Unit Big Ideas
1. Oral and other texts are socially, culturally, geographically, and historically constructed
2. The exploration of text and story deepens understanding of one’s identity, others, and the world.
3. Self-representation through authentic First Peoples text is a means to foster justice
4. First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future.
2. The exploration of text and story deepens understanding of one’s identity, others, and the world.
3. Self-representation through authentic First Peoples text is a means to foster justice
4. First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future.
Unit Curricular Competencies
Comprehend and connect (reading, listening, viewing)
•Analyze how First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews
• Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability
• Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors
Create and communicate (writing, speaking, representing)
• Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking
• Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
• Express and support an opinion with evidence
•Analyze how First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews
• Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability
• Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors
Create and communicate (writing, speaking, representing)
• Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking
• Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
• Express and support an opinion with evidence
Unit Title: History: Whose voices are represented? Whose voices are missing?
Lesson #1 "History Lesson" by Jeannette Armstrong
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1. Hand out the document "History Lesson Assignment" to students. There is space to write down their ideas to the questions below
2. Ask Students: How many paid holidays are there in Canada (12) How many are in the US? Why do we make paid holidays? Why do we prioritize certain days over others? Why are the only religious holidays that are paid stats Christian holidays? What does this mean for other religions?
-mention that Columbus day is one of three paid holidays in the United States
3. Show the children cartoons about Columbus How is he represented? (see above for videos) How are Indigenous people represented?
4. How does the cartoon portray Indigenous people and their way of life? Is it generally a negative or positive? Explain with reference to what you saw on the film. Record on their History Lesson Handout (See Above)
5. How does the film suggest that White people were justified in moving onto Indigenous land?
6. How is Columbus portrayed to children in these films?
2. Ask Students: How many paid holidays are there in Canada (12) How many are in the US? Why do we make paid holidays? Why do we prioritize certain days over others? Why are the only religious holidays that are paid stats Christian holidays? What does this mean for other religions?
-mention that Columbus day is one of three paid holidays in the United States
3. Show the children cartoons about Columbus How is he represented? (see above for videos) How are Indigenous people represented?
4. How does the cartoon portray Indigenous people and their way of life? Is it generally a negative or positive? Explain with reference to what you saw on the film. Record on their History Lesson Handout (See Above)
5. How does the film suggest that White people were justified in moving onto Indigenous land?
6. How is Columbus portrayed to children in these films?
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8. Show the video "History vs. Columbus" to show parts of Columbus usually left out of history book. If there is time, show the Vox video and Adam ruins everything for more information on Columbus and why it is a paid holiday in the United States(Above)
http://theoatmeal.com/comics/columbus_day (site describing some of the terrible things Columbus did).
9. Now introduce the concept of Bias in the narrative of history: Who's voices are often given priority in history? What ones are often left out?
10. Show the City of Penticton website Penticton.ca -->Notice how little is on indigenous people in the area
www.penticton.ca/EN/main/community/about-penticton/our-history.html
http://theoatmeal.com/comics/columbus_day (site describing some of the terrible things Columbus did).
9. Now introduce the concept of Bias in the narrative of history: Who's voices are often given priority in history? What ones are often left out?
10. Show the City of Penticton website Penticton.ca -->Notice how little is on indigenous people in the area
www.penticton.ca/EN/main/community/about-penticton/our-history.html
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11. John Green video on the Columbian Exchange. Share one interesting fact and what the author's conclusion is.
12. Read History Lesson by Jeannette Armstrong
One of the themes of "History Lesson," is that the record of the progress of White, European civilization is one of violence against other humans, destruction of the natural habitat, and exploitation of the land for its natural resources
12. Read History Lesson by Jeannette Armstrong
One of the themes of "History Lesson," is that the record of the progress of White, European civilization is one of violence against other humans, destruction of the natural habitat, and exploitation of the land for its natural resources
- Provide a thoughtful theme for this poem.
- What is the general irony of this lesson that is being taught?
- Identify, by making reference to the poem, how this poem is written from a First Nations perspective? Give 3 examples and explain
- Does Jeanette Armstrong agree or disagree with John's Greene's Conclusion in the Columbian Exchange?
