Canadian Aboriginal Literature:
An Integrated Lesson Plan for English Language Arts 20
EDUC 498
November 8th, 2012
Hall & Lyons ELA 20 2
Unit-Plan Rationale
Subject: English Language Arts (ELA) 20
Topics and Sub-Topics:
1. Framing Canadian Aboriginal Literature: Important Terms
2. European & Aboriginal Relations
3. Aboriginal Worldview
4. Identity
5. Finding a Voice
6. Canadian Aboriginal Literature Final Projects
Connections: The unit’s primary focus is to bring awareness to Canadian Aboriginal literature, a
literary voice which has been silenced for most of its past. Also, the unit provides an
understanding of Canadian history, while developing the individual identity of our students as
they find their place in the world. The intention of the unit is to provide different literary texts of
Canadian Aboriginal voices to complement the English 20 curriculum requirements.
Key Foundational Objectives:
Speaking:
Students will recognize the importance of speaking fluently and effectively.
Students will have the opportunity to improve their public-speaking skills in presentation format.
Listening:
Students will engage in active listening through various mediums.
Writing:
Students will learn to write through a personal, reflective tone while being consciously aware of
their writing style.
Students will be able to practice their formal essay writing skills.
Reading:
Students will be exposed to several different literary forms including poetry, short story, novel
excerpt, and formal essay.
Students will be given the opportunity to enhance their reading strategies to understand the
texts on a deeper level.
Students will be required to read independently as well as out loud to the class.
Viewing:
Students will construct visual representations to aid their written work.
Students are to think comparatively and critically when viewing multimedia.
Representing:
Students will be given the opportunity to creatively express their thoughts in a journal format.
Students will be able to represent their voice continuously throughout the unit.
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Rationale:
Canadian Aboriginal Literature is a unit that uses a range of texts (poetry, short stories,
essays, novel excerpts, and music videos) written by Aboriginal authors or through an
Aboriginal perspective. Overall, the unit is important to the Saskatchewan English Language
Arts 20 curriculum because the students should be able to draw deeper connections from the
history of Canada with the literature selected while applying the messages to their school and
community lives. The goals and outcomes of the Saskatchewan English Language Arts 20
suggests teachers should use a variety of First Nations, Metis, Saskatchewan, and Canadian
texts that outline identity, social responsibility, and social action. These are the basis for
Canadian Aboriginal Literature’s themes. This unit will be an integration of Aboriginal literature
and worldview that centres on the history of Canada, therefore connecting ELA 20 to Native
Studies 10, 20, 30, and History 30. Canadian Aboriginal Literature connects to all three
outcomes established in the Saskatchewan Curriculum (2008): Comprehend and Respond,
Compose and Create, and Assess and Reflect. Identity, social responsibility, and social action
are common within the first two outcomes and become necessary to the understanding of the
unit. Identity in the ELA 20 Curriculum connects the relationship the students have with
themselves and others (family, friends, classmates, etc.). Within Canadian Aboriginal Literature,
the unit encourages students to critically reflect on their own identity and how that identity is
constructed. Their identity reflects how they connect to others of different ethnic backgrounds,
and how the literary texts guides this process. Social responsibilities are the choices students
make whilst considering the impacts their decisions may have on their surroundings and people
around them. This social responsibility includes applying non-racist attitudes towards Aboriginal
people and becoming respectful of other cultures to promote a more inclusive environment and
a profound understanding. A literary viewpoint on the history of Canada and EuropeanAboriginal relations outlines the social action aspect of Comprehend and Respond and Compose
and Create. In Assess and Reflect, students will meet curriculum requirements by self and peer
evaluations on their group projects. They will be evaluated by the teacher on their writing skills
through their journal entries and final projects, as well as their presentation skills. Students will
also be evaluated on their participation in class discussions and their completion of required
homework.
Canadian Aboriginal Literature is developmentally appropriate because it progresses the
student’s basic level of understanding into a deeper reading of the texts. Through lessons
focused on colour-coding, recognizing literary devices, second draft reading, and viewing
through a post-colonial lens, students will be developing their critical reading and writing skills.
Additionally, reflections such as the journal entries are designed to demonstrate a progression
in writing style and critical thought development. As students are introduced to concepts as an
entire class, their capabilities will be challenged as the class discussions evolve into small group
work, with the eventual goal of having each student working an individual level.
