·
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
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 American in lager 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:
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.
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)
OR
http://www.cbc.ca/player/play/2680244159/
OR
“ConnieWalker.mp3”
Students
listen and make notes
Afterward,
get into small groups and compare notes.
Discuss
as a class.
·
Indian Horse Ch 11-12
·
LISTEN
to poem “MONSTER”, p.c. (3m,16s)
https://soundcloud.com/cbc-radio-one/i-hate-you-residential-school
OR
http://www.cbc.ca/radio/thecurrent/apr-3-2014-1.2908353/monster-by-poet-dennis-saddleman-i-hate-you-residential-school-i-hate-you-1.2908356
·
Highlights
from TRC:
http://www.huffingtonpost.ca/2015/12/15/highlights-from-the-report-of-the-truth-and-reconciliation-commission-report_n_8812426.html
·
“MyLittleResidentialSchoolSuitcase”,
p.c.
Read aloud, discuss
·
Explain
Gord Downey
The Sacred Path
· “colonialism”, p.c.
·
“My
Moccasins Have Not Walked” work and student poem
· “’Totem’ Module”
·
Rita
Joe “I Lost My Talk”
·
“Two-Spirit”
“Chrytos”
·
“Unentitled”
from here:
http://www.sfu.ca/lovemotherearth/02poetry/tea_and_bannock.pdf
Appropriation of
First Nations culture
·
Explain
meaning of ‘cultural appropriation’
Gucci turban
·
Talk
about 2015 Miss Canada dress
https://natalieast.com/miss-universe-canadas-national-costume-cultural-appropriation/
Show pics
“Miss Canada 1,2”
Other
examples of a appropriation of First Nations culture- music festivals
Show pics
“Headdress1,2,3” “Costume1”
Show video
“Headdress- A filmmaker recreates her great-grandfather’s portrait” (5m,43s)
·
http://www.cbc.ca/news/canada/british-columbia/bc-women-searches-for-stolen-regalia-prince-george-1.4692057
The future of FN
https://www.cbc.ca/news/canada/manitoba/youth-incarcerated-indigenous-half-1.4720019
“ForthisArcticstudent”, p.c. “JasmineKegel”pic
Examples of compound sentences
It is Orange Shirt Day tomorrow, so we are talking
about Residential schools in class today.
It is Orange Shirt Day tomorrow; therefore, we are
talking about Residential schools in class today.
It is Orange Shirt Day tomorrow; accordingly, we are
talking about Residential schools in class today.
*These have the same meaning, so you have some choices now.
Try one that you haven’t used before.
I forgot to wear my orange shirt; as a result, I feel
a little embarassed.
Marge did well in her math class; as a result, she
feels really confident about her next class.
Joe went to the beach, but it was too cold to swim.
Joe went to the beach; however, it was too cold to swim.
Tomorrow, you stay home and relax, or you can go out
somewhere with your family or friends.
Tomorrow, you stay home and relax; on the other hand, you
can go out somewhere with your family or friends.
Sarah didn’t want to take English 11; instead, she
took Math 11.
Taka did not buy a new suit; instead, he bought a new
bicycle.
Taka did not buy a new suit; instead, he went to Value
Village.
Value Village – used old clothes, second-hand clothes, old
or vintage,
thrift
store
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