Block 1 English 9 25/26

  We opened the class with a discussion about the Sen̓áḵw development  in Vancouver - Students were asked to think about how their families might feel about land stolen during their grandparents' lifetimes. Because the class was shortened, students read "Haunted in the Bush" and worked on character notes, which they handed in.  Anyone who missed today's class should 100% ensure they have read today's chapter  before  their next block of English.

  We opened the class with a couple of student questions. We talked, briefly, about John Rawls "Veil of Ignorance" - This  was in response to the question of whether or not Canada would be better if Indigenous peoples were given all of their land back.  We watched a piece on dystopian fiction , and discussed the ways in which our text is also dystopian.  We talked about the literary term  juxtaposition  - students should try to understand this term, and ways in which it can be used.  We read "Magic Words," after which students continued with their notes.  DO NOT FALL BEHIND ON THESE.     

   We had a student survey to complete today. After the survey, we had a discussion about the language in this piece from Bruce McAllister:     Students were briefly made aware of this resource , in case they have an interest in learning which nations have reserve space where, along with many other pieces of information.   Students got a look at the first section of this work on "Road Allowance People"   and we listened to part of an episode of "Unreserved" on the Metis starting when Jesse Thistle comes in at the 22 minute mark. We also looked at pictures of Jesse's family here . We wrapped up the block with an extensive discussion regarding content and techniques used in the last chapter we read, and students did a bit of note taking.  Next block, we will read at least "Magic Words" if not more :) 

  We began the block with a quick seat change! We talked about  a few student questions, before looking at a new university headed to be built in Arviat. We watched a quick film by Parks Canada called "Growing up Metis"   and talked about the importance of storytelling. Students were to consider the question: "At what age should children start to learn about the darker aspects of humanity?" We read "Story: Part One" and students concluded the block with catching up on character notes.  

We opened our specific discussion with a recognition of the tragedy in Tumbler Ridge. We talked about: Funding cuts for communities looking for lost loved ones Jordan's Principle , and the narrowing of access to it T he dehumanizing language used against people (in this case connected  to the court case we have been looking at) and the imagery associated with it. The open invitation/universal language used the Superbowl Halftime Show - a nd how very Canadian it is to accept that invitation. We answered question and talked over a summary of the first chapter - then we read "Fire." We will start there next class.  

   We opened today's block with a conversation about the Super Bowl halftime show - and the significance of identiy/space/language etc. Students saw one academic's version of "word of the day"   We talked about the Dewey Decimal system , problems with it, and this Maori overhaul happening in Aotearoa (New Zealand).  Students wrote down a new question for future class discussions, then we read the remainder of "Frenchie's Coming-to" Students received note sheets, but were unable to begin that work due to a course-programming visit from Ms. Higgins. We will continue the work next class.   

   We open today's class with the last session of silent reading for a long while - we will come back to personal novels when we finish our class novel work.  We opened with a discussion of some student questions.  We talked about the blind spots of those who refuse to study history   (or pay attention to the present).  We re-visited the Kashechewan community ( location and current crisis/ disconnect from the land )   We talked about the difference between hereditary chiefs, matrilineal Indigenous governance, and band and council systems imposed by the Indian Act - We did this by returning to Wet'suwet'en and connecting the disagreements between systems there to previous discussion of Amber Bracken's case and press freedom. We also touched on the relationship between these two issues and Sleydo' Molly Wikham.  We then read the opening section of  The Marrow Thieves - up to the middle of page 12 - with a particular focus on...

  After a gallery walk and self-assessment, students handed in their TADR  projects. Students were introduced to their upcoming novel,  The Marrow Thieves  by Cherie Dimaline  We talked about a few student questions, before talking about the following questions: How closely connected are you to the fight against climate change? What changes can you imagine for Canada in the next 100 years (what is "for sure" and what are possibilities?) We talked about the setting of the story, what bone marrow is, and the following quote from William S. Burroughs that Dimaline uses in her text:            "The way to kill a man or a nation is to cut off his dreams, the way the whites are taking care of theIndians: Killing their dreams, their magic, their familiar spirits."  Anyone who feels they would benefit immensely from having their own copy of the text to use at home should pick one up   from a library, or purchase a copy....

   We opened the class with a student question followed by: A reminder that resistance, protest, and activism have been treated as threats to the state in Canada not just abroad. We talked a bit about the Ipperwash Crisis (one of those mentioned in the article above) This took place in territory related to the play we've been working with. I mentioned again the current case against the RCMP that Amber Bracken and the Narwhal have in B.C. court - Central to the case is what it means to have freedom of the press in Canada. We watched a quick reel asking the audience to re-think/re-frame/think critically about the differences between how resistance is viewed in popular film/fictions and how it is viewed in day-too-day life.  We wrapped up by looking at the art below from Dylan Miner - Words for everyone who cares about fellow humans of the past, present, and future Students had 50+ minutes to work in their projects which are DUE AT THE BEGINNING OF CLASS ON WEDNESDAY....