The unit addresses Aboriginal knowledge through worldviews to give students a sense of
agency in their own lives. The literary texts encourage this sense of agency that reflects the
student’s ability to make a difference in their lives and community. The Canadian Aboriginal
Literature unit promotes deeper reading strategies that are not only applicable inside the
classroom, but can be applied into reading social contexts (i.e. newspaper, workplace policies,
etc). Throughout the design of the unit, we have consciously incorporated activities that will
promote our students to become more confident as readers. At the heart of the unit is the
intention that our students will reflect on their identity, place in the community, and
positionality on the underlying themes of oppression, assimilation, and colonialism.
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The content meets the needs of the learners through a collection of literary texts,
varying from humorous to serious. This variance allows us to approach difficult subjects while
encouraging the students to discuss these topics in a safe environment. Canadian Aboriginal
Literature includes diverse author backgrounds, Aboriginal culture, and gender. Through a focus
on the time period in which the authors are writing, students will understand the implications
history has on a literary piece. Our lessons are designed primarily for auditory and visual
learners with mediums to support their learning style. It is our intention to appeal to students
who excel in both individual and group work. As a philosophy of our assessment, we believe
that choice in final projects should be given to supplement student’s creative license.
Language Strands:
Speaking:
Students will be presenting orally their research to their peers through the focus activity,
“Framing Canadian Aboriginal Literature: Important Terms.”
Students will be contributing to class discussions as well as small group discussions.
Listening:
Students will be listening and generating questions from the presentations.
Students will be listening with a critical ear to music videos in order to respond through a
journal entry.
Students will be listening to their teacher and peers while they read out loud the literary pieces.
Students will listen to class discussions to be engaged learners.
Writing:
Students will be writing reflective and personal pieces after each theme in a journal entry.
Students will write one informal essay discussing their worldviews and cultural identity.
In the Final Projects assignment, students have several options to write a formal piece.
Reading:
Students will be independently reading poems and short stories to develop their reading
strategies. Students will also be reading out loud as a class to hear the oral aspects of certain
literary texts.
Students are reading for literary techniques that the authors use, as well as to develop an
understanding of reading for a deeper meaning.
Viewing:
Students are required to use visual aids in their focus activity and in their journal entries.
Students will be viewing music videos as a way to develop their deeper reading strategies in
other mediums.
Representing:
Students will be representing their individual voices through several reflective writing pieces.
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Cross Curricular Competencies:
This unit directly relates to each of the Cross-Curricular Competencies: Developing Thinking,
Developing Identity and Interdependence, Developing Literacies, and Developing Social
Responsibility.
Grading Scheme:
Focus Activity: 15%
Participation/Homework Checks (5): 15%
Journal Entries (5): 30%
Final Project: 40%
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Lesson 1 – Framing Canadian Aboriginal Literature: Important Terms (1 hour 40
min)
Curriculum Objectives:
Reading: Students will be utilizing their own researching methods to construct a presentation
they will deliver to their classmates. Through researching, they will be reading critically to
ensure they are using credible and reliable sources.
Writing: Students are to practice condensing and prioritizing information into a handout
distributed to the class. They will be writing a summary of their research findings.
Students will be working on their writing skills as well as receiving feedback on their
grammar and writing style.
Speaking: Students will be practicing their formal presentation skills as they present their
finding to their classmates. They will be given the opportunity to relay important information to
enlighten the class on their researched terms.
Listening: Students are to practice their listening skills while their peers present important
information for the upcoming unit.
Viewing: Students are to use creativity while constructing a visual representation that they will
present to their peers. It is to be visually appealing in order to keep their audience’s attention.
Sources:
No sources needed in class. Sources depend on the student’s research.
Abstract:
We can anticipate that the students will be coming into our classroom with prior knowledge of
the history of Canada, especially concerning Aboriginal and European relations; however, in
order to ensure all students are on the same level, a focus activity has been designed
(Appendix 1-1). The students will be researching terms and then presenting their findings to
the class. Through this focus activity, the students will be introduced to major themes within
the unit (“European & Aboriginal Relations”, “Aboriginal Worldview”, “Identity”, and “Finding a
Voice”). The lesson involves an integration of Native Studies and History, with the intention of
framing an English Language Arts focus on Canadian Aboriginal literature.
Activities:
After a brief introduction into the new unit, Canadian Aboriginal Literature, the students will
organize themselves into groups of three. From there, teacher(s) will assign each group a topic
to begin their research. They will be given one work period to complete their research and
begin building a visual representation of the term to present the next school day. Students will
include a reference page with all their citations, as well as a handout that will be distributed to
their classmates. The following day, the groups will present their findings of important terms
for the unit. The students are expected to participate as a viewer of the presentations by
asking open-ended questions using the five Ws and H.
