Block 1 English 9 25/26

   We opened the class with discussing a student question, touching on the concept of land ownership in Greenland, and this reel from an Indigenous community member in Minnesota. Students had the remainder of the block to work on their assignments. Please note: Students will also have Monday's block to work on this piece - It will now be due at the start of Wednesday's class.

Students began the class by reading their personal novels (please note, these are to be novels , and students should actually be reading them during the allotted time). We discussed the Canadian-led effort to weaken the language of UNDRIP . We talked about the fact that B.C. signed on to UNDRIP, but that now that the government is finding following through on its commitment to Indigenous rights challenging/complex/counter to some of its aims, Premier Eby is looking to alter parts of the legislation. We looked at a quick Reel - a satirical land acknowledgement by an Indigenous creator, after which students had the remainder of the block to work on their assignments. 

 Students read their personal novels for the first few minutes of class - students are reminded that they must come with these for every class. We talked about a few brief videos connecting Indigenous identities and land - We moved from ICE arrests in the USA to "green imperialism" on Sami lands in Nordic countries. We concluded with a quick reel of an Indigenous content creator mocking some of the racist conceptions/misconceptions/ideas he comes in contact with via self-denigration/mocking racist critique for the sake of humour. **Humour as a key to resilience seem consistent across Indigenous cultures.  Students got a look at many, many examples of their unit project, and then began to plan. Timeline: Tuesday/Thursday next week students will have class time. Work can go home - it can also come to tutorial, or be worked on in the Writing Lab. Projects are due on Monday, February 2nd

 Students began the block with a quick read of their personal novels, followed by a class discussion and a reading of anti-dancing protocols sent to Indian agents in 1921.  We touched on the connections between control/protocols/space/alienating language and current issues around identity and Indigeneity - today related to ICE. We went over note-taking charts, and created a theme web as a class. Students received their assignment for this unit, but will see further examples next class. HMWRK - know which time period you will do your work on - have your quotes ready to go - have colours and other supplies (other than white paper) ready too.

 Students read their novels, talked about a number of key questions, and then finished reading the play. Students continued their quote work, and began a brainstorm of key ideas (the first step in theme statement work) for the play. Students handed in their TADR Reading Log sheets at the door.

 As per the Ray Bradbury clip we looked at today , today's materials included an eclectic mix.  We talked about the idea that "some people need no proof at all to believe a lie, but all the proof in the world to believe the truth."   We talked about freedom of the press in relation to Amber Bracken's current court case.   We discussed the relationship betwee n Inuit peoples across international boundaries - and how identity is informed by place.  We touched upon Wab Kinew's position in politics and the current crisis for the Pimicikamak Cree Nation After those pieces, we looked at Kaschechewan, including: Where it is The long-term colonial issues of division  The history of crisis/ flooding/ lack of government follow through and responsibility  What was agreed upon in 2019 Today's situation  Then some excellent readers walked us through to the bottom of page 67 in the work. All students should have their charts completed for tomorrow's class, ...

 Students read their personal novels, before we had our daily question discussion. Included in today's discussion were: An excellent, interactive map from the TRC Centre at the University of Manitoba Contrasting the concepts of Indigenous Clans with the incest of the Habsburg Empire. (see: Intermarriage  or this Chart ) And some good old Bay City Rollers music  Students then read up to the bottom of page 58 in the play (thank you readers) and worked to fill in their charts, and to add to their page of setting quotes.   

Students began the class by reading their personal novels. We discussed a few student questions, looked at the story of Joyce Echaquan's death , and  briefly touched on the racist land covenants connected to the history of the North Shore. Students went back into the text and began taking key notes on setting - ultimately, they will find at least three (hopefully more) for each of the time periods that 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 the setting. Quotes are to be written down with page numbers - and a note of the speaker and the time period represented.   We will continue notes as we go - they are essential to future work. We did more reading of the play - Just a few pages up to 45.  

 We opened the block with a check in, a look at some newly-returned artifacts, a discussion of some student questions, and re-acquainting ourselves with the play :) We read to the middle of page 40 - anyone who missed today's reading should catch up during tutorial before Wednesday's class.