Chapter 8 Lesson 2

Task

Instruction

Assessment Focus

Before

Vocabulary review: What is decolonization? sovereignty? self-determination?

A1.2 Formulate increasingly effective questions to guide their explorations of themes, ideas, and issues related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self-governance, as reflected invarious Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (NBE3U)

During

Using Think/Pair/Share, ask students, “What do the effects of decolonization in Canada/Turtle Island look like?”
Write the responses on a visual anchor for students to refer back to.
After students have shared their response, ask students, “Why do Indigenous people fight for sovereignty and self-determination?”
Teacher will guide students to the concept of self-determination and resiliency.
Identify historic and contemporary events affecting the self-determination of Indigenous peoples.

C1.8 identify and analyze the perspectives and/or biases evident in texts dealing with themes, ideas, and issues related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power (NBE3U)

After

After reading all selections, what topic of self-determination and resiliency, can you pull from each selection from Chapter 8? Is there a common theme?

C1. Reading for Meaning: Read and demonstrate an understanding of a variety of literary, informational, and graphic texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, using a range of strategies to construct meaning (NBE3U)

Beyond Reading

Discuss quote: “As soon as you bring imagining a future into this context, it can be a very powerful thing because then we have the ability to imagine different futures other than what was literally programmed and predetermined for us.” — Danis Goulet Students complete self-reflection.
Further extension: Danis Goulet’s short film, Wakening, a contemporary reconsideration of the fight between Wesageechak and Weetigo. 

C4. Reflecting on Skills and Strategies: Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources (NBE3U)
D2.5 Explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing, and how these may either reflect or conflict with a First Nation, Métis, or Inuit world view (NBE3U)

Teacher Reflection

How can Indigenous self-determination bring more awareness to the TRC Calls to Action?