Rationale Paper 1

R a t i o n a l e P a p e r | 1

Shawna Spence 001645

Assignment: Rationale Paper

02:381 Teaching of Aboriginal Studies

H. Armstrong

Over the course of the Teaching of Aboriginal Studies class, we had to complete a major project which required multiple pieces to be combined together to create and present an

Indigenous Inquiry Kit. To begin with, the students within the class had to read and review up to twelve Aboriginal literature pieces and then carry on to create at least four lesson plans to be used within a classroom setting. We had to create a curriculum conceptual map diagram to show the reader how the contents within this Indigenous Inquiry Kit (IIK) can be used and possibly adapted for multiple classrooms. During our first-term student teaching placement, we were to attempt to use the IIK in our classroom if possible. Unfortunately, I was not able to use this IIK to date, but I do look forward to using this IIK in the future.

My Indigenous Inquiry Kit was created with the focus on Aboriginal Literature and

Historical Events. Most of the IIK has contents related to Aboriginal literature. The historical events within this IIK are specifically related to the Peguis First Nation, which is located 200 kilometres north of Winnipeg, Manitoba. I believe the IIKs were created to assist prospective teachers to become familiar with Aboriginal studies and to assist them to incorporate Aboriginal

Studies into the Manitoba Curriculum that they will be delivering in a classroom.

The reason as why I chose these topics to focus on came from two different desires within me. I focused on Aboriginal literature due to my experiences in secondary schooling.

Even though I grew up and went to school on the Peguis First Nation, I was seldom exposed to

Aboriginal literature. I was not exposed to Aboriginal literature until I began my studies at R a t i o n a l e P a p e r | 2

Brandon University. Immediately I was able to connect with many of the Aboriginal literature pieces that I was reading and using in my university courses. At that time, and even now, I believe that I would have been more interested during my high school English Language Arts courses if it had incorporated some Aboriginal literature. It would have been great if my secondary school teachers created opportunity for Aboriginal concepts within other subject areas.

My hope for this IIK is to expose as many Aboriginal and non-Aboriginal students to Aboriginal literature as possible. I would love to give students an alternative to the current literature that is used in many classrooms. I hope that the Aboriginal literature pieces that I chose would excite my students and create a positive reaction within the classroom and in their lives.

I decided to focus on historical events as well. However, there are plenty of important events that happened throughout history and it was difficult to make a choice. Therefore, I decided to focus on two types of historical events: injustices amongst Aboriginal people and historical events that are specific to Peguis First Nation. I decided to focus on injustices because

I believe it is important to show how Aboriginal people were, and in many cases, still are, mistreated in the justice system. I decided to focus on history specific to Peguis because I wanted to give non-Aboriginal teachers an idea of what they can possibly look for and use if they were to take a teaching position within an Aboriginal community. I believe that each community is rich with history and culture and those community members would appreciate non-members taking the time to learn it.

This IIK includes contents that can be used within many different subject areas and grade levels. It is not specific to one subject area or grade level; basically any teacher can use it. The lesson plans are provided to give an example of how you can use the IIK; however, this IIK can be adapted to any teacher’s or student’s needs. The annotated bibliography gives a complete R a t i o n a l e P a p e r | 3 listing of all literature and non-literature resources. The annotated bibliography also provides an explanation as to how to use the non-literature resources within the classroom. Please keep in mind that this IIK was created to suit my own desires, and that I will continue adding to this IIK.

I encourage the reader to take as many ideas from my Indigenous Inquiry Kit as they please and to possibly create your own IIK as well.

Assignment: Book Review #1, The Ojibwe

H. Armstrong

Introduction R a t i o n a l e P a p e r | 4

This essay is a review of the book, The Ojibwa, by Michelle Lomberg. I chose this book because it gave a basic overview of the Ojibwa people of Canada. Today, there are an increasing number of literature pieces written by, for, and about the aboriginal people of Canada, which can be a great tool in the classroom and help to provide insight and knowledge on the many different aboriginal groups. One specific group in Canada are the Ojibwa people. I wanted to review and discuss this book due to the fact that the Ojibwa people were traditionally located in this region of Manitoba. Also, I originate from an Ojibwa community in Manitoba.

Summary of Book

The book gave a basic overview of how the Ojibwa traditionally lived and some of the history of the Ojibwa people. An Ojibwa community was organized according to what clan a family belonged to and to which band each clan belonged to. The book gave an overview of how the band, and the clans within, relocated for hunting during winter and summer months.

The roles of the men, women, and children were also discussed. According to the book, the

Ojibwa people are also often referred to as Chippewa, Saulteaux, and Anishinaabe. The name by which people used to refer to the Ojibwa people often was in reference to which region the

Ojibwa were located. There are specific regions of North America that was traditionally inhabited by the Ojibwa people. The Ojibwa traditionally occupied the following areas: southern region of Manitoba, and Ontario, eastern Saskatchewan, and northern North Dakota, Minnesota,

Wisconsin, and Michigan. They used the environment as much as they could for survival. The birch bark tree was abundant in the region and was used for things such as: building wigwams, art, containers, canoes, and scrolls for recording of traditions and stories. The book discussed and gave examples of the language and some of the stories regarding the Ojibwa culture. R a t i o n a l e P a p e r | 5

Another aspect of culture that was discussed was religion, ceremonies, music, dance, and the drum.

