Lesson 19

 

 Today's class was all about discussing Chelsea Vowel's work from yesterday, and taking notes in preparation for tomorrow's quiz.

*NB - The quiz is true or false, and based entirely on the first chapter of the work (Power Point is posted in Teams)

Lesson 18

 Today we looked at Chelsea Vowel's "Terminology of  Relationships"

Students should read the work tonight, take notes on the sheet provided, and be prepared for a full discussion tomorrow.

There will be a quiz on this work Friday.

Lesson 17

 Many students came in to tutorial for some extra writing time

Today's block was our last for work on the King analysis.

Tomorrow, students will do a self-reflection/assessment of the work, before moving on to the next material.

It was clear that some students had not used in-class writing time well. Others needed to reach out about alternate tutorial times prior to today's class. Senior-level academic work  requires good time management, and timely communication of needs/queries etc. 

Onward!

Lesson 16

8 students came to tutorial this morning to get a jump on their writing. Tomorrow, there will be another open tutorial in 2031 for writers who take a bit more time.

Students are expected to have finished the assignment by the end of tomorrow's class, so they should plan their time/tutorial attendance accordingly.

Lesson 15

Today's class was all about analysis work - Students have today's class, as well as Monday's  and Tuesday's to do their work. Students needing additional work time may work during tutorial in 2031 on Monday/Tuesday next week.

All work, including the previous quotation/story work, will be left in the folders in the room - nothing is to be done at home, and no alternate sources should be consulted.

This assignment is about using your own minds to express parts of what we have already discussed as a class. Please do your best thinking, and express those thoughts in your own words, so that your skills are improved over the course of the semester. 

 

 

Lesson 14

Students completed their discussion of King's work (societal structures, punitive vs. restorative justice, and the ways in which hierarchical structures support oppressive systems).

We talked about the upcoming, in-class analysis work - especially what it means to support discussion with evidence from a text, the difference between dropping/tagging/integrating quotations, and some of the ways in which A-level work moves beyond the other levels.

We also discussed connotation vs. denotation, and some key vocabulary words one might use when doing textual analysis.

Homework: 

• Complete all notes on your yellow sheets and mark up King's work 
• Look up comma splices - be sure you know what they are, and how to avoid them in your work

 

Lesson 13

We finished listening to King's piece, and are nearly done with group discussion (a few students have yet to speak)

Today's privileged, white, Euro-centric line was a throwaway about the caste system - as it relates to Hinduism - in India. Remember: It is not the narratives themselves we are talking about, so much as the impacts of those stories as they are told and retold...the way in which story imitates life, which imitates story...and how, no matter the degree to which different individual actors believe in a particular story, if a singular narrative is dominant, it can be employed to shift the perception of individuals - and re-shape societies...

Tomorrow, come ready to speak to the ways in which this society has been shaped by Genesis - and the impacts that has had on various members of society - other stories - systems - value sets etc.

We will discuss analysis - and then begin individual work.

 

Lesson 12

 

We continued listening to "The Truth about Stories" by Thomas King 

Tomorrow's class will be a discussion of this final section, and a set up for the in-class analysis work we will be doing for the remainder of the week - this discussion is essential to the coming analysis.

HOMEWORK: Students are to listen (and perhaps re-listen) to the King piece, and complete the remainder of their discussion question/quotation work (the yellow sheet).

 

 

Lesson 11

 Today, we talked briefly about media stories and peculiarly overlapping narratives, before jumping into a discussion of Canadian demographics, and religious affiliations (as indicated on the 2021 census).

We then moved into a circle, and set about discussing Sky Woman/Earth Diver, and Genesis - One students asked others why they might consider parts of one story to be silly, or child-like, when another is just as fantastical...why are talking animals so silly, but a "Tree of Knowledge" with a morphed devil/snake very sensible?

We will begin next class with listening - starting at section F, and see where we get to. Student should seek to engage with the text on multiple levels - debate of the finer points is fine, but what is the overarching purpose of the work? What is King trying to do with his discussion - what devices/elements does he employ?

Lesson 10

 Today, we held class outside - Students received Valentine's chocolates, and then got down to discussing King's work, right through to the end of Section C in the notes package.

Tomorrow, we will set about discussing the creation stories - those who have yet to contribute to discussion should have something to say tomorrow - no time like the present to be heard!

Lesson 9

 We started this block talking about finding joy where we can, so that we are able to do the good work of challenging injustices (rather than just being overwhelmed with negativity).

We watched a Superbowl commercial - for kicks, and to talk about how it is one of the only opportunities where a diverse audience can be reached...and a singular narrative can be put out en masse (vs. social media silos)

We talked about some key parts of narrative and societal responsibility, using John Stewart's pre-election coverage.

We worked our way through most of the "Father's Story" section of King's work.

 

 

Lesson 8

 It is incredibly challenging to relay the contents of the opening conversation from today's class...

