Instruction and Assessment Units – Introduction
A series of instruction and assessment units will be provided as part of a Teacher Guide for English 12 First Peoples. These units have been structured a number of different ways, including
· by type of text (e.g., novel, film, poetry)
· by theme
· by process (e.g., oral tradition, research)
Collectively the units address all of the prescribed learning outcomes for the course, and provide one suggested means of organizing, ordering, and delivering the required content. The following units are provided in this section of the IRP:
· Unit 1: Introduction
· Unit 2: The Oral Tradition
· Unit 3: Storytelling
· Unit 4: Lost People
· Unit 5: Residential Schools
· Unit 6: From the Heart – Poetry
· Unit 7: Drama
· Unit 8: Research Essay
Units are numbered for ease of reference only. This organization is not intended to prescribe a linear means of delivery (although teachers are strongly encouraged to begin with the Introduction unit). Teachers have the flexibility to reorder the learning outcomes and to modify, organize, and expand on the units to meet the needs of their students, to respond to local requirements, and to incorporate additional relevant learning resources as applicable.
Unit Overviews
Unit 1: Introduction
The introductory unit sets the context for the course, with a particular emphasis on establishing awareness of First Peoples pedagogy and of the key features that make this course unique. Given the unique nature of this course, it is important for the teacher to establish a classroom environment that is welcoming and supportive. This unit includes a variety of activities for teachers to work with, including opportunities for
· community building (a vital component of First Peoples’ cultures)
· establishing the ground rules for respectful contribution and handling conflict
· assessing what students are bringing to the course (in terms of personal, experiential, and academic background)
· understanding and beginning to work with First Peoples’ pedagogical approaches
· incorporating relevant practices/protocol from the local First Peoples community (e.g., for talking circles)
· setting the purpose and context for the course – looking at the traditional and contemporary realities of First Peoples through a study of authentic texts
· incorporating experiential learning by participating in field trips (such as visits to a friendship centre, band office, etc.)
· building a positive environment that allows for a free, frank, and safe study of subjects such as racism and colonialism
· looking at the place and treatment of First Peoples in Canada both historically and in the present, as a starting point for talking about the literature that students will examine in the course.
The teacher will need to establish connections with the local aboriginal community, or Aboriginal organizations such as Friendship Houses or Learning Centres in order to facilitate further authentic learning experiences. The connections the local Aboriginal communities or organizations are also important, in that this can help the teacher and students become familiar with local First Nations protocol.
The assessments for these activities are necessarily informal, as the goal is to begin to develop a sense of community and belonging in the classroom. Much of the work of this unit involves students participating in small and large group discussion, as well personal response writing. The use of a Learning Log for students’ to record their learning is advisable for the introductory activities.
There are no set texts for this unit.
Unit 2: Oral Tradition
The oral tradition includes oral narratives (or stories) that are used to teach skills, transmit cultural values and mores, convey news, record family and community histories, and explain our natural world. Along with narratives, the oral tradition also includes oratory (formal speech) and song. In recent history many oral narratives have been recorded in audio or visual recordings, which have then been transcribed into writing. For this unit, it is important that the students be exposed to the oral versions of the narratives, oratories, and songs whenever possible. In order to so this, the teacher will need to establish connections with the local First Peoples community, or First Peoples’ organizations such as Friendship Houses or Learning Centres in order to facilitate authentic learning experiences. The connections the local First Peoples communities or organizations are also important, in that this can help the teacher and students become familiar with local First Nations protocol (as protocol can vary from nation to nation).
A vital aspect of this unit is the inclusion of First Peoples in the teaching of the curriculum. This is facilitated by bringing Aboriginal people skilled in various aspects of the oral tradition into the classroom, and by bringing the students outside the classroom to participate in events in First Peoples communities, or with First Peoples’ organizations.
This unit provides opportunities for students to examine traditional and contemporary applications of oral tradition in First Peoples’ cultures and gain an understanding of why the oral tradition is important to humanity. It also provides opportunities for students to practice aspects of the oral tradition, in small and large groups, and in informal and formal settings, to develop their sense of voice and facilitate their sense of social and personal agency.
