Objective: / Resources: / Procedure:
-Know that a worldview is a description of reality providing "natural and believable" knowledge which is generally accepted by the members of a cultural group, because it meets their needs, creates order and coherence, and provides a basis for predictions. (SS-1)
-Know that a worldview acts as a template providing people with a set of beliefs about dealing with the reality in which they find themselves. (SS-1)
-Know that First Nations assumptions about ownership of the land did not mirror those held by the colonizing Europeans. (Hist-1)
-Present information on a topic with class members in a planned and focused group session using a variety of audio-visual strategies(ELA-V)
-Speak to inform and persuade (ELA-S)
-Function effectively as both a group member and a group leader (ELA-S)
-Deliver an explanatory presentation, supplemented with diagrams, charts, illustrations, or demonstration (ELA-S) / -Canadian Worldview Chart
-First Nations Worldview Handout
-Treaty Essential Learnings #4-Worldviews (Handouts) / -Provide students with a definition of “worldview”. Have them brainstorm elements of the Canadian Worldview and have them record their responses on the provided chart.
-Have students sit in a circle on the ground outside. Teach about First Nations worldview according to Judy Bear’s handout. Start by placing sand in the middle for the creator, then piles of sand for the sun, moon, stars, and earth, telling stories about each as the sand is placed on the ground. Keep putting layers of sand for each of the levels of the hierarchy, except for Humanity. Explain that people are on the outside circle. Ask the students what would happen if humans were removed? How would the other circles be impacted? Then discuss what would happen if any of the inner circles were removed and the impact that would have. Discuss that humility was one of the chief virtues of First Nations People and how important the land and environment is.
-Discuss traditional First Nations worldviews (Handout). Highlight the importance of the land, the circle, etc. and point out the differences between this worldview and the “Canadian” worldview.
-Jigsaw activity
- Divide the class into 6 groups and assign each group one or more aspect of First Nations Worldview (Spirituality, Values, Knowledge, Culture, Oral Traditions & Language, Governance & Natural World).
- Each group will review the provided information, as well as conduct additional research, about their assigned topic.
- The groups will then present this information to the class, including a visual product (i.e. Information poster).
-Recognize that Canadian literature is their literature, and that it expresses in diverse ways their cultural heritage(ELA-R)
-explore human experiences and values reflected in texts (ELA-R) / -Not Just a Platform for My Dance (poem) by Marilyn Dumont
-Reader’s Response Q’s
-“The Land is Our Soul” / -Discuss how First Nations literature, like their culture, uses the land as a central focus.
-Read “Not Just a Platform for My Dance” as a class.
-In pairs, have the students discuss the response question
-As a class, read “The Land is Our Soul”
-Know that First Nations assumptions about ownership of the land did not mirror those held by the colonizing Europeans. (Hist-1)
-Know that sovereignty asserts that a nation-state is the supreme decision-making power within a delineated territory, and is subject to external authority only through its consent. (Hist-1)
-Know that decision making within the First Nations societies was based on the assumption that the process should involve all the members of the society. (Hist-1)
-Practise the behaviours of effective viewers(ELA-V)
-Evaluate critically information obtained from viewing visuals, films/videos, and multimedia presentations. (ELA-V) / -Canada: A People’s History video (“Where the World Began”) / -After viewing “Where the World Began”, the students will create two stories about the arrival of Aboriginal peoples in North America. One of the stories created will be based of First Nations Oral Traditions (The Giant Turtle, The Raven, the Mud People, The Trek Across Water), and the other will be based on the archaeological record (the ice age, the caribou, the land bridge).
-The students will share their stories with the class.
-After everyone shares, discuss how the stories are similar and different.
-Know that socialization is an interactive process in which the environment affects and shapes the individual and the individual, in turn, shapes the environment. (SS-3)
- Know that norms are the expected standards of behaviour within a group. These standards can be broken down into two categories:
- Folkways are the conventions and customs of society (etiquette) in which some variation of behaviour is tolerated.
- Mores are significant rules of conduct which have to with the welfare and survival of the group. Violation is not tolerated and will usually result in punishment. (SS-3)
-Read to make connections and find meaning (ELA-R)
-Recognize that Canadian literature is their literature, and that it expresses in diverse ways their cultural heritage (ELA-R) / -Windigo Research Handout
-Computer Lab / -Discuss elements of First Nations mythology and literature (the raven, windigo, the whiskeyjack, etc.)
-Inform students of the central role the windigo plays in the novel Three Day Road.
-The students will use the internet to conduct basic research about the windigo myth.
-Debrief as a class.
