Today’s
agenda-
·
Continue First Nations-
· Continue work
of quoting text “ “
Practice doing that
“My Moccasins Have Not Walked” – fun project
You will write your own poem and read it for the class.
Friday
·
·
Where did these people come from?
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First Nations creation myths/ creation stories
myth –
legend, fiction, story, explains real life, explains natural phenomena
Greek
Myth- e.g. Echo-magical creature- nymph, Narcissus- narcissist- a person who is
self-absorbed
Every group has a creation story/myth
Bible- Garden of Eden, Adam and Eve
Koran- Quran - simlar story
Different First Nations groups 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
The Beginning of the Haida Gwaii World
In the beginning,
before the creation of the world, the earth was completely covered by a vast
ocean and the sky was all grey clouds. The cloud kingdom was ruled by the great
Sha-lana. Sha-lana's Chief servant was Raven.
One day Raven enraged his master and was cast
out into the ocean world. He flew over the ocean for a long period of time
until he became weary. Unable to find a place to rest, Raven became angry. He
began to beat his wings upon the water until the water rose up and touched the
clouds around him.
When the water receded back into the ocean there
appeared rocks upon which Raven rested. These rocks grew and stretched across
the ocean. The rocks turned into sand and after a short period of time trees
began to grow on the sand. After many moons the sand had turned into beautiful
islands, which we know today as the Haida Gwaii (Queen Charlotte Islands).
Raven enjoyed his kingdom, yet he became bored
and lonely. He decided he needed someone to help him. So one day he gathered
two large piles of clam shells upon the beach and transformed them into two
human females. These two women complained saying that they should not have both
been created as women. So to make them happy Raven threw limpet shells at one
and turned her into a man, creating the Haida Gwaii people."
Clark, E., Indian Legends of Canada,
McClelland and Stewart: Toronto, 1991.
https://royalbcmuseum.bc.ca/exhibits/bc-archives-time-machine/galler07/frames/oralhist.htm
·
Show pictures “Raven1” “Raven2” “Raven and the
First Men”
“Spirit of
Haida Gwaii”, other pictures jewelry
·
Different First nations have different
stories-
e.g.Micmac,
Mi'kmaq, Glooscap
**about 630 different nations in
Canada- all different stories
anthropologists -anthropology – study of
ancient people
Museum of Anthropology- UBC – focus on First
Nations
-archeology-
study of ancient humans, ancient civilations
First
Nations – oral tradition, all spoken, no writing system, all storytelling
-transmitting
culture and survival skills- plants, herbs, hunting, fishing, travelling,
seasons
Do ravens
and crows mate for life?
Archeological
theories about origins of First Nations
archeologists-
scientists who study the history of human societies
These are
rough dates. Scientific knowledge is developing all the time.
- based on artifacts found: tools, firepits,
bones, footprints
-many different types of hominids in the past
e.g Australpithicus, CroMagnon, Neanderthal,
etc.
Evolution-
·
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 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, Reserves- put First Nations
people on Reserves
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.
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)
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
https://www.cbc.ca/news/canada/manitoba/eliza-beardy-brother-1.6193965
https://newsinteractives.cbc.ca/longform/the-boy-behind-the-nickname
MOVE Mary Simon – first Indigenous
Governer General of Canada
Consider First Peoples 11/12
What is some physical items that you have that have meaning
to you? What is their value- not financial value, emotional value?
What do they represent to you?
Read “My Moccasins Have Not Walked”
Go through.
New Vocab
-moccasin- slippers make of deer skin, traditoal footwear
for First Nations people
-fondle- caress, hold
in your hand, manipulate in your hand, suggest gentle touching, massage,
emotional, intimate
-adorn- ornament, decorate, adornment, accessory,
-caresses- gently touching
-beheld, behold- see something wonderful, look at something
this is amazing, stunning
-fawn – baby deer
-fern – a plant, ancient plant
careless- not being careful
Aurora Borealis- The Northern Lights
Read news article
bc.ctvnews.ca/indigenous-b-c-filmmaker-says-he-was-refused-entry-on-cannes-red-carpet-for-his-moccasins-1.5922720
Homework:
Write a poem about your own heritage/culture. You can follow
in this style.
Choose 5-6 aspects of your heritage related to dress/clothing.
Let’s open your writing of your poem to other topics.
Write a nice poem that reflects your heritage.
Finish it by Monday.
This will be worth a few bonus points.
If you volunteer to come up to the front of the class and
recite/read it aloud for us, you will get a couple more bonus points.
I’ll collect them up on Monday at the beginning of the
class.
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