Classroom Use

I think that this book can be used as a resource within a Grade 5 Social Studies class to cover the following outcomes:

 5.1.2 Connections to the land . KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment.  5.1.3 Pre-Contact Cultures . KI-005 Describe characteristics of diverse First Peoples cultures before contact with Europeans. . KI-006 Compare daily life in diverse First Peoples communities Examples: food, clothing, shelter; roles of men, women, children, Elders...

Thoughts and Opinions

Overall, I thought the book gave a basic idea of Ojibwa people and their culture. It does not go into any great detail about any differences amongst Ojibwa people within the different regions that they are located. I know that the student reading this book will get a basic understanding of Ojibwa people and culture. But, without actually pinpointing any Ojibwa communities, how will they know exactly which communities are Ojibwa? I would’ve liked to see some Ojibwa communities pinpointed in the book, especially if we are going to be teaching in a region that has Ojibwa communities. I have seen the word Ojibwa spelled a couple of different ways, such as Ojibwe, and Ojibway. However, that is not referenced in the book. Also,

I am not sure of why there is a difference; I am assuming it is due to the different dialects within each region.

Some of the things that were not written in the book, but I think would be interesting for the students to know about include: the story behind the jingle dress, the story behind the grass R a t i o n a l e P a p e r | 6 dance, information and examples regarding plants used for medicinal purposes, and examples of

Ojibwa communities within Manitoba. I would recommend this book be incorporated into a social studies curriculum. It would help provide a basic understanding. But if the school is in close proximity of an Ojibwa community, I would suggest finding other resources to assist in giving insight about that specific Ojibwa community within the region.

References

Lomberg, Michelle, (2008). The Ojibwa. Calgary, AB: Weigl Educational Publishers Ltd.

Assignment: Book Review #2, Racin’ Jason

H. Armstrong

Introduction

This book review is on the book Racin’ Jason, written by Elaine Wagner. I chose this book due to the fact that the author is an Ojibwe woman who was born and lives in Manitoba. I R a t i o n a l e P a p e r | 7 wanted a piece of literature that was written by a Manitoban of Ojibwe ancestry so that the students are aware that there are Ojibwe writers within our region.

Summary of Book

This is a story about a boy named Jason who is being raised by his grandparents on a farm. In the beginning of the story, Jason helps his grandfather rescue a baby horse. For his assistance, Jason is rewarded with the responsibility of nursing the horse back to health. Jason eagerly takes on the responsibility and hopes to one day race his horse. Jason decides to name his new horse Benesi, which means Thunderbird in his language, and is excited to share the news with his friends at school. A couple of his classmates are known as bullies, so Jason tries to tell his friends, in confidence, about the news of his horse that he has rescued and is nursing back to health. However, the bullies overhear him and immediately begin to torment him with teasing.

They have all the other children laughing at Jason’s news. Jason is very hurt by the actions of the bullies and his classmates. Jason returns home and his grandparents see how hurt he is. His grandfather tells him a story about how valued this horse was by his ancestors. Jason is excited again and cannot wait to return to school to share how his ancestors valued the horse. Once again the bullies tease him and hurt his feelings. This time Jason shouts back and lets them know he still intends on racing the horse and lets them know he will win. Time goes on and Jason does just that.

Classroom Use

I think that this book can be used within a grade four classroom and in the following subject areas:

Physical Education – the story can be used as an example to deal with the following

outcomes: self-awareness & self-esteem, relationships, and feeling & emotions. R a t i o n a l e P a p e r | 8

Overall, I thought this was a very good book which presented the reader with an idea of how important our elders are. The book allows the reader to get an idea of how much of a resource our grandparents, and their stories can be. I was able to think about how in traditional aboriginal societies, the grandparents or elders were the teachers. Throughout the story, I was able to see how the grandparent tried to teach his grandson life lessons about responsibility and being able to believe in one’s self. I also liked how the story portrayed the relationship that developed between the boy and the horse. We often forget that pets can be one of the strongest beings that we can rely on and that they also rely on us. The story allows the reader to realize and think about how bullying can have an effect on others. I would highly recommend this book to use as a classroom resource.

References

Wagner, Elaine J. (2009). Racin’ Jason. Penticton, BC: Theytus Books.

Assignment: Book Review #3, Education is our right

H. Armstrong

Introduction

This book review is on the book Toronto at Dreamer’s Rock and Education is our Right, written by Drew Hayden Taylor. Taylor is an Ojibwe author from Ontario. This book contains two short plays; however, I would like to only focus on the play, Education is our right. I chose this book for the classroom because it really captured my attention when I previously read it for R a t i o n a l e P a p e r | 9 my own enjoyment. I thought that this would be a really great read to capture the minds of my future students. I think it would also get students to think about their lives as it relates to

Aboriginal education issues.