The students will also be given the task of evaluating themselves prior to the presentations.
Throughout the presentations, there will also be a peer evaluation. Groups at random will be
chosen to evaluate only one group presentation. This method of evaluation is to ensure that
there is one group evaluation and one peer evaluation submitted for each group. These
assessments will be taken into consideration with the final teacher’s evaluation to appropriate a
grade for the assignment.
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Homework:
Students must compile the information into a visual representation complete with sources and a
handout, and students must demonstrate creativity in their work. Any uncompleted aspects of
the assignment by the end of the work period will be assigned for homework as the
presentation is due the next school day.
Assessment:
Students will complete a self-evaluation at the beginning of the presentation class based on the
included rubric (Appendix 1-2).
Students will assess their classmates based on a rubric (Appendix 1-3) provided, each group
only assessing once (group evaluating will be chosen by the teacher prior to the presentation).
The teacher will evaluate based on the same rubric, weighting our evaluation at 50% of their
final focus activity mark.
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Lesson #2 – European & Aboriginal Relations (2 hours 30 min)
Curriculum Objectives:
Reading: Students will be reading silently and independently, but will also take turns reading
out loud to the class. Students will engage in a reading activity for first draft reading known as
the colour coding technique.
Writing: Students will be expected to write a journal entry to conclude the theme.
Speaking: Students will be reading out loud.
Listening: Students will be listening to the teacher(s) in a lecture-style class.
Viewing: Students will be viewing author pictures and backgrounds through an introductory
PowerPoint provided by the teacher.
Sources:
Armstrong, Jeannette C. (1998). “History Lesson”. In Daniel David Moses and Terry Goldie (2nd
Ed), An Anthology of Canadian Native Literature in English (pp. 226-227). Ontario: Oxford
UP.
Cardinal, Harold. (1998). “A Canadian What the Hell It’s All About”. In Daniel David Moses and
Terry Goldie (2nd Ed), An Anthology of Canadian Native Literature in English (pp. 211217). Ontario: Oxford UP.
Taylor, Drew Hayden. (1998). “Pretty Like a White Boy: The Adventures of a Blue Eyed
Ojibway”. In Daniel David Moses and Terry Goldie (2nd Ed), An Anthology of Canadian
Native Literature in English (pp. 436-439). Ontario: Oxford UP.
Abstract:
In order to spend adequate time on each piece, the lesson is divided into three classes: one
class focusing on Harold Cardinal’s essay, one period on Jeannette Armstrong’s poem with an
introduction to reading poetry, and the final lesson on Drew Hayden Taylor’s short story
completed with a colour-coding technique. At the beginning of each literary piece, the teacher
will introduce the author’s background as well as any additional historical context necessary to
understanding the literary piece (For Author Backgrounds, see Appendix 2-1). The additional
information will depend on the results of the focus activity. The purpose of this unit is to
engage students in the history of Indigenous Peoples and land, whilst bringing to light the
issues revolving around European and Aboriginal relations.
Harold Cardinal’s essay “A Canadian What the Hell It’s All About” focuses on the relationship
between Aboriginals and Europeans, and he argues that the conflict between European and
Aboriginal Peoples is a result of a lack of communication. Cardinal’s thesis states that the past
and present should be used to explain the future of Canada’s economic conditions, and he
frames his argument through a discussion on Canadian identity that he argues is different than
an Aboriginal’s identity. He argues that two different languages led to the misunderstandings of
Aboriginals and Europeans that evolved since the beginning of colonization, leading to a
confusion of identity markers. Cardinal explains that being Canadian (“Canadianism”) does not
have a clear definition compared to using the word Cree or Dene to describe who you are. He
explains how this identity has been lost but it is slowly being regained as more and more
Aboriginals understand what it means to be “clean,” a term which Cardinal explains in his essay.
He concludes his paper by stating that a bridge of understanding between two existing but
separate cultures still needs to be built after all these centuries of conflict. (See Appendix 2-2)
Hall & Lyons ELA 20 9

Some topics that might be discussed in relation to Cardinal’s essay:
o Kruschev and Kennedy
o Quixotic battle
o White Paper of 1969
o Red Paper
o Treaties
o Indian Act
Students will be asked to answer these questions in relation to Cardinal’s essay.
 According to Cardinal, what does it mean to be “clean” within Aboriginal culture?
 Can we truly define what is “Canadian” or “Canadianism”? Why or why not?
