teacherhaley: September 2021

EF34

Good morning, everyone.

We will get started at 11:00.

It‘s Hump Day!

Today’s agenda:

· Review a few sentences that you sent me.

· Review modals

· Continue with First Nations

· Begin complex sentences- adverb clauses

Thursday- No school

· National Day for Truth and Reconcilation

· https://www.canada.ca/en/department-national-defence/maple-leaf/defence/2021/07/federal-statutory-holiday-national-day-for-truth-and-reconciliation.html

Friday

· Begin descriptive writing

Exercises: Choose appropriate modals for each:

1. I didn’t feel very well yesterday. I couldn’t eat anything.

2. You should/must/have to look at me when I am talking to you.

You should look at this flower.

You should to look at this flower. XXX vf

should shouldn’t= should not ’ apostrophe

These are some of your examples from a few days ago:

transitional words

1. You can lived in a small town. However , You can lived a huge city.

You can live in a small town. On the other hand, you can live in a huge city.

2. The kids were playing in the playground. Soon, the kids wanted a nap.

3. I wanted to play golf today. ~~Therefore, It was lightning.~~

However, there was thunder and lightning.

It was raining. It was windy.

~~It was thunder~~.

4. I am waiting to receive my gift from my aunty However, I am delight with that .

I am waiting to receive my gift from my aunty. However, it has not arrived yet.

5. Luis wants to eat something. Before to go to school.

Luis wants to eat something before he goes to school.

6. Please call me back. As soon as you can.

Please call me back as soon as you can.

Please call me back ASAP.

ASAP as soon as possible

RSVP

“You are invited to my party next Friday. Please RSVP”

RSVP – French ‘Respondez Sil Vous Plait’ respond please

7. I'm finished my homework. Meanwhile, you can prepare the breakfast.

Review of modals from yesterday.

modal = modal auxiliary, modal auxiliaries

auxiliary – extra AUX

3. I was using my pencil a minute ago. It must be here somewhere!

4. You really should not be late again.

5. If you don’t start working harder, you could/ can/ will have to/might have to repeat the course next year.

different meaning

Sarah might have to go to Burnaby tomorrow.

Sarah might go to Burnaby tomorrow.

Sarah might ~~goes~~ to go to Burnaby tomorrow.

6. Phone her now. She might/must/should be home by now.

Michelle has been learning English for five years. She must be pretty good at it.

7. You shouldn’t/ should not/ mustn’t/ must not forget your sunscreen. It’s going to be very hot!

8. I might be able to help you, but I’m not sure yet.

I will be able to help.

I can help. I could help.

9. Mozart could play the piano beautifully as a child.

10. I really should try to get fit.

11. May/Could/Can/Shall I take a photograph of you?

shall – unusual, too formal

12. Students can borrow up to 15 books at any time.

13. Whose bag is this? I don’t know, but it could/may/might belong to Yuta.

14. May/Can I go to the bathroom, please?

May I borrow a pen? sounds really nice, polite

15 His excuse could/might/may be true, but I don’t believe it.

may be (v) maybe(adv)

His story may be true.

Maybe, his story is true.

Maybe I won’t go back to my old job.

I may be getting a new job anyway.

16. Can you speak French? Only a few words, but my Russian is pretty good.

17. Would/Could/Can you help me move this table?

18. I can help you, but I don’t want to.

19. Can/Would/Could you open the window, please?

20. I couldn’t move the table. It was too heavy.

I can’t move the table. It is too heavy.

21. You shouldn’t eat so much chocolate. It’s not good for you.

22. I’m afraid I can’t/ am not able to/ won’t play tennis tomorrow. I’ve got a dentist appointment.

won’t – sounds like you don’t want to

I won’t go to the party. – you don’t want to.

I can’t go to the party. – you are not able to

Nice review of everyday modals.

Review one-word modals, two-word modals, and the three-word modals.

NOTE: The one-word modals are used most often. You can say pretty much anything you want to say using one-word modals.

Lecture notes for First Nations

· Starting in May 2021

· Unmarked graves of First Nations have been found on the grounds of old Residential Schools, 315? in Kamloops

· over 1300 so far, probably hundreds and hundreds, thousands more across Canada

· Residential Schools all across Canada

https://www.thecanadianencyclopedia.ca/en/article/residential-schools-in-canada-interactive-map

· Organized by the Canadian government, run by the churches, paid for by the federal government

· 150 000 First Nations kids were forcibly taken away from their families to Residential Schools from 1860s to 1990s.