Summary of Book

This play follows a story-line very close to A Christmas carol, by Charles Dickens and it is based on some true events regarding Aboriginal education issues. It begins with the minister of Indian affairs meeting with the people of a fictional reservation located in Ontario. The meeting immediately turns ugly for the minister as he is bombarded with questions, which he cannot fully answer, about the cap on post-secondary funding that he recently approved of. The minister immediately tries to leave the meeting, but he is stopped by a spirit who tells him that he will be visited by the spirits of education past, education present, and education future. Each spirit takes him on a bit of a journey in hopes that he learns the lesson that they are trying to get across to him.

Classroom Use

I think that this book can be used as a resource for Grade 9 teachers in the following subject areas:

English Language Arts:

 General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.2: Respond to texts.  2.2.1: Evaluate Various Texts – Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text.

Native Studies:

 1.3: Recognize the effects of stereotyping and racism. Discuss how famous Aboriginal people contribute to advancing positive perceptions. R a t i o n a l e P a p e r | 10

 1.5: Compare perspectives of the federal government and Aboriginal people on how society has treated Aboriginal people in the past.  1.12: Demonstrate an awareness of Aboriginal Stereotypes (e.g. the Hollywood Indian); explain how media, cultural differences, social pressures, and common misunderstandings foster stereotypes.

Overall, I thought this was a very good play which presented the reader with an idea of how important Aboriginal education issues are. It allows the reader to get a sense of the

Aboriginal perspective regarding certain issues regarding education. It captures the reader’s attention because the storyline is very familiar to most. With the storyline being so familiar, I was able to imagine each scene as it was unfolding. I could hear people talk and I could hear tones of sarcasm and anger present in their voice. Being of Aboriginal ancestry, I did find myself feeling angry and frustrated. This is due to the fact that I have to live through many of the changes that the government implements with very little or no consultation from the people it affects. I am also scared to think about what future lies ahead for my children in regards to their treaty rights.

I think the play allows the readers, for generations to come, to remember the issues that

Aboriginal people faced throughout history. I do find that Taylor portrays the reality of governmental decisions concerning Aboriginal people very well throughout the play. It allows the reader to get a glimpse of Aboriginal culture as the play portrays spirits who are the teachers throughout the story. Many Aboriginal people call upon, or are visited by, the spirits to help guide them through life and to teach them life lessons. I would highly recommend this book to use as a classroom resource. R a t i o n a l e P a p e r | 11

References

Taylor, Drew Hayden (1990). Toronto at dreamer’s rock - education is our right. Canada: Fifth House Publishers. Shawna Spence 001645

Assignment: Book Review #4, The Absolutely True Diary of a Part-time Indian

H. Armstrong

Introduction

This book review is on the book The Absolutely True Diary of a Part-time Indian, written by Sherman Alexie. I chose this book for the classroom because it really captured my attention when I previously read it for my own enjoyment. This book is an easy read that uses humour, which I think many Aboriginal youth can relate to.

Summary of Book

The story, told from the first-person perspective, is about a young, resilient, native high school student who is growing up on a reservation. Since birth, Arnold Jr., the main character, R a t i o n a l e P a p e r | 12 has had to overcome many battles. He was born with a condition where there was too much water on his brain, which he had to battle through surgery for a chance at survival. As a baby, he did survive the surgery but he had many battles with his health, which he overcame as well. The story carries on speaking about the many battles he faces growing up on the reservation. Junior’s biggest battle comes when he decides to leave the reservation school to attend another high school in the neighbouring non-native community. His best friend, Rowdy, and most of the community turn their backs on Junior because they feel he is betraying them or “thinks” he is better than they are. The only support which Junior has are his parents, who do not fully support the idea of his attending the off-reserve school either. Poverty within his family often made it hard for Junior to arrive at school, so he hitched or walked quite often. As time goes on, Junior battles on through many hardships and earns the respect of many of the non-native students, and also his old friend Rowdy.

Classroom Use

 General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.  1.2: Clarify and Extend.  1.2.2: Explain Opinions: Review and refine personal viewpoints through reflection, feedback, and self-assessment.  General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.2: Respond to texts.  2.2.1: Evaluate Various Texts – Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text.  2.3: Understand Forms and Techniques.  2.3.2: Techniques and Elements: Examine the use of a variety of techniques (including establishing a setting, characterization, and stereotyping) to portray gender, cultures, and socio-economic groups in oral, literary, and media texts. R a t i o n a l e P a p e r | 13

Native Studies:

 1.3: Recognize the effects of stereotyping and racism.  1.12: Demonstrate an awareness of Aboriginal Stereotypes (e.g. the Hollywood Indian); explain how media, cultural differences, social pressures, and common misunderstandings foster stereotypes.

Overall, I thought this was a very good book which would capture the attention of young readers. The main character brilliantly uses humour to deal with poverty, alcoholism within his family, criticism and rejection from his only friend and community members, racism, and fitting into a new non-native community. The author uses humour to discuss some of the very real issues that Aboriginal youth deal with today. I do find that humour amongst Aboriginal people is very similar, even amongst the many different groups of Aboriginal people. It’s almost like many Aboriginal people share a universal humour where all can understand each other’s jokes, stories, and point of view. I do find that the type of humour that Aboriginal people share is unique and often outsiders do not understand it. Growing up on a reservation, I experienced humour often being used as a coping mechanism to deal with the tough issues that are facing

Aboriginal people, both on and off reserve, for example, issues such as poverty, abuse, criticism, racism, and many other hard issues. I think that many youth can relate to one or some of the issues brought up in the book.