 Who does Cardinal blame for the problems of the Aboriginal community?
 What does Cardinal’s essay say about being Aboriginal? What does it say about being of
European descent?
Jeannette Armstrong’s poem “History Lesson” is a poem that describes the history of European
and Aboriginal Peoples through imagery and personification. The speaker of the poem begins
with the adventures of Christopher Columbus and brings it to Armstrong’s writing period where
Aboriginal Peoples feel lost and confused in their present situation. Armstrong’s poetry alludes
to many items that the students will recognize (like Rice Krispies) and hopefully question.
(Appendix 2-3)
Drew Hayden Taylor’s “Pretty Like a White Boy: The Adventures of a Blue-Eyed Ojibway” is a
humorous approach to explaining European and Aboriginal relationships. Taylor is writing about
his experiences as a Metis person living in a society that defines Aboriginals based on their
appearance. For that reason, Taylor can neither identify as Aboriginal or Caucasian. Taylor
touches on the stereotypes of both races and how they are applicable in his life. Students will
appreciate the humour behind Taylor’s writing and begin to question how First Nations people
perceive Metis and Caucasian people, as well as how Caucasian people see Aboriginals.
(Appendix 2-4)
In history, European and Aboriginal relations is usually described from the European point of
view. However, by looking at literature from Cardinal, Armstrong, and Taylor, students will
begin to understand a perspective from an Aboriginal viewpoint. An important concept for
students to understand is that all of these sources are secondary—none of them are written
during the colonization period. Knowing these texts are secondary sources has an impact on
how they are read because it allows students to be critical about the perspective. Each text fits
into the theme because although these texts are very different from each other, each text
explains the past, present, and future of what these European and Aboriginal relationships
mean to their personal lives.
Activities:
Students will be reading Cardinal’s essay and answering questions in class.
Students will be introduced to reading poetry through a group analysis of the poem “History
Lesson”. Students will read the poem through once with the teacher(s) out loud. The teacher(s)
will ask the students to paraphrase a literal meaning of the poem through a class discussion.
The teacher(s) will than ask the students to read through the poem again, this time highlighting
any literary techniques the students may recognize. Students will be looking at literary
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techniques such as personification, metaphor, simile, and imagery. Teacher(s) will also ask the
students to highlight any words that relate to each other through imagery, such as nature, or
through terms that are relatable as a group such as European or Aboriginal. Students should be
aware of tone, audience, and voice, and should also recognize the structure of the poem
Armstrong uses. After deconstructing the poem’s elements, the students should be able to aptly
discuss the meaning of the poem. At the end of class, the teacher will ask the students to think
about these questions:
- Can you relate to the poem in any way? Why or why not?
- Are there any personal experiences that draw you towards a certain passage in this
poem? Explain.
Reading strategy: For Drew Hayden Taylor’s “Pretty like a White Boy”, the teacher would
facilitate a class reading for the first two pages of the short story. During those two pages,
students will use the colour-coding strategy to engage in an effective first draft reading of the
short story. The students would identify interesting passages, but also acknowledge where they
needed further clarification (ex. Vocabulary). We want students to learn about their own
reading strategy and recognize that not all students are strong readers. Students will be asked
to share as a class their passages, as well as their questions of clarification. The lesson is
designed to get students thinking about how they can efficiently and effectively read literature
the first time while still connecting to the author’s main ideas.
Homework:
Questions for Cardinal’s essay not completed during class will be assigned for homework and
discussed the next day.
Journal entry- after reading three pieces of literature, students are to write a journal entry
based on one of the pieces that spoke to them the most. Students are expected to relate the
author’s experiences or message to an experience they have had. Students also must explain
why the poem/short story/ essay is included in the theme of Aboriginal and European relations.
Journal entry will be due two days after assigned in class.
Assessment:
Students will be expected to complete a journal entry after the pieces of European and
Aboriginal relations have been discussed in class. Rubric to all journal entries can be found in
Appendix 2-5.
Students will be assessed on their independent participation in the colour-coding reading
strategy for effective first draft reading in the form of a homework check.
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Lesson 3 – Aboriginal Worldview (1 hour 40 min)
Curriculum Objectives:
Speaking: Students will be required to participate in class discussion following the two short
stories.
Listening: Students will be presented with the opportunity to listen to an oral story that has
been transcribed. They will be encouraged to see the difference between stories we have
previously studied in comparison to a story with oral tradition embedded in it.
Writing: Through the assignment, the students will be required to write either in a journal-style
or as an informal essay. Students will receive feedback on their writing skills.
