Learning Goals:
• To understand how language can be used to fight oppression
Task |
Instruction |
Assessment Focus |
Before |
Ask students to describe how they learn and acquire knowledge. |
Observe students’ understanding of the idea of knowledge |
During |
Have students go back and read the introduction to chapter 4 to develop additional context around Cree-centred stories and Cree storytelling. Also have students read the piece by Cardinal: “Excerpt from “Einew Kis-Kee-TumAwin (Indigenous People’s Knowledge).” |
Analyze and assess information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works (Identity– NBE3U) |
After |
Have students reflect on the following discussion questions: |
Assess the challenge of maintaining cultural identity that faces Aboriginal peoples, as represented in Aboriginal literature (Challenges–NBE3U) |
Beyond |
Students reflect upon what knowledge they can receive from someone they consider an elder/mentor. Who are they and how are they an elder/mentor? |
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Teacher Reflection |
Teacher shares their pursuit of knowledge. |
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