Primary Text
King, Thomas. The Truth About Stories: A Native Narrative (recorded version and/or print version; recorded version preferred)
Supplementary Texts (optional)
BC First Nations Studies Textbook, Ministry of Education
BC Ministry of Education. Shared Learnings. Victoria: 2007
“The Ts’msyen and Nisga’a Chiefs Visit Victoria, 1887” Persistence and Change, p. 156
“Lament for Confederation” (audio version or written transcript) Chief Dan George
local and non-local First Peoples’ narratives including origin or creation stories, teaching stories, family, or community histories that can be used in the classroom
Unit 3: Storytelling
This unit provides opportunities for students to consider a range of questions related to storytelling, including the following:
· What kinds of stories are there?
· What different purposes do they serve? (e.g., entertain, enlighten, instruct, escape)
· What are some of the earliest recorded stories? (e.g., biblical parables as teaching stories)
· What purposes do stories by First Peoples writers serve?
· How are stories by First Peoples writers similar/different from non-Aboriginal writers?
· What role does the narrator serve in many stories by First Peoples writers?
· How is the structure of stories by First Peoples writers unique? (e.g., circular vs. linear plot structures)
· What role does symbolism play in stories written by First Peoples writers?
· How does the conventional tool of the plot diagram (exposition, rising action, climax, falling action) assist/inhibit an appreciation of stories written by First Peoples writers?
· How do the particular stories of a society reflect that society? (e.g., “rags-to-riches immigrant success story”)
Primary Texts
The following stories from An Anthology of Canadian Native Literature in English (edited by Daniel David Moses and Terry Goldie ) form the basis for this unit:
· "Captive in an English Circus" as told by Harry Robinson, pp. 60-80
· "A Story of Starvation" as told by Marion Tuu’luq, pp. 81-85
· Beth Brant. "A Long Story" pp.145-150
· Thomas King, "The One About Coyote Going West", pp. 201-204
· John McLeod, "The Shimmering Tree" pp. 272-279
· Ruby Slipperjack, "Blueberry Days" pp. 381-386
· Jordan Wheeler, "A Mountain Legend" pp. 511-516
· Richard Van Camp, "Mermaids", pp. 557-565
Supplementary Texts (optional and not provided; use where available)
Erdich, Louise. “Fleur” from Tracks. New York: Harper Collins, 1988.
Grass, Starleigh. “Fire.” Unpublished, 2003.
Hayden Taylor, Drew. “The Boy in the Ditch” from Fearless Warriors. Burnaby, BC: Talon Books, 1998.
King, Thomas. The Truth About Stories, Chapter #1: “’You’ll Never Believe What Happened’ is Always a Great Way to Start” and Chapter #5 “What is it about us that You Don’t Like?” Toronto: House of Anansi Press Inc., 2003.
Lindley, Roxanne. “The Gift” from Gatherings Volume 13. Penticton, BC: Theytus Books, Ltd., 2002.
Maracle, Lee. “Bertha” from Sojourners and Sundogs. Victoria, BC: Press Gang Publishers, 1999.
Van Camp, Richard. “Mermaids” from Angel Wing Splash Pattern. Wiarton, ON: Kegedonce Press, 2002.
Unit 4: Lost People
Using Eden Robinson’s novel Monkey Beach as a primary text, the students will explore the issue of lost people that is so resonant in First Peoples communities; beyond the novel, students will have the opportunity to examine other texts such as short stories, poetry, and essays that complement this theme. When studying the novel, the instructional methods will focus on literature circles (small group, student-centered approach to the novel that allows all students in the class to have a voice) and reader response (writing to learn, not always as a finished, polished draft). When studying the other texts, the instructional methods will be a mixture of large and small group activities that invite student voice for interpretation.
Primary Text
Robinson, Eden. Monkey Beach. Toronto: Alfred A. Knopf Canada, 2000.
Supplementary Texts (optional)
Armstrong, Jeannette C. “Blue Against White.” from An Anthology of Canadian Native Literature in English.
Baker, Marie Annharte. “His Kitchen”, 1990. from Native Poetry in Canada: A Contemporary Anthology.
Brant, Beth. “A Long Story.” from An Anthology of Canadian Native Literature in English
Fife, Connie. “Communications Class,” 1992. from Native Poetry in Canada: A Contemporary Anthology.
Mercredi, Duncan. “racing across the land”, 1997. from Native Poetry in Canada: A Contemporary Anthology.