I recommend this book because the main character is resilient and does not give up, even at the lowest times in his life, and this can provide the reader with hope and courage to overcome issues in their own life. The illustrations within the book allow the reader to visually see what the author is speaking about, which makes the book that much more appealing and brilliant. I would highly recommend this book to use as a classroom resource. R a t i o n a l e P a p e r | 14

References

Alexie, Sherman (2007). The absolutely true diary of a part-time Indian. New York, NY: Scholastic Inc. Shawna Spence 001645

Assignment: Book Review #5, Native Poetry in Canada, A Contemporary Anthology

H. Armstrong

Introduction

This book review is on the book Native Poetry in Canada, A Contemporary Anthology

(Armstrong & Grauer, 2001). I chose this book due to the fact that it is a book of poetry and the book gave a brief biography of each author that is featured in the book. This book is an easy read. It gives a bit of history about each author so that we can get a bit of an idea about how and why some of their poems were created.

Summary of Book

The book begins by offering the reader an insight as to why both Armstrong and Grauer came together to compile a book of native poetry. Armstrong explains that native writers were once almost unheard of. She speaks of how she experienced native writing growing up; those experiences were seldom, but she felt very proud and excited each time. Armstrong wanted to R a t i o n a l e P a p e r | 15 showcase native writers to the rest of the world because she feels that they have come a long way over the years. The book contains a collection of poetry from as early as the 1960s to the early

2000s. Some of the authors featured in this book include: Chief Dan George, Rita Joe, Duke

Redbird, Gordan Williams, Jeannette Armstrong, Lee Maracle, Joan Crate, and many more. The book offers a short biography about each author and each author also gives a brief remark about their poetry.

I especially enjoyed the literature offered in the book by Chief Dan George. As I read

The lament for confederation, I was able to picture images from the words that I was reading.

He spoke about how he used to live off the land before contact, how his ways have changed since contact, and how he envisioned the future of Aboriginal people taking advantage of the white man’s ways to become successful. This is one of my favourite quotes from The lament for confederation, “I shall see our young braves...sitting in the house of law and government, ruling, and being ruled by the knowledge and freedom of our great land. So shall we shatter the barriers of our isolation.” (Armstrong & Grauer, 2001) Quotes like this are very uplifting and I think young readers will enjoy them and find inspiration in them, just as I did.

Classroom Use

 General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.  1.2: Clarify and Extend.  1.2.2: Explain Opinions: Review and refine personal viewpoints through reflection, feedback, and self-assessment.  General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.2: Respond to texts. R a t i o n a l e P a p e r | 16

 2.2.1: Evaluate Various Texts – Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text.  2.2.2: Examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media texts.

Overall, I thought this was a very good book of poems. Some of the poems can easily give the reader an idea of what the author is trying to portray. Other poems in the book require more thought to capture the idea that the author is portraying. Each poem can be interpreted differently according to each different reader, which is great because this would be an awesome way to get your students reading, thinking, and writing to express their own personal thoughts and opinions. I think that having your students reading and interpreting poetry is a great way to show them how poetry can be used in so many ways such as; to write history, to express feelings on a subject, to evoke feelings on a subject, and to entertain. I would highly recommend this book to use as a classroom resource. R a t i o n a l e P a p e r | 17

References

Armstrong, Jeannette & Grauer, Lally. (2001). Native poetry in Canada: A contemporary anthology. Peterborough, ON:Broadview Press Ltd. Shawna Spence 001645

Assignment: Book Review #6, An Anthology of Canadian NativeLliterature in English

H. Armstrong

Introduction

This book review is on the book An Anthology of Canadian Native Literature in English

(Moses & Goldie, 2005). I chose this book due to the fact that it is a book compiled of poems, short stories, plays, and traditional songs which were written by a variety of native writers. I had previously read another book compiled of poems written by native writers and I wanted another book similar to the previous book I had read.

Summary of Book

The book contains a variety of written literature, which includes poems, short stories, and plays, from many different native writers. Some of the authors featured in this book include:

Joseph Brant, Pauline Johnson, Harry Robinson, Basil Johnston, Rita Joe, Maria Campbell,

Buffy Saint-Marie, Thomas King, Jeannette Armstrong, Tomson Highway, Joan Crate, Richard

Wagamese, Drew Hayden Taylor, Richard Van Camp and many more. The book offers a short biography about each author, including which nation they are descendents of. Some of the topics that are covered in these literature pieces include family relations, environmental relations, and rights of Aboriginal people in Canada. R a t i o n a l e P a p e r | 18

One of my favourite short stories in the book is called The shivering tree, by John

Mcleod. This is a story about Nanabush, the Juggler, and how the owl gave away his eyes that he used for the day. The story begins with Nanabush meeting the Juggler for the first time. The

