of the questions students submitted.

Groups had the remainder of the block to work on their posters. 

NOTE: Students will have 15 minutes to polish their work before presenting to the class - If more time is needed, group members should attend tutorials to get it done. 

Lesson 37

 Students read their personal novels to begin the class.

We had a brief discussion about some of the questions students wrote (have a look at this map), before groups had the remainder of the class to work on their vocabulary posters.

Lesson 36

 

Today, students read their personal novels.

We addressed a few of the questions students came up with last class, and discussed Jordan's Principle. That discussion included the surprising reality that the Government of Canada has an unaddressed backlog of 140,000 cases filed under Jordan's principle.

Students moved into working groups to begin a small vocabulary poster - the creation of the poster (and subsequent presentation of it to classmates) will support our upcoming play work.

Lesson 35

 

 Today we reconnected, and talked about our breaks.

Students talked about the tone/expectation around a key quote.

We made predictions about the possible focus of the upcoming play, "Toronto at Dreamer's Rock," and students were introduced to several terms including:

• Poltergeist
• Epidemic
• Bay City Rollers
• Metaphysical
• Economical
• Philosophical
• Cultural
• Resevoir
  

Next class, student will begin work on  terms directly connected to the text, and we may begin reading the work by the end of the week. 

Reminder: Make sure you have a novel for next class :)