· Focus of BC new curriculum- First Nations

First Nations ways of knowing, culture, history in Canada

e.g. First Peoples English 12

· My school experiences- none of the history, social studies, was about First Nations

The focus was on Europeans, settlers, White men in Canada

male-centred, Euro-centred

· lots of First Nations kids in my school, segregated

seemed normal

· racism towards First Nations people “Indians”

dismissive, belittling, negative stereotypes

** Maybe tell these stories

· policy at my university – have to finish your degree in seven years

student/ professor –led initiative to change it to 10 yrs

· racism against First Nations – BCTF AGM story

700 teachers

“equity-seeking groups” wanted representation

Overview - introduction

· First Nations -Who they are?

· Small groups

“What do you know about First Nations people in Canada?”

Generate ideas on LCD

· First Nations, Inuit, and Métis peoples constitute Indigenous Peoples in Canada, also called First Peoples. Also called Aboriginal.

First Nations came into common usage in the 1980s to replace the term ‘Indians’ ~~Native~~

· Talk about origin of the word ‘Indian’ due to geographical misunderstanding

· First Nations- Indigenous people in the South (below Arctic Circle). Half of all First Nations bands are in Ontario and BC.

· Inuit are the Indigenous people who live in the North. Used to be called ‘Eskimo’- disparaging term from French Esquimaux, from Montagnais ayas̆kimew ‘person who laces a snowshoe’. Montagnais, or Innu, are the Indigenous inhabitants of an area they refer to as Nitassinan, which comprises most of the northeastern portion of the present-day province of Quebec and some eastern portions of Labrador.

Discredited etymology ‘raw fish eater’

Website: https://www.itk.ca/about-canadian-inuit/#nunangat

Show map: “Inuit Map”

· Metis a person of mixed Indigenous and European ancestry

1600s and 1700s - Fur trading European men came to hunt animals, like beavers

In particular one of a group of such people who in the 19th century constituted the so-called Metis nation in the areas around the Red and Saskatchewan rivers. Metis comes from the French word ‘métis’, which means ‘mixed’.

· Where did they come from?

· First Nations creation myths/ stories

myth – legend, fiction, story

Every group has a creation story/myth

Bible- Garden of Eden, Adam and Eve

Shinto-

Koran-

Greek myths –

Different First Nations have different creation stories.

· Read “The Beginning of the Haidi Gwaii World” on LCD

· Talk about Raven

- prominent role in the mythologies of the Indigenous peoples of the Pacific Northwest Coast, including the Tsimishians, Haidas, Heiltsuks, Tlingits, Kwakwaka'wakw, Coast Salish, Koyukons, and Inuit. The raven in these indigenous peoples' mythology is the Creator of the world, but it is also considered a trickster god.

-two different raven characters:

-the creator raven, responsible for bringing the world into being and who is sometimes considered to be the individual who brought light to the darkness

-the childish raven, always selfish, sly, conniving, and hungry

· Show pictures “Raven1” “Raven2” “Raven and the First Men”

“Spirit of Haida Gwaii”, other pictures

· Different First nations have different stories-

e.g.Micmac, Mi'kmaq, Glooscap

Very interesting area of study – good choice First Peoples 10 and First Peoples 12

We offer these classes at South Hill – some students do both i.e. English 10 and First Peoples 10, English 12 and First Peoples English 12

Mary Simon – first Indigenous Governer General of Canada

· Scientists- science-

archeology- study of ancient humans, ancient civilations

Archeological theories about origins of First Nations

These are rough dates. Scientific knowledge is developing all the time.

· 200 000 years ago, Homo Sapiens in Africa

· 60 000 years ago, humans leave Africa

50 000 years ago reach Australia

· Second wave

35 000 years ago reach Middle East and Central Asia

· 40 000 years ago into Europe

· 25 000 years ago- Ice Age, ice bridge between Russia and Alaska

· 15 000 years ago humans cross The Bering Strait into North America

· Show video “Map Shows How Humans Migrated Across the Globe” (2m30s)

https://www.youtube.com/watch?v=CJdT6QcSbQ0&list=RDCJdT6QcSbQ0&start_radio=1

· Explore website, LCD http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html

MAYBE VIDEO https://www.youtube.com/watch?v=M43TYldfqzc (4m-13m)

Oldest footprints

https://www.cbc.ca/news/science/oldest-footprints-north-america-1.6187978

· First Nations reactions to these scientific theories

http://www.cbc.ca/news/canada/british-columbia/bc-indigenous-communities-react-to-the-resurfacing-of-two-migration-theories-1.4479632

