Chapter 1 Returning Home

Lesson Tools

Visual Analysis using Question Techniques

The purpose of this lesson is to encourage critical thinking of images and what they may symbolize by using two important inquiring techniques: question formulation and question selection. The importance of not only formulating questions but also reflecting on which questions to ask is a wonderful way for students to engage in both analysis and meta-cognition. By doing it in groups, it encourages dialogue, decision-making and problem-solving. This mural tackles serious topics and this is a great way to have students set the mental grounding needed for such topics and when viewing any image.

Objective(s):

To critically analyze images using question formulation and question selection.
To encourage meta-cognition and self-reflection of students' critical thinking processes.

Note: This lesson approach can be replicated for other murals in the book as well. This experience can be enhanced with the augmented reality QR code present on pg 19 of the book.

Pre-reflection: Show the image of the Returning Home Mural to your class. Give students time to look at the picture and reflect on what they see, feel and think. You may wish to have them write some notes in their journals.

Have them engage in a picture analysis:

What do you see?
What do you feel?
What do you think this can mean? Why?

Read Historical Timeline:

Read the timeline on pg 33-36 or pass out the following pdf for students to read individually or in pairs/groups. Having students read the timeline for this chapter before engaging in the analysis will better inform them and refresh their background knowledge.
How Did We Get Here - Returning Home printable timeline

Picture Analysis: Have students analyze the image by formulating questions in their journals or a separate document. They may use their pre-reflections to support this.

Formulate as many questions about this picture as you can. (Use what you know and/or what you wonder)

Look at your list of questions. Which one of these questions do you think provides the most valuable answer to understanding more about this image? Highlight that question.

THINK, GROUP, SHARE: Have students go into groups of 3 or 4. Share what their most important highlighted question is, then have them compare and discuss. Use the following instructions with students.

In groups of 3 or 4, share what question you thought was the most important question to understanding the mural and why you came to this conclusion. Let each person in the group share their question before you discuss and compare your answers.

Based on the questions shared in your group answer the following:

Of the questions shared in your group, which do you think is the most important?

Why? (Note: It is okay if you don't agree on one answer but groups will need to find a way to collectively choose one answer.)

Each group will then share the following with the class:

Their final selected group question. Write the question on the board for all to see.

Did everyone in the group agree or disagree? Why or why not?

How did they choose this question? Give positive feedback to each group as they explain their decision-making and problem-solving process!

As the teacher, go through the questions on the board and give further positive and constructive feedback on each question.

Take this a step further and ask the students as a class to decide which questions on the board should be asked first.

Post-Reflection: Have students reflect in their journals.

Did your group's reflections and questions make you think differently about the mural or your thinking? How?

Would you change the question you think is most important to explore first? Why or why not?

Indigenous Images and Stereotypes

This lesson looks at how stereotypes shape our thinking and engagement with Indigenous peoples based on the language and images used in media representations all around us. The statement, “You do not look like an Indigenous person”, is used as an entry point into reflecting on why we think and assume such things. There are then images and a video to further explore and explain the issue and the impacts it has on Indigenous representation and identity. The activity asks students to think of the Indigenous stereotypes they know and replace them with more accurate and dignified words. From these words, students will create a collage with images that counter these negative representations of Indigenous peoples in the media.

Objective:

To consider the effects of language and image use on our thinking towards communities in our society.

Note: There are various terms used here, but if you are non-Indigenous the best and most respectful term to use is “Indigenous” as an umbrella term to refer to First Nations, Métis and Inuit groups. If an Indigenous person tells you they prefer something different, then that is what you should go by for that person (everyone is different, so one preference does not apply to all Indigenous peoples).

The lesson is adapted into Google Slides* for easy in-class use. A preview is on the left.

There are notes written in the slides to further support as needed.

* See the google slides titled "Indigenous Images and Stereotypes"

Pocahontas - Who is telling our (their) stories

This lesson is great for older students because you can delve into the symbols represented in the Returning Home Mural as a way to learn about the current issues of Missing and Murdered Indigenous Peoples and connect it to the real story of Pocahontas. This lesson makes us consider the impact of whose stories we hear and don’t hear and who is telling them. This lesson does mention and discuss sensitive topics that should be previewed first as they may be upsetting for some students.

Objective:

To be critical of the stories we hear and their impacts on our perspectives.

Statistics: Show the stats in the left column to show students why it is important to know about Missing and Indigenous people.

Engage students using the following questions:

What are the stats here showing?

Why is this important to know?

Why do you think this discrepancy between Indigenous and non-Indigenous women exists?

Explain to students the safety of all women is important, but it is important to know the danger posed to Indigenous women is much higher than other women. And most importantly, we need to ask ourselves “why”?

Angel Way and Redress Project

Show students the Angel Way image. More images can be found in the Legacy book.

Ask students what the Angel Way sign and the Red Dress represent in the image. Was the artist trying to show a connection between the two? This can be a brief class discussion or a partner discussion.

Show the Okisikow video on the left discussing the sign as a way to link the issue of Missing and Murdered Indigenous Women.