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Lesson #2 Visiting A Location Significant to Syilx People
1. Go on a field trip with Anona to Coyote's winter home. Ask her to tell the story associated with the winter home. Currently there is a billboard on it.
2. Afterwards, reflect on the experience with the questions below.
1. Why do you think this billboard is there?
2. Do you think most people in Penticton know the significance of this place that is culturally significant to Syilx People? Why? or Why not?
3. Do you think the billboard would be there if we did? Why is there no plaque explaining the significance?
4. Can they think of other historical sites in Penticton that have a plaque explaining what they are?
5. Why do you think you were not aware of this spot before today?
2. Afterwards, reflect on the experience with the questions below.
1. Why do you think this billboard is there?
2. Do you think most people in Penticton know the significance of this place that is culturally significant to Syilx People? Why? or Why not?
3. Do you think the billboard would be there if we did? Why is there no plaque explaining the significance?
4. Can they think of other historical sites in Penticton that have a plaque explaining what they are?
5. Why do you think you were not aware of this spot before today?
Lesson #3 Controversial Statues and Monuments - A three way discussion
1. Show "Debate over Christopher Columbus statue" to introduce the topic. There are over 400 statues dedicated to Columbus in the US
2. Show "Confederate monuments removed" video to give background information. Show "The case against John A MacDonald" for Canadian context.
3. Currently many statues memorializing and commemorating historical figures are being brought before the court of public opinion. While some in society support keeping those statues for their purported historical value, others push for their removal. Should statues depicting controversial figures be allowed to stand? Or should they be removed? Should society evaluate these statues through a modern ethical lens?
Divide the room into 3 separate areas and place your chair in one of the areas listed below. Sit where you fit in this discussion:
1. Controversial Statues and Monuments should never be removed
2. Controversial Statues and Monuments should sometimes be removed
3. Controversial Statues and Monuments should always be removed
Discussion Protocols
1. Speak and answer with respect.
2. Even if their opinion is vastly different than yours, treat your peers with a respect. Here is a respectful way to answer an opinion you disagree with: " I respect your opinion, however I think..."
3. Be passionate, but keep your voice to an acceptable level
4. Put up your hand when you want to contribute
5. Make sure everyone is given an opportunity to voice their opinion.
6. Before we conclude, I will give everyone an opportunity to say their final thoughts by going around the circle
7. You may move if your opinion changes
2. Show "Confederate monuments removed" video to give background information. Show "The case against John A MacDonald" for Canadian context.
3. Currently many statues memorializing and commemorating historical figures are being brought before the court of public opinion. While some in society support keeping those statues for their purported historical value, others push for their removal. Should statues depicting controversial figures be allowed to stand? Or should they be removed? Should society evaluate these statues through a modern ethical lens?
Divide the room into 3 separate areas and place your chair in one of the areas listed below. Sit where you fit in this discussion:
1. Controversial Statues and Monuments should never be removed
2. Controversial Statues and Monuments should sometimes be removed
3. Controversial Statues and Monuments should always be removed
Discussion Protocols
1. Speak and answer with respect.
2. Even if their opinion is vastly different than yours, treat your peers with a respect. Here is a respectful way to answer an opinion you disagree with: " I respect your opinion, however I think..."
3. Be passionate, but keep your voice to an acceptable level
4. Put up your hand when you want to contribute
5. Make sure everyone is given an opportunity to voice their opinion.
6. Before we conclude, I will give everyone an opportunity to say their final thoughts by going around the circle
7. You may move if your opinion changes
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Lesson #4 Visit a Historical monument in Penticton
1. Visit the memorial to veterans in West Bench. West Bench was part of the Penticton Indian Band prior to World War Two. The land was expropriated by the Canadian government (as was the airport) during the war. The land was set aside to build lost cost houses for returning veterans and this is what this memorial was dedicated to. However, Indigenous soldier were not eligible for this, despite volunteering for the war and losing their status.
2. Go here to see pictures of the memorial: www.landformadb.com/selby
3. How does this location relate to what we learned in "History Lesson" the other day?
2. Go here to see pictures of the memorial: www.landformadb.com/selby
3. How does this location relate to what we learned in "History Lesson" the other day?
Lesson #5 Visit the Penticton Museum
museum_tour_reflection.docx | |
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File Type: | docx |
1. Visit to the museum. What Narrative is being told here? who's voices are being left out? Have students look at the museum from a critical lens. What needs to e transformed here? What needs to be protected? What needs to be restored? What needs to be created.