Listen to audio (9m) EXCELLENT

· Another article about Salutrian/Ice Bridge debate

http://www.cbc.ca/news/technology/ancient-toddler-s-remains-re-ignite-native-origins-debate-1.2534423

CONTACT - when the first European came to North America

· 1492 – Christopher Columbus

· European people came to North America in larger groups in 1500s

· cooperation- settlers dying of scurvy, lack of Vitamin C

long-standing problem for sailors

limey, pine needle tea

· Work through timeline

https://aboriginalconnections.wordpress.com/teacher-resources/bc-first-nations-historical-timeline/

· European settlers wanted the land that First Nations lived on.

· Put First Nations on Reservations all over Canada

· Many First Nations used to be nomadic, travel, no set home

incompatible with Western life

· Reservations often very poor land, poverty

· Blanket ceremony- https://www.kairoscanada.org/what-we-do/indigenous-rights/blanket-exercise

· European settlers to North America pushed First Nations out of their land and forced them to live on Reservations

· Next step was Residential schools

a way to get rid of First Nations culture

· Between the 1860s and 1990s more than 150,000 First Nations, Inuit, and Métis children were required to attend Indian Residential Schools, institutions operated by religious organizations funded by the Federal Government.

· The Canadian government removed First Nation children from their families and communities and placed them in these institutions.

· The families didn’t have a choice.

· Many children were inadequately fed, clothed and housed, and many were abused, physically, emotionally and sexually. Their languages and cultural practices were prohibited.

· This is where the unmarked graves come from. These are children who died while in the schools.

There are so many questions about how this happened.

How did this happen?

How did these children die?

Why?

How could this have happened in Canada?

** The intention of the Residential Schools was to break the link between the children and their culture and families. The children were being trained to be workers, i.e. maids, labourers, cleaners.

So mant children dies because they were not cared for properly and often abused.

· https://www.thecanadianencyclopedia.ca/en/article/duncan-campbell-scott

OTHER RESOURCES

http://www.fnesc.ca/learningfirstpeoples/

https://www.ece.gov.nt.ca/files/Early-Childhood/ns_-_residential_schools_resource_-_second_edition.pdf

http://www.fnesc.ca/wp/wp-content/uploads/2015/07/PUB-LFP-IRSR-11-12-Pt1-2015-07-WEB.pdf

http://www.fnesc.ca/wp/wp-content/uploads/2015/07/PUB-LFP-IRSR11-12-DE-Pt2-2015-07-WEB.pdf

http://www.fnesc.ca/grade-11-12-indian-residential-schools-and-reconciliation/

· VIDEO “Where Are the Children? Healing the Legacy of the Residential Schools”

https://vimeo.com/27172950 (25m)

GO OVER THIS WEBSITE ON LCD

· http://www.anishinabek.ca/wp-content/uploads/2016/07/An-Overview-of-the-IRS-System-Booklet.pdf

· Introduction to Truth and Reconciliation Commission, Residential Schools

· National Centre for Truth and Reconciliation

Opening ceremony:

http://www.cbc.ca/news/canada/manitoba/national-centre-truth-reconciliation-winnipeg-1.3301305

· EXPLORE Website:

http://umanitoba.ca/nctr/

GOOD PLACE TO START

· http://wherearethechildren.ca/en

Explore together

Walk through Timeline

* Choose one of the stories. Listen or read the transcript.

Didn’t this happen long ago in the past?

The last Residential School closed in 1996.

intergenerational trauma – the suffering and pain is passed down to the next generation

NOTE: I am not an expert on this. I know what I know from listening to survivors of Residential Schools. I have been fortunate to listen to many survivors of Residential Schools. Also I read books about this.

Please take what I told you as a starting point. You can read and learn more on your own.

Great hope for the future. e.g. Mamilaaq Qaqqaq.

Inuit facial tattoos

LOTS OF RESOURCES

Telling Our Twisted History https://overcast.fm/+uV32D9Icg

SURVIVOR TESTIMONY:

https://www.youtube.com/watch?v=wjrZpCJtNYk

https://www.youtube.com/watch?v=vn6jbkPgTzM

· Distribute “ConnieWalkerQuestions”, p.c.

LISTEN (13m56s)

http://www.cbc.ca/radio/backstory/connie-walker-and-the-first-hand-legacy-of-residential-schools-1.3359153

http://www.cbc.ca/player/play/2680244159/