Pocahontas

Briefly ask students:

1. 1. - Who watched the Disney movie Pocahontas?
    - Do you think it was a positive or negative story when it comes to the portrayal of an Indigenous woman?

Show the Real Story of Pocahontas:

This video is 17 minutes long and compares John Smith’s version of events with real historical documentation. This is wonderful for older students. **Please note: there is mention of rape, sexual assault of minors, depression, death and nudity in this video.

See video here: Pocahontas: The Tragic True Story
Here are alternative videos you may show (please be sure to preview them):
The Messed Up Origins of Pocahontas | Disney Explained - Jon Solo
"Pocahontas": The First MMIW

Connect: It is important to note for them (if not already brought up by end of discussion) that Pocahontas is the first documented Missing and Murdered Indigenous woman. Have students engage in the following.

Why do you think you (or others) have only heard John Smith’s version and not the real story?
Do you think it is important to know the real story? Why?

What is the connection between Missing and Murdered Women and Pocahontas? Explain.

Closing: Close this lesson by discussing how stories shape our understanding of people in our societies and the long-term impacts they have on all levels of our lives, including physical safety.

Ask students to reflect in their journals or discuss the following questions:

Is it possible there are other influential stories that are told incorrectly or one-sidedly? And how can this affect our perspective on history and certain communities?

Is it important to be aware of who is telling what story? How can we be more critical in assessing the stories that shape our understanding of people, culture, religion and history?

Indigenous Resistance through Re-telling of Stories

This is a heavy topic so it is important to follow-up the previous lesson with something empowering by highlighting the hope and strength modeled by Indigenous resistance and resilience. Examples of re-claiming their Indigenous stories and identities include looking at the Missing Mataoka project and Brianna Jonnie’s “If I Go Missing” letter. Students will support the re-telling of stories by engaging in an activity involving Meme-type image creation to counter stereotypes and falsities of Indigenous peoples.

Objectives:

See examples of how Indigenous peoples are taking a stand and reclaiming their stories and identities.
Support in re-telling stories by countering stereotypes and false ideas of Indigenous peoples using meme creation.

Missing Mataoka

Show an example of how Indigenous people are countering these false narratives by sharing the Missing Mataoka website that created an alternative audio playable while muting the original Disney movie.

There are two Youtube videos that discuss this as one way Indigenous creators are fighting back and re-claiming their stories. You may choose to show one or or both.

*Please preview videos; sexual violence and rape are mentioned.

The first video to the left is a 3 minute interview conducted by City News talking about Indigenous stereotypes, the falsehood of Pocahontas and its impact on Missing and Murdered Indigenous peoples. The truth about Pocahontas
The second video to the left is a 4 minute video about the alternative audio project for Pocahontas called Missing Matoaka. Missing Matoaka

You may wish to show the Disney movie Pocahontas with the alternate audio to your class during an in-door lunch or any free blocks. The full audio and more information can be found on the following website: https://www.missingmatoaka.ca

Engage students by having them reflect in their journals or discuss the following in pairs:

What do you think about what Indigenous creators are doing?

Do you think this will have an impact on society? If so, to whom and how? If not, why not?

Is there anything that you would recommend or do differently?

If I Go Missing - Brianna Jonnie's Letter to Authorities

Show the following videos of 14 year-old Brianna Jonnie’s resistance. This is meant to inspire and make action more relevant and attainable for students.

Brianna Jonnie, a 14 year-old-girl, wrote a letter to authorities that was so powerful and impactful it went viral. The letter has since been extended into a graphic novel you can purchase or find at a library to share with your class. The following links provide more information you may wish to share or use with your class.

Graphic Novel Video Trailer (2 mins): If I Go Missing - Book Trailer

CBC article and video link (2 mins): 'You can do better': Indigenous teen calls on Winnipeg police to make MMIW a priority | CBC News

Encourage students to reflect in their journals or discuss the following in pairs/groups or as a class:

Is what Brianna Jonnie did similar to what Indigenous creators did with the Missing Matoka project? If so, how?

Who are the target audiences for each of these works and why do you think they chose those targeted audiences?

Do you think Brianna Jonnie's action had an impact? Why or why not?

Is there anything that you would recommend or do differently?

Re-Telling Stories Using Memes

“Create meme-type images that dispute inappropriate messages about girls, women, and 2SLGBTQQIA people and transmit appropriate messages of strength, resilience, and self-determination. Utilize magazine or other print images, markers, crayons, etc.” Their Voices - Will Guide Us | MMIWG

Use what we have learned about Pocahontas, Brianna Jonnie, stereotypes and stories to inspire you in creating a meme or image to counter the narratives and stereotypes.

Students may do this virtually or physically.
They may use images from Pocahontas or any other relevant cartoons and media.
The purpose of these memes are to spread positive messages, offer awareness and counter false ideas and stereotypes about Indigenous stories, identities, and cultures.

*Note: Please set guidelines such as no disrespectful language and slurs and inform them whether they can use sensitive terms such as “rape” and “genocide”.

A simple example is on the left.

Page updated

Report abuse