2. Listen to Chandra Wong, Museum Education Coordinator, discuss the history of museums and how they have represented Indigenous people in the past and currently.
3. Walk through the museum exhibits with a critical lens. Whose voices are presented? Whose are missing? Have them critique the Syilx exhibit by writing their thoughts on post it notes and then sticking them to the appropriate area.
4. Share their critiques with the group.
5. Complete reflection on way home
6. http://activehistory.ca/2015/06/the-role-of-canadas-museums-and-archives-in-reconciliation/
Alternative Assignment: Visit a statue or monument in the Penticton and use the same reflection as the museum visit.
2. Listen to Chandra Wong, Museum Education Coordinator, discuss the history of museums and how they have represented Indigenous people in the past and currently.
3. Walk through the museum exhibits with a critical lens. Whose voices are presented? Whose are missing? Have them critique the Syilx exhibit by writing their thoughts on post it notes and then sticking them to the appropriate area.
4. Share their critiques with the group.
5. Complete reflection on way home
6. http://activehistory.ca/2015/06/the-role-of-canadas-museums-and-archives-in-reconciliation/
Alternative Assignment: Visit a statue or monument in the Penticton and use the same reflection as the museum visit.
Lesson #6 Final Summative assignment
history_lesson_summative_assigmment_rubrics.docx | |
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File Type: | docx |
Give students an option between the following unit summative assignments:
1. Write a paragraph about how a monument/building or symbol in your community of your choice is a symbol of colonialism and in your own opinion, what should happen to that monument. Justify your opinion with either articles or videos from the previous lessons videos and articles, or find your own. Include 3 properly integrated quotes and Cite your sources. Alternatively, you may chose to form this as a letter and send it/present it to city council.
2. Organize a field trip for our class to a monument/building/location or symbol in our community that is a symbol of colonialism. Explain to us the history of the location and, in your own opinions, but supported with evidence you research, what should happen to that monument. Justify your opinion with either articles or videos from the previous lessons videos and articles, or find your own. Include 3 properly integrated quotes and Cite your sources.
3. Create a billboard or poster to be displayed in our school about how a monument/building or symbol in your community of your choice is a symbol of colonialism and in your own opinion, what should happen to that monument. Justify your opinion with either articles or videos from the previous lessons videos and articles, or find your own. Include 3 properly integrated quotes and Cite your sources.
4. Re-write a portion of your social studies textbook or an addition to a monument (or other thing) in your city which honours missing perspectives.
1. After introducing the options, show the big ideas rubrics and co-create as a class specific aspects that will be included in the assignments that I will assess. Decide together a group and appropriate amount of class time to work on it and a due date.
1. Write a paragraph about how a monument/building or symbol in your community of your choice is a symbol of colonialism and in your own opinion, what should happen to that monument. Justify your opinion with either articles or videos from the previous lessons videos and articles, or find your own. Include 3 properly integrated quotes and Cite your sources. Alternatively, you may chose to form this as a letter and send it/present it to city council.
2. Organize a field trip for our class to a monument/building/location or symbol in our community that is a symbol of colonialism. Explain to us the history of the location and, in your own opinions, but supported with evidence you research, what should happen to that monument. Justify your opinion with either articles or videos from the previous lessons videos and articles, or find your own. Include 3 properly integrated quotes and Cite your sources.
3. Create a billboard or poster to be displayed in our school about how a monument/building or symbol in your community of your choice is a symbol of colonialism and in your own opinion, what should happen to that monument. Justify your opinion with either articles or videos from the previous lessons videos and articles, or find your own. Include 3 properly integrated quotes and Cite your sources.
4. Re-write a portion of your social studies textbook or an addition to a monument (or other thing) in your city which honours missing perspectives.
1. After introducing the options, show the big ideas rubrics and co-create as a class specific aspects that will be included in the assignments that I will assess. Decide together a group and appropriate amount of class time to work on it and a due date.