Mi’kmaq Studies 11: Protests, Criminal Justice, and Social Justice · Web view2020. 6. 17. · Name: Nick Kaizer. Course: Mi’kmaq Studies 11. Lesson Goals: Protest and Criminal

Mi’kmaq Studies 11: Protests, Criminal Justice, and Social Justice

Lesson: Protests Reading and Discussion

Name: Nick Kaizer Course: Mi’kmaq Studies 11

Lesson Goals: Protest and Criminal Justice: provide students an overview of how indigenous Canadians, often deprived of representation and fair treatment, try to achieve political aims through protests.

Outcomes Targeted: G5: Evaluate the adverse effects of discriminatory policies, legislation, and social injustices (including those faced by women and veterans) on First Nations in Canada

I Can Statement: I can explain how and why Indigenous Canadians protest, and how the Criminal Justice system has failed First Nations communities.

Key Vocabulary and Skills: Systemic Discrimination; Sentencing Circle

Material Needed: Textbook; Protest and Criminal Justice questions handout (Appendix 1)

Your Learners:

Lesson:

I. Introduction (Teacher organized)

Introduce the general topic, linking it by asking students to name some examples of systemic injustices faced by Mi’kmaq peoples (for example, impact of Residential Schools)

Time Allotted: 5 minutes

II. Collaborative Learning (Student focused activity)

Assign textbook questions on Protests and Criminal Justice, have students work on answering them over the period


III. Guided Learning (Teacher/student collaboration)

Discuss the textbook questions and answers for Protests and Criminal Justice with the whole class, having students provide answers.


IV. Grand Finale – End of class sharing:

Mention that next class they will be beginning a WebQuest, which will be covered on the final


Differentiation

Certain students are allowed to act in pairs, to facilitate discussion and mutual support.

Assessment and Evaluation:

Assess student engagement during the review of the questions. Content will appear on the final assessment and the final exam.

Adaptations and IPPs:

Self-assessment:

What went well in this lesson? Why? What challenges did I face? Why?Was could I have done differently? What did I learn from this experience that will help me in the future?

Lesson: Protests Research


Lesson Goals: Protest and Criminal Justice: provide students an overview of how indigenous Canadians, often deprived of representation and fair treatment, try to achieve political aims through protests.



Key Vocabulary and Skills: OKA Crisis; Ipperwash; Transmountain/Kinder Morgan Pipeline;

Material Needed: Chromebooks; WebQuest chart handouts (Appendix 2)

Your Learners:

Lesson:


Go over the textbook questions for Protests and Criminal Justice (if not complete)



Begin work on the Protests Research assignment. Explain that it will be market as a project and will be due on Friday. Reason being that the information is important for the test and exam. Students have the option of filling out a paper copy of the chart and handing it in or submitting a e-copy on Google Classroom.


III. Grand Finale – End of class sharing:

Right before phones are returned, ask some general questions to the class about the content of the WebQuest to gauge how students are comprehending the content. Conclude with a reminder that it will be due on Friday, and of dates for the final project, test, and exam.


Differentiation

Students have the option of filling out a paper copy of the chart and handing it in or submitting a e-copy on Google Classroom.


Observation of the students at work, how they are progressing in researching and identifying key factors to fill in their chartWebQuest will be submitted and assessed as a minor project.


Self-assessment:


Lesson: One Dead Indian documentary


Lesson Goals: One Dead Indian video: provide students an overview of how indigenous Canadians, often deprived of representation and fair treatment, try to achieve political aims through protests.



Key Vocabulary and Skills: Ipperwash Crisis; Chippewa

Material Needed: One Dead Indian response questions (Appendix 3); prepared discussion questions and prompts

Your Learners:

Lesson:


Introduce topic of the video, explain what questions students should seek to answer as they watch it.



Begin watching the video, pausing occasionally to highlight key themes and ask brief questions to gauge student involvement and attention. Instruct students to take notes/answer the provided questions during the film.


III. Guided Learning (Teacher/student collaboration)

Once completed, begin a class discussion based upon the questions provided, as well as the teacher’s discussion prompts.



[Question to ask to tie into the broader picture and finish the class]


Differentiation

None needed for this activity.


Assessment for learning: Observing how students respond to questions during occasional pauses, and during the class discussion.Content of this lesson will be included in the final assessment and final exam, which covers Protests and Criminal Justice


Self-assessment:


Lesson: Mascots and Stereotypes: Indigenous Perspectives


Lesson Goals: Protests and Criminal Justice: Mascots and Stereotypes

Outcomes Targeted: G5: Evaluate the adverse effects of discriminatory policies, legislation, and social injustices (including those faced by women and veterans) on First Nations in CanadaC1: Analyse how cultural biases have impacted views of First Nations peoples both in the past and in the present

I Can Statement: Protest and Criminal Justice: provide students an overview of how indigenous Canadians, often deprived of representation and fair treatment, try to achieve political aims through protests.

