Chapter 6 Lesson 3

Task

Instruction

Assessment Focus

Before

Have students think about a time in which they reacted to a problem or issue emotionally and not rationally. Ask them to identify the emotion they were feeling. Ask students what they learned about themselves and problem solving.

Observe how students discuss how they learn from the “self”

During

Go through “Excerpt from Red: A Haida Manga” together as a class. Explore the following discussion questions:
a) Identify places, people, and events that are associated with success in maintaining the autonomy of Indigenous peoples (e.g., First Nation schools)
b) What can we learn about revenge, individuality, and social, ecological, and familial balances through this story? 
Read “The Boys Who Became a Killer Whale” as a readaloud to the class. Explore the following discussion questions:
a) What are some of the responsibilities that you and Elders have to one another?
b) What are your own ideas, values, and perspectives about Elders? (Have students analyze the thoughts and responses of a character, or characters, and compare them with the students’ own probable reactions.)

Demonstrate an understanding of the language used in Aboriginal works in connection with sovereignty issues (Sovereignty–NBE3U)
Analyze images in media works related to Indigenous identity

After

Have students create a Venn diagram of youth and Elders to compare and contrast their thoughts, feelings, and emotions.

Demonstrate an understanding of the ways in which Aboriginal writers depict relationships to promote a vision of Aboriginal communities (Relationships–NBE3U)

Beyond

Compare and contrast ideas within the students’ Venn diagrams.

Teacher Reflection

When exploring students’ ideas of youth–elder relationships, what ideas are surprising?