March 4/5
Presentations to Commence!
Come to class prepared.
Come to class prepared.
Feb 20/21; lesson 7
First Nations on the Northwest Coast
Totem Pole Assignment:
Choose 4-5 images from the handout you were given that you believe represent you. Draw them on a white sheet of paper to create your personal totem pole. Color or outline your illustration to make it look complete.
Then write a paragraph describing your totem pole--why you chose the images that you did, why you arranged them in that specific order, etc.
This assignment will be marked based on historical accuracy (did you use the images provided?), details and content (did you meet the requirements above?) and quality of explanation.
Northwest Coast PowerPoint
Totem Pole Assignment:
Choose 4-5 images from the handout you were given that you believe represent you. Draw them on a white sheet of paper to create your personal totem pole. Color or outline your illustration to make it look complete.
Then write a paragraph describing your totem pole--why you chose the images that you did, why you arranged them in that specific order, etc.
This assignment will be marked based on historical accuracy (did you use the images provided?), details and content (did you meet the requirements above?) and quality of explanation.
Northwest Coast PowerPoint
Feb 18/19; lesson 6
First Nations of the BC Interior
Follow-up from today's class:
If you are missing assignments, they must be turned in by the end of this week if you want to receive marks. The information for each assignment in posted under the dates when they were assigned (scroll down).
2-1 Block: As we did not get the opportunity to discuss the final assignment today in class, please see the information that I have posted on the Final Assignment tab for this unit (in the SS9 tab above).
Please: choose a partner and a Nation that you wish to research and be prepared to give me that information on Thursday (if you are in my 2-1 block). Note: each Nation should only be researched by one pair.
Vocabulary to review for Quiz next class (Feb 20/21):
--Bias
--Perspective/point of view
--Patrilineal
--Patrilocal
--Matrilineal
--Matrilocal
--Historical perspective
--Oka Crisis
--Secondary Source
--Primary source
--Oral history
--Longhouse
--Iroquois
--Mi'kmaq
--Inuit
--Chilcotin
Follow-up from today's class:
If you are missing assignments, they must be turned in by the end of this week if you want to receive marks. The information for each assignment in posted under the dates when they were assigned (scroll down).
2-1 Block: As we did not get the opportunity to discuss the final assignment today in class, please see the information that I have posted on the Final Assignment tab for this unit (in the SS9 tab above).
Please: choose a partner and a Nation that you wish to research and be prepared to give me that information on Thursday (if you are in my 2-1 block). Note: each Nation should only be researched by one pair.
Vocabulary to review for Quiz next class (Feb 20/21):
--Bias
--Perspective/point of view
--Patrilineal
--Patrilocal
--Matrilineal
--Matrilocal
--Historical perspective
--Oka Crisis
--Secondary Source
--Primary source
--Oral history
--Longhouse
--Iroquois
--Mi'kmaq
--Inuit
--Chilcotin
Feb 13/14; lesson 5
Inuit of the Arctic
As one class was cut short, here is a summary of information on the daily life of the Inuit:
SS9 FN Inuit Information
And here are the Rick Mercer Report videos that I intended to show during class time:
RMR Arctic Winter Games
RMR in Iqaluit
As one class was cut short, here is a summary of information on the daily life of the Inuit:
SS9 FN Inuit Information
And here are the Rick Mercer Report videos that I intended to show during class time:
RMR Arctic Winter Games
RMR in Iqaluit
Feb 5/6; Lesson 4
Prairies First Nations: Art and Identity
Homework: Listen to radio segment from CBC ReVision Quest: Battles Over the Brand
Listen to at least first 10 mins.
Then write a paragraph (at least 5 sentences) reflection. Your response should agree or disagree with the comments made in the radio segment and explain why.
Paragraph needs to be brought to next class (either Feb. 7 or 8)
There are many really interesting radio episodes from the CBC show ReVision Quest about First Nations issues, so feel free to explore the different episodes if you are interested.
Also, the book pictured to the left is written by Thomas King and is a really interesting and possibly controversial perspective on the history of Canada from a First Nations point of view.
Homework: Listen to radio segment from CBC ReVision Quest: Battles Over the Brand
Listen to at least first 10 mins.
Then write a paragraph (at least 5 sentences) reflection. Your response should agree or disagree with the comments made in the radio segment and explain why.
Paragraph needs to be brought to next class (either Feb. 7 or 8)
There are many really interesting radio episodes from the CBC show ReVision Quest about First Nations issues, so feel free to explore the different episodes if you are interested.
Also, the book pictured to the left is written by Thomas King and is a really interesting and possibly controversial perspective on the history of Canada from a First Nations point of view.