Juggler is a trickster type figure in the story and tricks Nanabush into popping out his eyes so that he can steal them. Nanabush wanted to show the Juggler that he was afraid of no challenge and as a result his eyes were stolen. Nanabush is left with no sight, so the Owl decides to give

Nanabush his day eyes to help him out. The Juggler meets up with Nanabush, but this time

Nanabush challenges him. The Juggler takes the challenge because he does not like to back down either. Nanabush told Juggler that if he wants his eyes again, Juggler will have to stand still with eyes shut and Nanabush will walk to the end of the earth to throw Juggler his eyes. The

Juggler takes his challenge, glues his eyes shut with sap, stands still and waits for the eyes to be thrown. The story goes on to state that the Juggle is still standing there today, but in the form of a poplar tree. This is a myth-type story about tricksters and how things came to be. It will provide the students with the important life-lessons of humility, generosity, and respect.

Classroom Use

 General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.  1.2: Clarify and Extend.  1.2.2: Explain Opinions: Review and refine personal viewpoints through reflection, feedback, and self-assessment.  General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.2: Respond to texts.  2.2.1: Evaluate Various Texts – Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text. R a t i o n a l e P a p e r | 19

 2.2.2: Examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media texts.

Overall, I thought this was a very good book of literature pieces. Every reader will both agree and disagree on how the poems and stories can be interpreted, which is great because this would be an awesome way to get your students exploring a variety of literature pieces and expressing their own person thoughts and opinions in relation to those literature pieces. It is great that the book offers a description of which nation each author descends from (for example, some are of Cree descent and others are of Mohawk descent). This allows those readers who are familiar with a specific nation to better understand the literature. It also provides those who are not so familiar with a specific nation to get a glimpse into some of the aspects of culture within that nation. I would highly recommend this book to use as a classroom resource.

References

Moses, Daniel David & Goldie, Terry. (2005). An anthology of Canadian Native literature in English. Don Mills, ON: Oxford University Press.

Assignment: Book Review #7, All My Relations R a t i o n a l e P a p e r | 20

H. Armstrong

Introduction

This book review is on the book All MyRrelations (King, 1990). I chose this book due to the fact that it is a book compiled of fictional short stories, sections of certain novels, and a scene from a play. I wanted a variety of short fictional literature pieces to choose from and this book is just that.

Summary of Book

The book contains mostly short fictional stories, but it also contains a scene from a well- known play, The rez sisters (Highway, 1988), and excerpts from fictional novels. Some of the authors featured in this book include: Harry Robinson, Emma Lee Warrior, Jordan Wheeler,

Tomson Highway, Thomas King, Basil Johnston and many more. Some of the topics addressed within these literature pieces include: family, community, modern Aboriginal people, environmental relations, and trickster figures. At the end of the book, King provides a brief write-up about the authors that are featured in his anthology.

The short story, Compatriots, written by Emma Lee Warrior, was an enjoyable read. It is a story about a German lady who visits a reservation hoping to learn the Indian ways. She is excited to meet a non-Native man who has been accepted by the Native people. The German lady questions, “Have you heard of Helmut Walking Eagle? I want to see him...He seems to know a lot about the Indians, and he’s been accepted into their religious society. I hope he can tell me things I can take home. People in Germany...even have clubs.” (King, 1990. p. 59) The story goes on and Hilda, the German lady, is under the assumption that all Indians practice the traditions and Hilda desperately wants to participate in some of those traditions. I like the story R a t i o n a l e P a p e r | 21 because it gives the reader an idea of how many people throughout the world still believe that all

Native people live as they did long ago.

Classroom Use

o General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences. o 1.2: Clarify and Extend. o 1.2.2: Explain Opinions: Review and refine personal viewpoints through reflection, feedback, and self-assessment. o General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts. o 2.1.2: Comprehension Strategies: Use comprehension strategies (including recognizing main ideas and significant supporting details, and paraphrasing ideas) appropriate to the type of text and purpose; enhance understanding by rereading and discussing relevant passages. o 2.1.3: Textual Cues: Use textual cues and prominent organizational patterns within texts to construct and confirm meaning and interpret text. o 2.2: Respond to texts. o 2.2.1: Evaluate Various Texts – Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text. o 2.2.2: Examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media texts.

Overall, I thought this was a great compilation of short fiction. King has provided the reader with a variety of stories that discuss trickster tales which allow the reader to interpret the lesson within the story in a way that is unique to them. Trickster stories have been part of

Aboriginal culture and oral literature for generations. I find the trickster tales within this anthology have more of a modern twist to them. Some of the stories are about family and community. I find many Aboriginal people accept people who are not blood relations as their own family members. It does not matter if they are from the same reserve, or race, or anything R a t i o n a l e P a p e r | 22 of the sort, as long as they have connected and a sincere relationship has formed. Many aboriginal people will consider someone family, even if they are not biologically related. Some of the stories within this anthology speak about those types of relationships that can form into family. I thought this book really captured my mind and had my imagination running with pictures and scenes coming from the words that I was reading. I can imagine that it would do the same for many young students. I would highly recommend this book to use as a classroom resource.

