Classes were cut short today, for grade 12 capstone presentations.
Students handed in their chapter notes.
We watched an interview with Cherie Dimaline and Shelagh Rogers.
We watched the Canada Reads interview between Dimaline and Jully Black.
We discussed what it might mean to have lost elders/knowledge/medicine people.
We wrapped up the class with an old Monty Python sketch.
HMWRK: Review "Haunted in the Bush" before Monday's class.
We discussed the former KKK headquarters in Shaughnessy (now Canuck House), and connected it to the racist/white-supremacist clauses on old documentation for real estate in the British Properties (enforceable until 1978).
We connected these two pieces to inter-generational wealth, in an effort to examine ways in which current circumstances are influenced by past policies. By being conscious of the unjust foundations of systems/laws/institutions, we are put in a better position to perceive and challenge ongoing injustices.
We talked about the concept of the unreliable narrator - as it relates to Frenchie.
We discussed the classical (Greco-Roman) allusion to MINERVA and the wisdom/knowledge associated with the name of an elder Frenchie sometimes refers to as "crazy old Minerva."
We talked about the importance of dreams...and what it might mean not to dream (we also broke down the term somnambulation into its root words, for the sake of intrigue).
There were good, small group discussions, after which we read most of "Hunted in the Bush."
HOMEWORK: Finish the last two pages of the chapter, and have your character notes ready to hand in tomorrow! Remember that tomorrow's class is a short one!
There has been a seat change!
We looked at a couple of student questions, before watching a video on dystopian fiction and discussing ways in which this work fits/doesn't fit the genre - as well as how useful the genre is at this time in the world.
We watched a video on Metis stories - students shared things they noticed - things that seemed missing or glossed over...and we discussed the irony of Parks Canada now working to preserve Indigenous stories.
We read the chapter "Magic Words" and students are to continue their notes.
Students also handed in their TADR texts.
***NB - notes will be collected on Friday
We discussed Rougarou - where the term comes from, and what it means for different Nations. We talked about the concept of syncretism and ways in which cultures become interwoven to form new things.
We talked about road allowances, and then listened to Jesse Thistle talk about his family's experiences as Metis people - we also looked at some pictures he submitted to support the discussion.
Students had a look at classmates' notes, to see if they were on track, in terms of tracking characters.
We considered the terms: Story - perpetuity - canary in a coal mine - in relation to the text.
We did a LOT of talking today.
In relation to the last several chapters, students considered what age it might be appropriate to tell children about the darker aspects of humanity (and how privileged we are to even be able to ask the question).
Students thought about old residential school buildings - what should happen with them - and who should get to decide.
We talked about the way in which the cast of characters is organized - elders - age - capacities
We talked about the capital "S" in Story - and will continue to return to this idea - and why it is critical that Miigwans tell Story.
We read to the end of page 31, and met a new character
HOMEWORK - continue notes to the end of pg.31
We discussed student questions.
Students met with groups to look over character notes, and ensure that everyone is on the same page in terms of expectations.
We read to the bottom of page 14.
HMWRK: Continue character notes
***NB - final Dreamer's Rock projects are due tomorrow.
Classes were cut short today, for grade 12 capstone presentations. Students handed in their chapter notes. We watched an interview with Che...