February 1/4; Lesson 3
Iroquois: Keepers of the Easter Door video:
Part 1
Part 2
Homework: Come up with 3 brands that use First Nations imagery. For example: The Chicago Blackhawks
Part 1
Part 2
Homework: Come up with 3 brands that use First Nations imagery. For example: The Chicago Blackhawks
January 30/31; Lesson 2
A Mi'kmaq Creation Story videos:
Part 1
Part 2
Homework:
From a reliable news source, find a current event or news article about First Nations people or a First Nations issue
}Read article and write a summary of the article: thesis + main points
}Print out article
}Bring printed article and summary to class for next day
}This assignment will be marked and is DUE: Friday (1-4) or Monday (2-1)
Information on Mi'kmaq and Maliseet from class:
Mi'kmaq
Maliseet
Part 1
Part 2
Homework:
From a reliable news source, find a current event or news article about First Nations people or a First Nations issue
}Read article and write a summary of the article: thesis + main points
}Print out article
}Bring printed article and summary to class for next day
}This assignment will be marked and is DUE: Friday (1-4) or Monday (2-1)
Information on Mi'kmaq and Maliseet from class:
Mi'kmaq
Maliseet
January 28/29; Lesson 1
Keys to investigating historical documents:
Bias—a preference for or against one thing, person, or group compared to another
Point of View—a specific way of seeing things; an attitude
Written History—events in the past which have been recorded in writing; since the invention of writing in the 4th millennium BC
Oral History—records and interpretations of historical information or events based on the personal account of a speaker
History of Rap, According to Jimmy Fallon and Justin Timberlake video (part 3)
Bias—a preference for or against one thing, person, or group compared to another
Point of View—a specific way of seeing things; an attitude
Written History—events in the past which have been recorded in writing; since the invention of writing in the 4th millennium BC
Oral History—records and interpretations of historical information or events based on the personal account of a speaker
History of Rap, According to Jimmy Fallon and Justin Timberlake video (part 3)
First Nations Unit Outline
Unit Outline:
1) Introduction to First Nations
2) First Nations of Atlantic Canada
3) Iroquoian Nations
4) First Nations of the Prairies
5) Arctic Inuit
6) Interior BC Nations
7) Northwest Coast Nations
8) Visit to MOA
9) Metis
10&11) Presentations
First Nations Unit Goals:
· Understand and describe daily life for specific groups of Aboriginals in Canada prior to the arrival of Europeans and in contemporary Canada
· Recognize the importance of primary and secondary sources, including the role that oral stories play in the history of Aboriginal people
· Assess sources for bias, point of view, and social, cultural, and economic information
· Work in a group to present researched information in a clear manner alongside pertinent and informative visual aids
· Demonstrate knowledge of the key aspects that characterize cultures and societies of the First Nations
· Recognize the links between the history of First Nations in Canada and the challenges they face in Canadian society today
First Nations Unit Rationale:
This unit provides students with necessary and significant exposure to First Nations content.
It encourages students to consider North America from the perspective of First Nations people and to view the history of Canada and our contemporary lives from an alternate point of view. This unit is intended to expose the unbalanced power dynamics between European decedents and First Peoples, and encourages students to confront the stereotypes and biases prevalent in historical records. The structure of the unit emphasizes the fact that not all First Nations are alike and they must be acknowledged and understood as separate entities with differing views of the world founded on unique cultural and societal origins. This unit will explore the question, “how can we actively promote a more balanced understanding of history and how it continues to dictate the conflicts and relationships integral to the Canadian nation today?”
1) Introduction to First Nations
2) First Nations of Atlantic Canada
3) Iroquoian Nations
4) First Nations of the Prairies
5) Arctic Inuit
6) Interior BC Nations
7) Northwest Coast Nations
8) Visit to MOA
9) Metis
10&11) Presentations
First Nations Unit Goals:
· Understand and describe daily life for specific groups of Aboriginals in Canada prior to the arrival of Europeans and in contemporary Canada
· Recognize the importance of primary and secondary sources, including the role that oral stories play in the history of Aboriginal people
· Assess sources for bias, point of view, and social, cultural, and economic information
· Work in a group to present researched information in a clear manner alongside pertinent and informative visual aids
· Demonstrate knowledge of the key aspects that characterize cultures and societies of the First Nations
· Recognize the links between the history of First Nations in Canada and the challenges they face in Canadian society today
First Nations Unit Rationale:
This unit provides students with necessary and significant exposure to First Nations content.
It encourages students to consider North America from the perspective of First Nations people and to view the history of Canada and our contemporary lives from an alternate point of view. This unit is intended to expose the unbalanced power dynamics between European decedents and First Peoples, and encourages students to confront the stereotypes and biases prevalent in historical records. The structure of the unit emphasizes the fact that not all First Nations are alike and they must be acknowledged and understood as separate entities with differing views of the world founded on unique cultural and societal origins. This unit will explore the question, “how can we actively promote a more balanced understanding of history and how it continues to dictate the conflicts and relationships integral to the Canadian nation today?”