References

King, Thomas. (1990). All my relations. Toronto, ON: McClelland & Stewart Ltd.

Assignment: Book Review #8, Trickster

H. Armstrong

Introduction R a t i o n a l e P a p e r | 23

This book review is on the book Trickster (Dembicki, 2010). I chose this book for the classroom because it was filled with bright, eye-capturing illustrations and is more of a comic- type book. I thought this would be a great new literature piece for a classroom, as it is not the regular novel-type book.

Summary of Book

The writer of this book is not of Aboriginal descent, but he has gathered many Aboriginal myths and trickster stories from different groups of Aboriginal people within the United States of

America. The back of the book mentions each person who has contributed their myths to the book. One of the myths, Coyote and the pebbles, is about how the stars came about in the sky.

Long ago, the animals wanted more light so the great mystery told them to gather the shiny pebbles from the waters and draw their portraits in the sky. So the animals did just that, but

Coyote got a late start. Coyote was mad because all the other animals started ahead of him and there wasn’t much room in the sky left. So Coyote decided he would draw the best picture, but when he was on his way to draw he tripped. All his shiny pebbles went flying and hit the other pebbles in the sky which caused chaos as all the other pebbles began bouncing off one another to make a mess out of every animal’s portrait in the sky. The animals were upset with Coyote because the mess could not be undone. So to this day we will hear coyote howl at the moon and to the great mystery to ask for the mess to be undone so that the animals could have their portrait in the sky. Other stories in the book speak about how the rabbit got its short tail and how the bear once stole the wind, for example.

Classroom Use

I think that this book can be used as a resource for Grade 9 teachers in the following subject areas: R a t i o n a l e P a p e r | 24

 General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.  1.2.2: Review and refine personal viewpoints through reflection, feedback, and self- assessment.  General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.2.1: Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text.  General Outcome 4: Enhance the clarity and artistry of communication.  4.1.2: Adapt specific forms to match audience, content, and purpose.

Native Studies:

 1.3: Demonstrate an awareness of First Nations, Inuit, and Metis people.

Overall, I thought this was a very good book which would capture the attention of young readers. It is a refreshing change to novel-type books that are usually used within the classroom.

The illustrations are very eye-catching and definitely had my imagination captured. I think that it is a good book with a variety of Aboriginal myths from the many different groups of

Aboriginal people in the United States. I think trickster stories and other Aboriginal myths are always a great learning tool for people, especially younger people. I think the two most important lessons, which I can see in every myth or story, are to be patient and attentive. This is because many of the story-tellers will not straight out tell you what it is they want you to learn.

The listener/reader has to be patient and attentive to the story to develop a perspective of what it is the story is supposed to teach you. I would highly recommend this book to use as a classroom resource. R a t i o n a l e P a p e r | 25

References

Dembicki, Matt (2010). Trickster. Golden, Colorado: Fulcrum Books.

Anotated Bibliography

Alexie, Sherman (2007). The absolutely true diary of a part-time Indian. Toronto, ON: Little, Brown, and Co.

Armstrong, Jeannette & Grauer, Lally. (2001). Native poetry in Canada: A contemporary anthology. Peterborough, ON: Broadview Press Ltd.

Blaine, Eleanor M. (2001) Nehinawewin a beginners cree grammar book. Brandon, MB: Brandon University.

Boyden, Joseph. (2005). Three day road. Toronto, ON: Penguin Canada.

Dembicki, Matt. (2010). Trickster. Golden, CO: Fulcrum Books. R a t i o n a l e P a p e r | 26

Highway, Tomson. (1989). Dry lips oughta move to Kapuskasing. Calgary. AB: Fifth House Publishers.

Highway, Tomson. (1988). The rez sisters. Calgary, AB: Fifth House Publishers.

King, Thomas. (1990). All my relations. Toronto, ON: McClelland & Stewart Ltd.

Lomberg, Michelle. (2008). The Ojibwa. Calgary, AB: Weigl Educational Publishers Ltd.

Moses, Daniel David & Goldie, Terry. (2005). An anthology of Canadian Native literature in English. Don Mills, ON: Oxford University Press.

Pheasant, Karen J. (2010). The promise to Nokomis. Wikwemikong, ON: Kay Jay Pey.com Publishing.

Robertson, David Alexander. (2010). 7 generations: scars. Winnipeg, MB: Highwater Press.

Robertson, David Alexander & Blackstone, Madison. (2008). The life of Helen Betty Osborne. Winnipeg, MB: In a Bind Publications.

Scribe, Murdo. (1985). Murdo’s Story. (Cree & English) Winnipeg, MB: Pemmican Publications.

Taylor, Drew Hayden. (1990). Education is our right. Calgary, AB: Fifth House Publishers.

Wagamese, Richard. (2008). One Native life. Vancouver, B.C.: Douglas & McIntyre.

Wovengrey, Arok. (2001) Nehiyawewin: itwewina cree- volume 1 – Cree to English, volume 2 – English to Cree. Saskatoon, SK: Canadian Plains Research Center.