-Extension: Watch Supernatural Windigo episode
Three Day Road Novel Study
Overarching objectives:
-Read to make connections, find meaning, reflect and evaluate(ELA-R)
-Relate literary experience to personal experience and extend personal response (ELA-R)
-Explore human experiences and values reflected in texts (ELA-R)
-Read a wide range of material to extend experience (ELA-R)
-Read to stimulate imagination (ELA-R)
-Read to broaden their knowledge of Canadian literary and cultural heritage (ELA-R)
-Recognize that Canadian literature is their literature, and that it expresses in diverse ways their cultural heritage (ELA-R)
-Recognize and appreciate the multiplicity of voices that make up Canadian literature. (ELA-R)
-Inclusion: Know that people, even if they come from very different cultures, have the same basic humanity as every other group of people with all of the same needs, rights, and responsibilities. (SS-3)
-Culture conflict: Know that cultures have different values and priorities; Know that these differences have to be faced and worked out in a constructive way; Know that no culture has a final understanding of truth. (SS-3)
-Know that morality provides guidance for making moral choices.
-Know that morality is based on a number of principles or criteria:
- no action may not be taken unless it is right for everyone to take that action;
-actions which may be hurtful to others in some way must not be carried out;
- before any action is taken: all information about the consequences of the proposed action(s) on others must be sought out the effect of an action on another person must be considered; advice from others should be considered; the moral reasoning should be tested and rejected if it is faulty; and others involved in the action should test their moral reasoning and reject it if it is faulty. (SS-1)
-Conformity : Know that conformity is the belief that when everyone in society conforms to the same values, conflict will be reduced and security will be increased.(SS-3)
-Prejudice: Know that a prejudice is an attitude or belief (often negative) toward a group or person which is thoughtlessly accepted (learned) by someone who either refuses to find out whether the attitude is justified or refuses to accept legitimate contrary evidence. (SS-3)
-Historic injustice: Know that it is a reality that a variety of injustices have been committed by mainstream Canadian society against different groups of people in the past; Know that these groups are insisting that Canadian society has to recognize these legitimate grievances and take steps to rectify them. (SS-3)
-Appreciate that past societies have established and conducted policies based on social models that are unacceptable by present day standards. (SS-3)
-Appreciate that generations of people have suffered as the result of these social policies and are seeking redress from society: What moral burden do current generations owe to people who are suffering as the result of past decisions?; What moral burden is owed to people who have suffered because legitimate contracts of the past have not been honoured?; How should contracts from the past be honoured in present circumstances when the language is written in a different historical context?
ELA Activities / SS Activities
Pre-Reading (Before Chapter 1)
-Introduce book
-Provide background (WW1, First Nations culture, mythology, etc)
-Discuss theme web / Pre-Reading (Before chapter 1)
-First Nations Mythology (whisky jack, winidigo)
-Review background information to WWI
After Chapter 1 (Returning):
-Blog entry – “Describe your initial impressions of the novel.”
-Mini-Lesson on perspective/point of view
After Chapter 2 (Arrival):
-Discuss the importance of First Nations storytelling, and oral history. Explain that the book consists of Niska and Xavier taking turns telling each other their stories. What do they learn from each other? Why would Boyden structure his novel this way?
After Chapter 3 (Trenches):
-Blog entry – Describe your reaction to/impressions of Boyden’s writing style. / After Chapter 3 (Trenches):
-Canada in WW1 Lecture and PowerPoint
After Chapter 4 (My Father):
-Blog entry – Respond to the following quote from the novel: I am the second to last in a long line of windigo killers. There is still one more. / After Chapter 4 (My Father):
-Discuss appropriateness of the North West Mounted Police arresting Niska’s father (focusing on the Europeans imposing their laws/customs on the First Nations people).
After Chapter 7 (Learning)
-In partners, choose one word from the chapter that you feel best represents the events of the chapter. Justify your choice to the class.
Before Chapter 8 (Captive):
-Lesson on Residential Schools in Canada
-Watch the documentary Muffins for Granny.
After Chapter 8 (Captive)
-What is the significance of the following passage at the end of the chapter? What does this mean? How would you respond/feel if you were Niska’s mother in this situation?
-“Did you see Rabbit?” my mother asked. “Will she come with us?”
“She is called Anne now,” I said, and watched the understanding cross my mother’s face. / Before Chapter 8 (Captive):
-Lesson on Residential Schools in Canada
-Responses to cultural conflict (annihilation, segregation, assimilation, acculturation, accommodation)
-Historical background
After Chapter 14 (Raid):
-Blog entry- In this chapter, Xavier explains the significance of Elijah’s name. How does Elijah’s last name suit his personality? Use specific examples from the novel.
After Chapter 16 (Horses):
-Mini-Lesson on Courcelette, Creeping Barrage
After Chapter 20 (Fighter):
-Lesson on Vimy Ridge
After Chapter 23 (Snaring):
-Blog Entry – Describe, in detail, the changes that are overtaking Elijah.