Key Vocabulary and Skills: Discrimination, Derogatory.

Material Needed: Mascots discussion chart (Appendix 4), Mascots reading (appendix 5),

Your Learners:

Lesson:


Have students enter class and move to their assigned small groups (posted on the board). Begin with video: https://www.youtube.com/watch?v=mR-tbOxlhvE

Ask if anyone has heard of this controversy in the news.



Groups given a handout and readings – each group given a different reading and different section of discussion questions to fill in and record their groupmates answers. After a brief period, groups are split up with some students heading to the other groups to share their thoughts (5 minutes). Each group member must record an answer to the following question (written on the board): “what do you think the most important thing you learned from the other two groups?

Teacher will circulate to all three groups.


III. Grand Finale – End of class sharing:

Draw a chart on the board and have each group send someone to record one or two of their ideas on the board, and

discuss those briefly with the class.

A reminder that the Protests WebQuest is due tonight at midnight, and the final project is due on the 22nd, and the final assessment will be on the 21st


Differentiation

Students are grouped together with productivity and mutual support in mind. The least complicated reading will be saved for the group which would most benefit, and the group which would benefit the most from the additional challenge will receive the most complex one.


Pose questions to individual groupsContent covered on the final exam.


Self-assessment:


Lesson: Harmful Cultural Depictions


Lesson Goals: Pocahontas Myth vs Reality: Students to explore how the myth of Pocahontas, as seen in Disney film, contrasts with reality, and consider how this contributes to native stereotypesANDAnalyze harmful depictions and stereotypes of indigenous peoples more broadly through political cartoons depicting the issue.

Outcomes Targeted: C1: Analyse how cultural biases have impacted views of First Nations peoples both in the past and in the present

I Can Statement: I can explain the true story of Pocahontas and how it depicts Native American society inaccurately

Key Vocabulary and Skills:

Stereotypes, Discrimination

Material Needed: Pocahontas discussion chart (appendix 6); Cartoons discussion chart (appendix 8), cartoon image document (appendix 7)

Your Learners:

Lesson:

I. Introduction (Teacher organized) When students enter the class they are assigned a partner, and must find that partner and sit together for the activity.

Students are asked to, quickly, come up to the board and write down “one thing you know about the Disey film, Pocahantas.” Based on what is written down, quickly summarize the ideas and point out that, like with Native mascots, some Indigenous groups, including the Powhatan themselves, had issues with the film.


II. Guided Learning (Teacher/student collaboration) Students are given a short reading on the Powhatan’s view of the film. Students are also given a series of questions and can work with their partner to highlight the answers to the questions. After 15 minutes, class is called together and we briefly talk about what they have read.


III. Collaborative Learning (Student focused activity)

Then, students (in the same pairs) are given a new handout with a series of questions in a chart. A political cartoon is then shown on the board, and students must fill in the chart based upon their reflections/analysis on the image. Student’s time with the first image is gauged. If most have completed the task within 5 minutes, another two images will be shown; if it takes them longer, the class may only see 1 or 2 of the images.



As an exit pass, student pairs are to meet up with one other pair and discuss their ideas, and each are to write down a short answer to the following questions:

“From Sports teams to Disney films, many of our cultural depictions and ideas of indigenous peoples are inaccurate. What harm can inaccurate or offensive stereotypes have on indigenous peoples? Why should we include indigenous voices when depicting indigenous peoples in popular culture?”


Differentiation

Partners/groups of three picked by teacher, with a mind for productivity and mutual support.


Pose questions to individuals/pairsContent covered on the final exam.


Self-assessment:


Lesson: Uncontacted Tribes


Lesson Goals: Should we say hello? Contacting isolated tribes

Outcomes Targeted: C1: Analyse how cultural biases have impacted views of First Nations peoples both in the past and in the presentG5: Evaluate the adverse effects of discriminatory policies, legislation, and social injustices (including those faced by women and veterans) on First Nations in Canada

I Can Statement: I can evaluate the pros and cons of contacting isolated tribes around the world.

Key Vocabulary and Skills: “Uncontacted peoples,” or “isolated peoples.”

Material Needed: Video: _____________; Uncontacted Peoples handout (Appendix 9); news article

Your Learners:

Lesson:


News video clip: …Short discussion on the existence of isolated/uncontacted tribes (Amazon rainforest, Indian jungle, etc), and ask students to suggest some difficulties that might face them.


