Objective:

• Use the paisley to historically analyze how art can travel and influence different cultural designs.

The paisley is a historical design that has influenced many nations and cultures around the world. One of the communities PTR engaged with, the Sri Lankan community, explained the importance of the design, known as a “mango seed” in their cultural designs and clothing.

• Show students images of the paisley physically or virtually.

• Have students analyze the paisley image. In their journal respond to the following:

  • What do you see?

  • What does it remind you of?

  • What do you think inspired this design? Explain.

  • How old do you think this design is? Explain.

• Have students research the history of the paisley in pairs.

  • Here are some sites where students can find the information needed to answer the above answers (please note this mentions the historical use of psychedelics):

https://www.youtube.com/watch?v=N8yXZaETO3I

https://www.bbc.com/culture/article/20151021-paisley-behind-rocks-favourite-fashion

Guiding Research Questions

Students should be able to find the answers to the following questions:

• • What period of time did the paisley originate in?

  • Which community or nation introduced us to the paisley?

  • What cultures were influenced or have incorporated the paisley design?

  • Why is the design known in North America and Europe as “paisley”?

  • Are there any other names you can find used for this design?

  • What connection and influence does the paisley have to rock-n-roll art and culture?

Post-Reflection:

In their journals have them answer the following questions.

• • What surprised you about the journey of paisley design? Explain.

    • Can you think of any art designs or symbols used by different nations and cultures?

    • If you were to name the design another name, what would it be? Why?

Show students the following video as a guideline for creating their own paisley design.

• (possible adjustments: you can have students fill their pages with paisley designs, use it to create a pattern, or just create one elaborate and intricate paisley)

For younger students, this pdf offers a simpler version of paisley by Thaneeya McArdle.

Examples you can share to inspire creativity:

Objective(s):

• Use the paisley to analyze and see the connection between art and nature

• To create a image design that uses patterns and forms found in nature.

Paisleys have historically been connected to art that uses patterns representative of nature. There are different theories of its inspirations, one strong one being they take the shape of a date palm. Patterns can be found throughout nature and artists have always utilized organic shapes and geometric shapes when depicting images of nature.

• Show the 2-minute video about how nature inspired art and fashion used today.

• Videos (note these are two separate videos with the same title):

• 1. • • Patterns in Nature

       • Patterns in Nature

• Ask students: just like the paisley may have been inspired by the date palm, what other designs can be made from nature?

  • Have students create their own pattern and design using shapes and lines inspired by nature. This can be the nature in their community or particular plants and animals that interest and inspire them.

See examples of designs inspired by nature shown on the side

Post-reflection:

Have students reflect in their journals on how they came up with their art piece. What inspired them? Was it hard for them to connect nature to art?

Objective:

• To have students engage with the history of communities not traditionally represented in general Canadian history lessons.

History in Canada is typically taught through a Euro-centric lens. These printable pdfs contain a timeline focused on local, Edmontonian communities who are not traditionally represented in historical lenses. This encourages engagement from learners who will be able to see themselves in these communities and timelines.

• Assign a timeline to groups of students.

• Each group will summarize the timeline in their own words.

• Each group will discuss and respond to the following:

  • What stands out about how the people of that community were treated throughout their timeline?

• Each group will formulate 2 inquiry questions. These are important questions they feel will help them learn and understand more about that community and/or the timeline they were reading.

• Give them the following extension discussion questions to answer after they have completed the above.

  • How can our province/country create smoother transitions for new communities coming from different cultures or countries?

  • How can we, as individuals, create smoother transitions for new students coming from different schools, cultures or countries?

Share:

You can have students present their results or you can have a circle dialogue and discuss student findings in a circle format.

Closing:

Have students reflect on why they do or do not know about these things that happened (or are happening) in Canada.

Objective:

• To learn about the dangers and hardships of migrants to Canada, present and past.

To many people all over the world, Canada is promoted as a land of opportunity, dreams and human rights. However, people migrating here have faced a different reality, especially when coming as temporary foreign workers.

• Read page 115 of the Legacy book.

• Read the timeline of the Filipino Community Experience on pgs 125-126

• Watch the following video on the left made by Migrante Canada to see how a family in Canada, such as Mckenna Rose’s, is being affected.

  • Other videos/trailers and possible films:

• • • Trailer for the film Migrant Dreams

    • Trailer for the film End of Migration?

• Start a Circle Discussion on the videos you show.

• What immediate reactions or reflections do you have?

• What questions are we wondering about?

• You may choose to share the following video on the left by Migrante Canada talking about Filipino history in Canada. HISTORYA: Brief history of Filipino migration in Canada

Consider using the following Critical Thinking Questions:

• • Why does Canada have temporary foreign workers? Why not just use the Canadian citizens they have to do the work?

  • Why do you think Canada brings contemporary foreign workers if they are not unwilling to ensure their basic needs and human rights?

  • What does the word “exploitation” mean and how does it relate to this topic?

  • Why do you think migrants come here if they are treated badly?

  • Do you think Canada should ensure temporary foreign workers are protected?

  • What are your recommendations to Canada to progress and address this issue?

Objective:

• To explore the ways language can be used to reclaim identity through reclaiming stereotypes and historical events.

The slam poem presented in the video on the left is a powerful message on anti-asian racism. It mirrors the format of Shane Koyczan’s “To This Day”. It is a powerful way for Asian-Canadians to reclaim stereotypes and historical events.

• Read the timeline of the Chinese Community Experience on pgs 123-124

• Watch the video on the left made by the Chinese Canadian National Council for Social Justice. Note: the video contains quick, flashing images.

• Start a Circle Discussion on the videos you show.

  • What immediate reactions or reflections do you have?

  • What questions are you wondering about?

  • You may even choose to directly tackle some of the questions the speaker presents:

    • What does it do to a people when they stay quiet for so long? What does it mean to forget their voice? What happens to their stories? What happens to their language?

  • Depending on the class, open a dialogue on how stereotypes are reclaimed in this poem.

    • What is the speaker claiming about their history with silence? How is the speaker reclaiming it?

    • What is the speaker referring to when they talk about their full names?

    • What are some of the stereotypes the speaker is reclaiming?

Research:

• Give students individually or in groups the following research topics

  • What is the speaker referring to when they talk about building the railroad?

    • About mountain camps?

    • About burned down Chinatowns?

    • About spitting on grandmas at bus stops?

Extensions:

• Encourage students to think about their own culture and their own cultural history

  • Are there stereotypes they wish to reclaim?

  • Are there historical events they want to draw attention to?

• With that in mind, encourage students to write their own slam poem to reclaim their identity. They can use the same rhythm and format as the original poem or create their own.

• You may also choose to show Shane Koyczan’s original “To This Day” and have students compare and contrast the two poems.

  • Do they have similar themes? How so? How do they differ?

  • Which is more impactful? Why?

  • Which is more important? Why?