After Chapter 25 (Feeding):
-Why is Elijah’s practical joke significant? Why does Xavier react like he does? What does this represent? / After Chapter 25 (Feeding):
-Mini-Lesson on Passchendaele
After Chapter 26 (The Letter):
-Blog Entry – Describe, in detail, the changes overtaking Xavier
-Why is Fat’s misreading of Niska’s letter significant? How does Xavier react to this? Why does Xavier try to kill Elijah? / After Chapter 26 (The Letter):
-Mini-lesson on Lens
After Chapter 27 (Flying):
Blog Entry - Respond to the following quote from the chapter: We all fight on two fronts, the one facing the enemy, the other facing what we do to the enemy. / After Chapter 27 (Flying)
-Mini-Lesson on Canada’s Hundred Days
After Chapter 28 (Murder):
-What is the significance of Elijah’s dream?
After Chapter 29 (Hero):
-Why does Elijah have blood on his mouth? What does Xavier suspect? Why would this be significant?
After Chapter 30 (Little Bird Dancer):
-Blog Entry – Predict the ending of the novel. / Before Chapter 30 (Little Bird Dancer):
-Mini-Lesson on the sweat lodge
After finishing the book:
-Blog Entry – Describe your final impressions of the novel.
-Literary Essay – Have the students develop their own topics and thesis for a five paragraph literary essay.
-Know that a worldview acts as a template providing people with a set of beliefs about dealing with the reality in which they find themselves. (SS-3)
-Know that First Nations assumptions about ownership of the land did not mirror those held by the colonizing Europeans. (Hist-1)
-Know that the Canadian government planned to relocate the First Nation peoples to reserves and thereby make the land available for European settlers to establish an agricultural-based economy.
-Know that the Canadian government planned to acquire the lands of the Canadian West by negotiating treaties with the First Nations and that those treaties extinguished First Nations' land claims.
-Know that the First Nations and the Canadian government held differing assumptions concerning the terms and meaning of the treaties. / -Present a scenario to the students where two students are asking for an extension on an assignment – Student A wants for time because he has a hockey game the night before an assignment is due, while Student B wants an extension because his Dad had a heart attack and is in the hospital. Ask the students to think about what they would do if they were the teacher. Use this discussion as a lead in to a discussion about how “fair” and “equal” are two words that don’t mean the same thing. Discuss how sometimes, the fair thing to do is to not treat people equally.
-Conduct a mini-lesson on the historical background of the treaties.
-What is a Treaty?
-Why were the Treaties necessary?
-What other options did the government have? The First Nations?
-Discuss the spirit and intent of the Treaties.
-What did both sides hope to achieve?
-What did the Treaties contain?
-What did both sides agree to in the Treaty process?
-Know that the Canadian government planned to acquire the lands of the Canadian West by negotiating treaties with the First Nations and that those treaties extinguished First Nations' land claims.
-Know that the First Nations and the Canadian government held differing assumptions concerning the terms and meaning of the treaties. / -Chart A- First Nations Expectations and Benefits of From Treaty
- Chart B – The Canadian Government’s Expectations and Benefits from Treaty
-Video – “As Long as the Sun Shines” / -Discuss how people have misconceptions about what the treaties are and how they are implemented. Brainstorm a list of perceptions that people have about Treaties (No taxes, free education, Hunting rights, relevancy in today’s society).
-Distribute “Chart A- First Nations Expectations and Benefits of From Treaty” and discuss how what was actually carried out did not reflect what was actually agreed to. Correct any misconceptions the students have.
-Have the students do a quick write about the following statement: Why do we have to honour Treaties that were made so long ago? Ask for volunteers to share their answers.
-Outline the following reasons why Treaties are still relevant/essential in today’s society:
-Pipestem Ceremony: The use of the pipestem means the First Nations saw the agreements as sacred covenants, not land deals – the pipestem is like the First Nations Bible.
-Discuss the non-First Nations benefits from Treaties. Distribute Chart B – The Canadian Government’s Expectations and Benefits from Treaty and discuss what would happen if we didn’t have the Treaties.
-Discuss the meaning of the statement “As long as the sun shines and the rivers flow”.
-Watch the video “As Long as the Sun Shines”.
-Have the students go back and read what they wrote at the beginning of class and do a quick write response to their own writing.
- Appreciate that past societies have established and conducted policies based on social models that are unacceptable by present day standards. (SS-3)
- Appreciate that generations of people have suffered as the result of these social policies and are seeking redress from society: What moral burden do current generations owe to people who are suffering as the result of past decisions?; What moral burden is owed to people who have suffered because legitimate contracts of the past have not been honoured?; How should contracts from the past be honoured in present circumstances when the language is written in a different historical context(SS-3)
- Know that one of the goals of the Canadian government was to implement policies that would lead to assimilation of the First Nations who resided in the former Rupert's Land.
-Historic injustice: Know that it is a reality that a
variety of injustices have been committed by mainstream Canadian society against different groups of people in the past; Know that these groups are insisting that Canadian society has to recognize these legitimate grievances and take steps to rectify them. (SS-3)