II. Guided Learning (Teacher/student collaboration)

In groups, students are given a scenario and a handout. They must play the role of a Government Cabinet in Brazil and decide whether or not to make contact with the isolated tribe. Handout begins by asking students to discuss and note down the ethical considerations, the potential benefits and harms that would be done through contact, before making their decision.


III. Collaborative Learning (Student focused activity)

Students pulled together to discuss some of their ideas/conclusions, before a new aspect of the scenario is introduced: forest fires spreading in the area, should we contact and evacuate these people? Each “Cabinet” must make a decision and defend it, while explaining the downsides to their course of action.



Final all class discussion, finish with news articles involving Brazil’s President.


Differentiation

Groups of three picked by teacher, with a mind for productivity and mutual support.


Pose questions to individuals/pairsContent covered on the final exam.


Self-assessment:


Mi’kmaq Studies 11: Course Resources, Handouts, Readings, etc

Appendix 1: Protest and Criminal Justice Handouts

Chapter 25—Protest1. Why have some aboriginal people used protests to bring

concerns to the Canadian public?

2. What have Aboriginal people often objected to, when protesting?

Chapter 27- Criminal Justice1. Define the term: “systemic discrimination”.

2. How does the criminal justice system fail aboriginal people?

3. Offer five examples of how the criminal justice system has been unfair to aboriginal people.

4. Offer three reasons poor people are over-represented in the criminal justice system.

5. What do Aboriginal people believe as part of their process of justice?

6. What is the focus of many aboriginal justice traditions?

7. What are two practical results that can be achieved by working to change the Canadian justice system?

8.What is a sentencing circle?

Appendix 2: WebQuest Handouts

Native ProtestsProtest: OKA Ipperwash Kinder

Morgan/Trans-mountain Pipeline

Research and Describe an additional Native protest here

Why were people protesting? (Give information on what was happening to make people upset)

How does this contradict traditional Native Values?

What happened at the protest? (how many arrested, How many killed?)

What was the final resolution? (In other words, how was the protest eventually stopped?)

How do you think this issue should have been resolved? Explain

Appendix 3: One Dead Indian Response Questions

One Dead Indian response questions 1. Why did the Chippewa reclaim their land? What promise was

broken by the Canadian government?

2. What claim(s) can First Nations people make in order to get their case heard at the provincial or federal level?

3. Why would they not want to be seen drinking on the bus? (Hint: where is the protest being held?)

4. How does the strategy differ between the younger and older protesters?

5. What did the police claim happened to the audio recordings of the riot?

6. How did Sgt. Tierney’s testimony change the outcome of the court’s ruling?

7. How could the outcome of this particular case change the attitudes of younger First Nations protestors? (Hint: What did Dudley’s older brother say about “one law for Indians, one law for whites?”)

Appendix 4: Mascots Discussion Chart

See Paper document

...

Appendix 5: Mascots readings

See paper copies

Appendix 6: Pocahontas reading and questions

The Pocahontas Myth

By Chief Roy Crazy Horse, 1 July 1996

This year, Roy Disney decided to release an animated movie about a Powhatan woman known as Pocahontas. In answer to a complaint by the Powhatan Nation, he claims the film is responsible, accurate, and respectful.

We of the Powhatan Nation disagree. The film distorts history beyond recognition. Our offers to assist Disney with cultural and historical accuracy were rejected. Our efforts urging him to reconsider his misguided mission were spurred.

Pocahontas was a nickname, meaning the naughty one or spoiled child. Her real name was Matoaka. The legend is that she saved a heroic John Smith from being clubbed to death by her father in 1607 - she would have been about 10 or 11 at the time. The truth is that Smith's fellow colonists described him as an abrasive, ambitious, self-promoting mercenary soldier.

Of all of Powhatan's children, only Pocahontas is known, primarily because she became the hero of Euro-Americans as the good Indian, one who saved the life of a white man. Not only is the good Indian/bad Indian theme inevitably given new life by Disney, but the history, as recorded by the English themselves, is badly falsified in the name of entertainment.

The truth of the matter is that the first time John Smith told the story about this rescue was 17 years after it happened, and it was but one of three reported by the pretentious Smith that he was saved from death by a prominent woman.

Yet in an account Smith wrote after his winter stay with Powhatan's people, he never mentioned such an incident. In fact, the starving adventurer reported he had been kept comfortable and treated in a friendly fashion as an honored guest of Powhatan and Powhatan's brothers. Most scholars think the Pocahontas incident would have been highly unlikely, especially since it was part of a longer account used as justification to wage war on Powhatan's Nation.