Non-Literature Resources:

Bury my heart at wounded knee. (2007). – DVD  Grade 9-12 Social Studies

Canada and the First Nations Historical Timeline poster

Cowboys and Indians: The killing of J.J. Harper - DVD

Elder’s Stories – Fisher River Cree Nation.

Elder’s treaty video series. (2005). Manitoba First Nation Education Resource Centre.

For Angela. (1995). National Film Board of Canada. R a t i o n a l e P a p e r | 27

Jingle Dress: Woman and child size Materials for making a jingle dress: fabric, iron-on, thread, ruler, measuring tape, jingle cones, bias tape. Can be incorporated into the following:  Grade 7-9 Home Economics

Moccasins & Leggings: samples of cloth and beaded moccasins and/or leggings Materials for making beaded moccasins: vinyl, beads, thread, needles. Can be incorporated into the following:  Grade 7-9 Home Economics

Oski testament – Bible in Cree

Peguis calendar 2005 – Excerpt from Treaty #1 on cover.

Peguis Elders’ Recipe Book – Peguis First Nation

Peguis First Nation Flag

Peguis Treaty Land Settlement & Illegal Surrender Information packages & video

Profiles of Aboriginal educators: Footprints for the future – Manitoba education

Samples of plants including: bear berry, dandelion, raspberry, strawberry, horse tail/joint grass, stinging nettles, sweet flag, sweet calamus, Labrador tea, grandfather root, sage, blueberry, moose ears or colt’s foot

Wisdom of the elders, who is an elder? Manitoba First Nation Education Resource Centre

Websites: www.youtube.com – Search for pow wow music & dances www.peguisfirstnation.ca – Community Profile & land claims information www.karenjpheasant.com – Official site www.tomsonhighway.com – Official site www.richardvancamp.org – Official site www.fallsapart.com – Official site of Alexie Sherman

R a t i o n a l e P a p e r | 28

Lesson Plan Completed By: Shawna Spence Date: Thursday, September 23, 2010 Grade: 9 English Language Arts Time: 1 hour, 15 minutes Learning Outcomes:  General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.2: Respond to texts.  2.2.1: Evaluate Various Texts – Experience texts from a variety of forms and genres and cultural traditions; explain various interpretations of the same text.

Assessment:  Students will be assessed on their participation in the class/group discussions and class assignments.  Questions regarding how use of language within the play is used to give the reader an idea of the character’s background, feelings, and personalities will be asked. Also, what ideas/concerns are repeated throughout the play will be addressed.  These types of questions will be brought up in class as part of the discussion and assignment. There will also be a section on the midterm exam regarding the play.

Flexible grouping: R a t i o n a l e P a p e r | 29

 Students will be grouped together for reading of different sections of play.  Students will also be completing work on their own.

Activating Strategies:  Students will be asked to think about the title of the play. The first question they will be asked is: What do you think is the meaning behind the title?  Students will be asked to think about the title in regards to Aboriginal education.  Students will be asked to think about how plays are different than novels.  Students will be asked to provide their knowledge of spiritual beings and whether or not they believe in them.  Students will be asked for their knowledge of spiritual beings and the Aboriginal perspective on them.  Students would share their responses with the class. Acquiring Strategies:  The students will take turns being different characters and read through the play.  Students will take 10 minutes to write about their thoughts and feelings about the play. They will write in their journals.

Applying Strategies:  Students would receive a hand-out with questions about language use within the play and what ideas/concerns are repeated throughout the play.  Students will be asked to write a short summary of what they feel the difference is between the perspectives of the characters within the play. (Minister of Indian Affairs perspective vs. Aboriginal perspective)

Resources:  Taylor, Drew Hayden (1990). Education is Our Right. Canada: Fifth House Publishers. R a t i o n a l e P a p e r | 30

Lesson Plan Completed By: Shawna Spence Date: Thursday, October 14, 2010 Grade: 9 English Language Arts Time: 80 minutes Learning Outcomes:  General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.1: Use strategies and Cues.  2.1.1: Prior Knowledge: Analyze and explain connections between previous experiences, prior knowledge, and various texts.  2.1.2: Comprehension Strategies: Use comprehension strategies (including recognizing main ideas and significant supporting details, and paraphrasing ideas) appropriate to the type of text and purpose; enhance understanding by rereading and discussing relevant passages.  2.2.2: Connect Self, Texts, and Culture: Examine how personal experiences, community, traditions, and Canadian perspectives are presented in oral, literary, and media texts.

Assessment:  Students would be assessed on their participation in the class/group discussions and class assignments.  Students would be assessed on their 1 – 1.5 page written response to the chapter question regarding a relevant chapter passage. Question is below.  Clarity of reply (3), Punctuation (2), Support for reply (3), Grammar (2) = 10% of unit. R a t i o n a l e P a p e r | 31

 This activity is part of a unit. Unit - 10% of overall mark. This Unit is given as follows: Chapter Question Response (5 @ 10%) – 50%, Project (Newspaper) – 30%, Final Essay – 20%

Flexible grouping:  Students would be required to participate in a class discussion.  Students would also be completing work on their own.

