Task: Journal 1 Response

Read and watch the three resources from Week 1 and respond to the questions in your journal. Remember to include at least one quote from any of the resources, use citations and reference your sources at the end. 

Questions: 

• What are the benefits of discussing post-colonial topics?

• Why do you think it might be a difficult topic for people to discuss? 

• How have the speaker(s) and/or writer been impacted by colonialism internally and externally? What about yourself? 

• What are two questions you have on the subject? 

Resources: 

• “Aamer Rahman (Fear of a Brown Planet) - Reverse Racism.” YouTube, uploaded by Fear of a Brown Planet,18. Nov. 2013.

• Drew Hayden Taylor. “Pretty Like a White Boy: The Adventures of a Blue-Eyed Ojibway.” 1996, pp. 504-507.

• “The Danger of a Single Story.” TED, Chimamanda Ngozi Adichie, July 2009. 

• Read "Chapter 1: Forget Columbus" by Thomas King and select two questions from the handout to critically respond to (reading attached below with questions). 

• Audiobook reading of the chapter (38:33) YouTube: www.youtube.com/watch?v=rtxm8pqy7r0 

• On Wednesday we watched an episode of Reservation Dogs (season 3, episode 6) titled "Frankfurter Sandwich."  To respond to the questions, read over the handout on the "7 Grandfather Teachings"

Questions:

1. How the does the episode reflect three of the Ojibway Grandfather Teachings? Include an example from the episode and explain.

2. Pick a term for the list of post-colonialism terms and explain how it is reflected in the episode. Include an example and explain.

3. How does the episode contrast with King’s ideas on Indigenous representation in the media? Include an example and explain.

• Sled Dogs: On Thursday, students had time to finish Journal 2 and start reading the three texts on the quimmit (sled dog) slaughter in Inuit communities. Two of the articles are included below, there are extra copies of the third in class. The assignment is included below. 

• The class had time to complete the sled dog questions and looked at resources for putting together a persuasive paragraph discussing the texts on the sled dog killings. For the formal paragraph, you will need to hand in your outline, rough copy, edit checklist, and good copy. This is an in class assignment so see me for more deatils. 

Sorry crew, fell a bit behind on the uploads but here is a recap of Week 5 and 6 lessons and activities. 

Week 5: 

• Tuesday was the last day to complete the formal paragraph on the topic of the sled dogs incident in the Eastern Arctic regions of Canada. If you have not started the rough/final copy, swing by during lunch or tutorial to complete. 

• The class wrote a quick pre-test of the testable terms before writing the test. The test consists of watching a short film and explaining how some of the post-colonial terms are reflected in the film. Some of the terms will be included but not all. If you missed the test, you will need to see me during a lunch break to complete.  

• We discussed the trickster and magical realism genres in literature; the notes are included in the PowerPoint below.

• Read "Coyote Fights the Monsters" and "Coyote and the Buffalo" (in the same file) and complete the front page of the Trickster Archetypes handout. 

Week 6: 

• This week we read "Mr. Gizmo" by Drew Hayden Taylor, wrote a comprehension quiz on the story, and completed the backside of the Trickster Archetype handout. 

• The class looked at the Japanese Canadian Timeline, as it's referenced in King's story and discussed connections between the treatment of Japanese Canadians during WWII and Indigenous peoples. We read "Coyote and the Enemy Aliens" by Thomas King together as he has wrote it in the style of an oral story. The questions and story are included below. 

• On Tuesday, the class had time to finish the group questions for "Coyote and the Enemy Aliens" and we discussed questions groups had of the story. 

• We read "Kushtuka" by Mathilda Zeller and responded to the questions below. 

• The Week 1 Read Package for Son of a Trickster (novel study) was handed out. We will read and add to notes throughout the week and use the five quotes you identify throughout the week for discussion on Firday. 

Week 8: 

• This week we reviewed another song lyric for "Music Monday" and completed the online sample Grade 12 Literacy Assessment:  curriculum.gov.bc.ca/provincial/grade-12-literacy-assessment 

• After reading Ch. 1 of the novel, complete the handout that compare Jared's "Nanas" by puling quotes from the novel and inferring character traits. When finished, select two quotes for each grandmother and integrate the quote with your inference on the back, for a total of four integrated quotes. 

Week 9: 

• We started the week with two more song lyrics to analyze and discussed Section 1 of the novel in small groups. As a group, students asked their questions (recorded in the booklet) then came up with answers as a group and recorded before handing booklets in. 

• Section 2 reading booklet was handed out and we looked at identifying some of the characters' fears (separate handout below). Additionally, we brainstormed societal fears. Next week we will start a short descriptive piece of creative writing that builds on the idea of fear. 

• On Friday, the class wrote the Grade 12 Literacy Assessment. If you were absent, see your counsellor to find a date to complete. 

Week 10:

• We started with another Music Monday and wrote a quiz, using the same analysis skills used when reviewing peer's song lyrics. 

• Section 3 of the novel was discussed and collected. If you did not hand your copy in, you can still complete the assignment but it has to be completed in class during lunch or tutorial. 

• The class worked on a handout analyzing the characters fears and discussed how fears in society make their way into literature. Students selected one of the fears mentioned in the handout, and turned the fear into a character in a short story (2-3 pages double-spaced; one page front and back = 2 pages).  

Week 11: 

• Another student presented a song on Tuesday to analyze. 

• Section 4 was handed out on Thursday and will be due next Thursday, Nov. 21. 

• The class had time to complete rough copies of their "fear" story, an editing checklist, and good copy. Please attached all three to the assignment page when handing in. 

Week 12:

• We finished watching episode 2 of "Trickster" and started reading Section 5 by the end of the week. The Section 5 Reading Booklet will help you collect quotes and notes that will be helpful for the final essay but will serve as reading notes and not collected to give the class a chance to catch up a bit. 

• The class analyzed a few titles (included in the handout) used by Eden Robinson in the novel and looked at the PowerPoint on Norman Rockwell for context. 

• On Thursday, the class completed a test on the first half of the novel. Students selected a number between 1-4 that aligned with a specific paragraph topic. Paragraphs were timed, students had the entire block to complete, and were permitted to use the novel and previously assigned reading booklets. 

Week 13: 

• This week, students completed Section 5 and worked on exploring the Dakelh, Haisla, and Plains Cree language to collect words that could be used for three haiku poems that connect to the novel (more details and links included in the assignment below). 

• Students wrote a quiz on Section 5. 

Week 14:

• The class completed the novel and met for a second time to openly discuss thoughts, opinions and questions in a student led circle.

• Section 6 Reading Booklets were available to grab for those who were interested but again, will serve as notes for the essay and won't be collected. 

• Final project options were handed out and discussed. The critical review is mandatory but you have a choice of any other creative writing option from the list. The writing needs to be completed in class so will not be posted on the class website. 

Week 15: 

• The class completed the multiple choice comprehension section of the test. The second half of the novel study test included an in-class analysis essay on one of four randomly assigned topics. This is an open book test and you may use any of the reading booklets or past assignments. By this point, you should have a collection of quotes you can draw from to complete the essay by Friday (four classes to complete). All essays need to be handed in at the end of class on Friday, regardless if you are completed or not. This is to prepare you for the time limits in place for the final exam! 

Week 16:

• Before leaving for the break, the class had the week to catch up on their final projects and any other incomplete assignments.