Taylor, Drew Hayden “Pretty Like a White Boy.” from An Anthology of Canadian Native Literature in English
Wagamese, Richard. excerpt from Keeper ’n Me. from An Anthology of Canadian Native Literature in English
Unit 5: Residential Schools
Students will explore many issues relating to First Peoples that include spirituality, relationship with the land, family, and determination but will focus on Residential Schools and the impact of the said schools on First Peoples characters through First Peoples texts. Instructional methods will focus on collaborative approaches and “doing” rather than merely discussing; encourage performance of oral texts rather that merely “reading” them; emphasize awareness of self and other in group process and consensus building; the use of “writing to learn” strategies to enhance students writing skills; and provide opportunities to use varied forms of representation to demonstrate understanding of text through use of drama, art, media, dance, song, music etc.
Primary Texts
selection of poems from Armstrong, Jeannette C. and Grauer, Lally (ed). Native Poetry in Canada: A Contemporary Anthology Peterborough, Ontario: Broadview, Press, 2001.
Australian Film Commission. Rabbit Proof Fence. 2002 (based on the book Follow the Rabbit-Proof Fence by Doris Nugi Garimara Pilkington, 1996)
Boyden, Joseph. Three Day Road Toronto: Penguin Group, 2005
Highway, Tomson. Kiss of the Fur Queen (1998) Anchor Canada edition 2005
selection of poems from Moses, Daniel David and Goldie, Terry (ed). An Anthology of Canadian Native Literature in English, 3rd edition. Don Mills, Ontario: Oxford University Press, 2005.
Note that both Kiss of the Fur Queen and Three Day Road are included as teacher resources, not student resources. Both novels are adult in nature, containing content and writing that is too sophisticated for the majority of grade 12 students. However, as teacher resources, the teacher can read aloud selected passages. (The unit identifies as to which sections are most appropriate and relevant to the topic.)
Unit 6: From the Heart – Poetry
Poetry is one of the purest forms of human expression. Poets explore the depths of their emotional experiences, dreams, visions, and reflections and seek to find words that will let them share with others what they have found. Poetry comes in many forms, as many as there are poets willing to experiment with the play of placing words on a page, a piece of birch bark, or a rock face. Poems can be found in dance, song, carvings and paintings. This unit is meant to entice both Aboriginal and non-Aboriginal students into the experiences and experimentations of First Peoples poets, and to discover the impulse of their own creative powers and begin to compose their own poetry.
The poetry chosen for study in this unit is primarily written in English, although some of the poets include words and lines from songs in their native languages. Students will hear voices from many diverse First Peoples communities but they will easily recognize a commonality of world view in the themes of the poems: respect for and appreciation of the natural environment, the importance of relations with family and community, trust in the wisdom of Elders, and the power that comes from the spirit world, especially in over-coming the devastating effects of colonization. These poems hold the embers that will help to “rekindle a new flame.” Students will also recognize that the structures and poetic devices used in crafting this poetry is similar to poetry written by non-Aboriginal writers but they will also recognize that the voices of the poets and their imagery is distinctly different.
Primary Texts
Armstrong, Jeannette C. and Grauer, Lally (ed). Native Poetry in Canada: A Contemporary Anthology Peterborough, Ontario: Broadview, Press, 2001.
Moses, Daniel David and Goldie, Terry (ed). An Anthology of Canadian Native Literature in English, 3rd edition. Don Mills, Ontario: Oxford University Press, 2005.
Sainte-Marie, Buffy. “Eagle Man/Changing Woman” (on the album Changing Woman, MCA, 1975)
Supplementary Texts (optional)
Selected poems and songs from the following texts are suggested for use in the unit, although the unit can be conducted using only the poems from primary texts if necessary. Note also that many of the individual poems listed for use in the unit are available in other anthologies already found in schools, as well as online.
Aglukark, Susan. Shamaya. (on the album This Child, EMI Music Canada/EMI, 1995)
Chrystos. Not Vanishing. Vancouver: Press Gang Publishers, 1988.
Dauenhauer, Nora Marks. Life Woven with Song. Tucson: University of Arizona Press, 2000.
Gottfriedson, Garry. whiskey bullets: Cowboy and Indian Heritage Poems. Vancouver: Ronsdale Press, 2006.
Hodgson, Heather (ed). Seventh Generation: Contemporary Native Writing. Penticton: Theytus Books Ltd., 1989.