Activating Strategies:  Students would create a word splash containing their likes and topics covered in chapters ____.  Students would give one word they used for their word splash and quickly (30 seconds to 1 minute maximum) elaborate on their choice of word.

Acquiring Strategies:  Students would have already finished reading chapters 1- in the novel. The assigned chapters for today’s lesson was ___.  Students would have already completed previous chapter questions in regards to relevant chapter passages.  Students would have been encouraged to take jot-notes during their chapter reading.  Students would take 5 minutes, prior to the start of each class, to write about their thoughts and feelings about the assigned chapters they had read. They will write in their journals.

Applying Strategies:  Students would write a 1 – 1.5 page chapter question response to the following:

. Cultural outsiders who write young adult fiction tend to romanticize the impoverishment of Indians. Junior is having none of this: “It sucks to be poor, and it sucks to feel that you somehow deserve to be poor. You start believing that you’re poor because you’re stupid and ugly. And then you start believing that you’re stupid and ugly because you’re Indian. And because you’re Indian you start believing that you’re destined to be poor. It’s an ugly circle and there’s nothing you can do about it. Poverty doesn’t give you strength or teach you lessons about perseverance. No, poverty only teaches you how to be poor.” How does Junior’s direct language address this stereotypical portrayal of Indians? What about his language draws the teen reader into the realities of his life?

Resources:  Alexie, Sherman (2007). The Absolutely True Diary of a Part-Time Indian. Toronto, Ontario: Little, Brown and Co. R a t i o n a l e P a p e r | 32

Lesson Plan Completed By: Shawna Spence Date: Thursday, October 14, 2010 Grade: 9 English Language Arts Time: 80 minutes. Learning Outcomes:  General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.  1.1 Discover and Explore.  1.1.3: Experiment with language and form: Use memorable language effectively and experiment with different personas for dynamic self-expression.  General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.  2.1: Use strategies and Cues.  2.1.1: Prior Knowledge: Analyze and explain connections between previous experiences, prior knowledge, and various texts.  2.1.2: Comprehension Strategies: Use comprehension strategies (including recognizing main ideas and significant supporting details, and paraphrasing ideas) appropriate to the type of text and purpose; enhance understanding by rereading and discussing relevant passages.  2.1.3: Use textual cues (such as common literacy, expository, and media text structures...) and prominent organizational patterns (such as chronology, cause and effect, comparison and contrast, problem and solution...) within texts to construct and confirm meaning and interpret texts.

Assessment:  Students will be assessed on the depth and quality of their responses.  Students’ poetry will be assessed according to the Poetry Assessment Criteria hand- out.

Flexible grouping:  Students would be required to read aloud in class. R a t i o n a l e P a p e r | 33

 Students would also be completing work on their own.

Activating Strategies:  Students would be asked to think about poetry and develop a concept map with ideas they have about poetry.

Acquiring Strategies:  Students will take turns reading aloud in class. Keep a few embers, To a Native teenager, written by Chief Dan George. Other poem selections from resources.  Students would have already been given a lesson on the concepts of poetry; use of language within a poem, and interpretations.

Applying Strategies:  Students would write a response to 2 of the poems we read in class. They will take 15 minutes to write the response in their journals. The response should include what they liked about the poem, the use of language within the poem, and what their interpretations were of the poem.  Students would begin to write a poem.

Resources:  Armstrong, Jeannette & Grauer, Lally (2001). Native Poetry in Canada, A Contemporary Anthology. Peterborough, Ontario: Broadview Press Ltd.  Moses, Daniel David & Goldie, Terry. (2005). An Anthology of Canadian Native Literature in English. Don Mills, Ontario. Oxford University Press. R a t i o n a l e P a p e r | 34

Lesson Plan Completed By: Shawna Spence Date: Thursday, September 23, 2010 Grade: 5 Social Studies Time: 2 X 40 minutes Learning Outcomes:  5.1.2 Connections to the land . KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment.  5.1.3 Pre-Contact Cultures . KI-005 Describe characteristics of diverse First Peoples cultures before contact with Europeans. . KI-006 Compare daily life in diverse First Peoples communities Examples: food, clothing, shelter; roles of men, women, children,Elders...

Assessment: Formative:  Know, Want to know, Learned Activity form Summative:  Students would be given a quiz with questions about the above noted outcomes in relation to the specific First Nation group they have studied. 20% of unit mark.  Students would be assessed on their poster. Neatness (2) Information (5) Creativeness (3) – 10% of unit mark.

Flexible grouping:  Students would participate in class discussion.  Students would also be completing work on their own.

Activating Strategies:  Students would complete the Know, Want to Know section of the KWL form.  Students would share their response with the class. Acquiring Strategies:  Students would read through the resource books provided.

Applying Strategies:  Students would complete the Learned, Categories, Mapping, and Summarization section of the KWL form.  Students would share their responses with the class.  Students would create a poster outlining their findings. R a t i o n a l e P a p e r | 35

Resources:  Lomberg, Michelle, (2008). The Ojibwa. Calgary, AB: Weigl Educational Publishers Ltd.  Lomberg, Michelle, (2008). The Iroquois. Calgary, AB: Weigl Educational Publishers Ltd.