We began with a reminder that these conversations are not about one story being more or less true in reality, but about what happens when a society is governed by a story, or particular versions - often to the exclusion of others....faiths bring people great solace - and do good work! That said, what happens when stories are co-opted - employed to the wrong ends?

 We began by talking about when children should be made aware of the world outside of the one they perceive with their own eyes...and the issues there - and the ways in which those who have choice in the matter are privileged.

Students talked about their various experiences of Canadian society - and compared it to other places in the world. We discussed how welcoming Canada is - and whether that is apparent in the particular systems which shape/govern society.

We talked about news consumption (the idea that folks are actually taking in information, and maybe coming to believe particular narratives, without thinking of them critically. 

- We then considered how social media - the ways in which it can be used to alter perception, when we aren't paying attention to the messages therein...

Dylan in Saudi: - We talked, for example, about Saudia Arabia, Sport Washing, Social Media washing, and Jamal Khashoggi's murder (carried out to silence his news stories).

We will continue work with  "The Truth about Stories" by Thomas King - tomorrow we will stick to the text - work our way through the first couple of sections at least :)

HOMEWORK: Review the first sections for tomorrow - and have something to add to conversation!

Lesson 6

We spent a little more time trying to get to know one another - today, that looked like playing "Two Truths and a Lie" and sharing something we used to brag about as children...there are so many truly universal things about childhood - that time before we are told and begin to live very different stories.

We began listening to Thomas King's "The Truth about Stories." Students should be sure to listen up to 9:20 (perhaps a second time)  - they should markup their text versions, and take thorough notes on the yellow quotations sheet they were provided.

Tomorrow, students will continue listening to the work, and taking notes. 

Lesson 5

 Today we talked more about the Two Sisters - and what it means to live under a reminder of the power of forgiveness. We discussed valuing the knowledge of all members of society, women and children specifically, and how that might change a society. 

 (students who missed yesterday are writing their values/notes about stories they wish to embody, and will pop them in envelopes for safekeeping tomorrow)

We also talked about our common humanity - and how the idea that we have more in common than not is in direct opposition to many of the narratives circulating on social media. 

Students listened to "Imiqtaq" by Riit - we discussed the sounds in the music, the childlike nature of the song itself - the ways in which music and childhood are universal...

    "All that we are is story. From the moment we are born to the time we continue on our spirit journey, we are involved in the creation of the story of our time here...What comes to matter then is the creation of the best possible story we can while we're here; you, me, us, together. When we can do that and we take the time to share those stories with each other, we get bigger inside, we see each other, we recognize our kinship - we change the world, one story at a time." - Richard Wagamese

In an effort to Indigenize and broaden social media feeds, I provided students with the following (also on Teams) and went through some of the content:

◦ Brandi Morin - journalist - author - independent work at times https://instagram.com/bmorinstoriesigshid=MzRlODBiNWFlZA==
◦ Alecia Elliott - author -mental health advocate https://x.com/wordsandguitar?s=21. https://instagram.com/ellialic?igshid=MzRlODBiNWFlZA==
◦ Angela Sterritt - journalist - author - rising star https://instagram.com/angela_sterritt?igshid=MzRlODBiNWFlZA==
◦ Celeste George - local activist and source of international Indigenous issues/stories https://x.com/cie1947?s=21
◦ @.sweetcree on tiktok
◦ TaleilwatuthNation https://instagram.com/tsleilwaututhnation?igshid=MzRlODBiNWFlZA==
◦ Sleydo Molly Wickham from Wetsueten https://instagram.com/mollywickham?igshid=MzRlODBiNWFlZA==
◦ APTN NEWS https://x.com/aptnnews?s=21
◦ Paulina Alexis from Reservation Dogs https://instagram.com/paulinaalexisofficial?igshid=MzRlODBiNWFlZA==
◦ Dallas Goldtooth from Reservation Dogs https://instagram.com/dallasgoldtooth?igshid=MzRlODBiNWFlZA==◦

 #deadly #nativetoktok #nativehumor #treaty #landback #idlenomore

Students received the text of the upcoming listening/reading, and were introduced to Thomas King and the Massey Lectures - We will begin our listening tomorrow!

 

 

Lesson 4

 

 Today we walked to see the Two Sisters, and to set intentions for the semester.

Students were asked to consider the values, ideas, and stories that are important to them, and have shaped their growth in this space - - to consider which of those they would like to take with them into their adulthoods.

Students wrote these intentions down, sealed them, and we then put them away until the end of the semester.

Tomorrow we will begin our work with Thomas King.

Lesson 3

 Students finished their quick intros to the First Peoples' Principles of Learning, before we learned favourite iced cream flavours, and then chatted at length about overlapping issues of Indigenous rights, colonial mindsets, resource extractions, human rights, etc. (articles posted in Teams)

We also watched a video on the naming of many places in NV, and the background of The Two Sisters story.

Tomorrow we will go on a walk - so be on time and bring your walking shoes!