Euro-Americans must ask themselves why it has been so important to elevate Smith's fibbing to status as a national myth worthy of being recycled again by Disney. Disney even improves upon it by changing Pocahontas from a little girl into a young woman.

The true Pocahontas story has a sad ending. In 1612, at the age of 17, Pocahontas was treacherously taken prisoner by the English while she was on a social visit, and was held hostage at Jamestown for over a year.

During her captivity, a 28-year-old widower named John Rolfe took a special interest in the attractive young prisoner. As a condition of her release, she agreed to marry Rolfe, who the world can thank for commercializing tobacco. Thus, in April 1614, Matoaka, also known as Pocahontas, daughter of Chief Powhatan, became Rebecca Rolfe. Shortly after, they had a son, whom they named Thomas Rolfe. The descendants of Pocahontas and John Rolfe were known as the Red Rolfes.

Two years later on the spring of 1616, Rolfe took her to England where the Virginia Company of London used her in their propaganda campaign to support the colony. She was wined and dined and taken to theaters. It was recorded that on one occassion when she encountered John Smith (who was also in London at the time), she was so furious with him that she turned her back to him, hid her face, and went off by herself for several hours. Later, in a second encounter, she called him a liar and showed him the door.

Rolfe, his young wife, and their son set off for Virginia in March of 1617, but Rebecca had to be taken off the ship at Gravesend. She died there on March 21, 1617, at the age of 21. She was buried at Gravesend, but the grave was destroyed in a reconstruction of the church. It was only after her death and her fame in London society that Smith found it convienient to invent the yarn that she had rescued him.

History tells the rest. Chief Powhatan died the following spring of 1618. The people of Smith and Rolfe turned upon the people who had shared their resources with them and had shown them friendship. During Pocahontas' generation, Powhatan's people were decimated and dispersed, and their lands were taken over. A clear pattern had been set which would soon spread across the American continent.

The Pocahontas Myth Questions:

1. Why does the Powhatan Nation disagree with Disney’s portrayal of the Pocahontas Story?2. What does the term Pocahontas mean? What was her real name?3. What did John Smith initially report happened when staying with the Powhatan people? 4. Why is the Pocahontas incident highly unlikely?5. According to the true Pocahontas story, what happened to her when she was 17?6. How was Pocahontas eventually released?7. What did Rolfe commercialize?8. What was Pocahontas’ father’s name?9. What was Pocahontas also known as, once she married? 10. When and at what age did Pocahontas die?11. Why did John Smith find it convenient to invent the story that he was rescued by Pocahontas?





Appendix 7: Cartoons

Appendix 8: Cartoons discussion chart

Stereotypes and Cartoons

Image: Image 1 Image 2 Image 3What is the issue(s) being addressed?

How does this cartoon depict stereotypes and discrimination faced by Indigenous people?

Name five features of the image (text and visuals) which highlight this discrimination or stereotypes.

What do you think the opinion or perspective of the cartoonist might be?

Appendix 9: Uncontacted Peoples handout

Uncontacted Tribes Crisis

In your groups, you will take on the role of the Cabinet (top government officials) of Brazil, or another country that has known Isolated tribes within your borders. A debate has ensued about whether or not to contact these tribes. Some groups are arguing that we can provide these tribesmen/women with a greater quality of life by introducing them to society. Others argue that we will only cause undue harm. Industrial groups are calling for the many natural resources within the territory inhabited by the Isolated tribes.

Your task is to make a final decision on whether or not to make contact with the tribes. You must first identify the pros and cons, the benefits and risks involved, before making your final decision. With your group, discuss this and complete the below chart.

What challenges might be involved in making contact? (Hint, language, cultural barriers)

What benefits might making contact have for these peoples?

What were the major harms imposed on the Mi’kmaq when Europeans arrived?

What are the major risks of making contact for these Isolated tribes?

If we decided to make contact, how would we avoid the mistakes made by the British and Canadians to the Mi’kmaq?

DECISION:

Should we intervene and make contact with the Indigenous Tribe?

Why or why not?

Your decision is made, great! However, now the situation is more complicated. A series of wildfires have broken out in the region we know is inhabited by the Isolated tribes. Experts are saying it is likely that some of the tribespeople will be harmed. Will this change your decision? Is intervening justified? Why or why not?

YOUR DECISION:

Why is this the correct decision? Explain your reasoning:

What are the downsides and risks of this decision? Provide at least two of each:

Documents

Mi’kmaq Studies 11: Protests, Criminal Justice, and Social Justice · Web view2020. 6. 17. · Name: Nick Kaizer. Course: Mi’kmaq Studies 11. Lesson Goals: Protest and Criminal