Reading: Students will be asked to read the short story out loud as a class.
Students will also practice their individual silent reading skills.
Representing: Students will be given the opportunity to write as well as to bring in a
representation of their identity. They will choose a visual medium that adequately represents
them.
Sources:
Geyshick, Ron. (1998). “A Windigo”. In Daniel David Moses and Terry Goldie (2nd Ed), An
Anthology of Canadian Native Literature in English (pp. 200). Ontario: Oxford UP.
King, Thomas. (1998). “The One About Coyote Going West”. In Daniel David Moses and Terry
Goldie (2nd Ed), An Anthology of Canadian Native Literature in English (pp. 203-210).
Ontario: Oxford UP.
Abstract:
At the beginning of each literary piece, the teacher(s) will introduce the author’s background as
well as any additional historical context necessary to understanding the literary piece.
It is important that the teacher(s) mentions that each Aboriginal culture has their own trickster,
and as a class we will only be doing a quick survey on these tricksters. While there is only a
focus on Coyote, Raven, and Windigo, the students previous presentation in the focus activity
will ensure the students have the ability to gain a deeper understanding of these Aboriginal
trickster figures. If the teacher(s) feels that additional information is needed after the
presentation on Aboriginal tricksters, it would be presented before taking up the literary pieces.
However, this decision will occur after the completion of the focus activity in Lesson #1.
In Thomas King’s “The One About Coyote Going West”, King comically jabs fun at Canadian
history by placing it out of context that students would be familiar with. King assumes his
readers have heard the “White man” stories already, including the “discovery stories”, such as:
“Eric the Lucky and the Vikings playing hockey for the Old-Timers, find us Indians in
Newfoundland”, “Christopher Cartier looking for something good to eat. Find us Indians in a
restaurant in Montreal”, and “Jacques Columbus come along that river, Indians waiting for him”
(203-204). By introducing this critical piece into the lesson, the students will comprehend the
dangers of taking history as fact and whole, rather than viewing it as only a piece of the whole
truth. This aspect will relate to the previous theme of “European and Aboriginal Relations” as it
includes the European point of view in contrast to the Aboriginal point of view. Through
reading “The One About Coyote Going West”, it is important that the students recognize that
both points of view can work together to form a somewhat complete history. As well, King
explores an Aboriginal worldview through his short story. A trickster story is a very significant
Hall & Lyons ELA 20 12
aspect of oral tradition and Aboriginal culture; for this reason, King transcribes the trickster
story to include aspects of orality. While the students are reading the text, the teacher(s)
would bring attention to how King uses orality in the written word.
In Ron Geyshick’s “A Windigo”, a story is presented of a young boy trapping with his father and
encountering a windigo. As the class knows from the focus activity, a windigo is a cannibalistic
spirit capable of conniving humans to partaking in malicious acts. Once a human has eaten
human flesh they are capable of turning into a windigo, and humans take great measures to rid
their surroundings of such a negative, manipulative spirit. Geyshick’s narrative speaks from a
young boy witnessing his father protecting him of the windigo. In the description of the
windigo and the ridding of its spirit, the readers will be able to sense how serious a windigo is
taken, in this particular piece, in an Ojibway community. The incorporation of Geyshick’s “A
Windigo” is important because it is a story piece that passes lessons down through generations,
but also informs the students of the importance of the windigo which can be drawn from the
narrative.
Activities:
The teacher will read Thomas King’s “The One About Coyote Going West” out loud to the class
for several reasons, most importantly for the students to hear the oral aspects of the story. It
is important for the students to be following along as the teacher is reading so they can see
how King has written a story that can be read with personalization, but also with oral traditions
in mind. About one-third into the story, the teacher will call upon students to read the story as
well. Following the reading, the teacher will facilitate a discussion on the characteristics of oral
tradition and how King incorporates them into his piece. The teacher will then guide
thediscussion to why King chose to use “Eric the Lucky”, “Christopher Cartier”, and “Jacques
Columbus” instead of their names properly (Erik the Red and son Leif Ericson, Christopher
Columbus, and Jacques Cartier). Another question the teacher would ask is, “what is Thomas
King doing by using these mixed up names? What is his intention?”.
While reading “A Windigo” as a class with student participation, a discussion on traditional
Aboriginal legends will follow. The teacher will guide the discussion around how “The One
About Coyote Going West” and “A Windigo” has introduced or perhaps re-introduced these
Aboriginal characters into the students perspective on Canadian Aboriginal literature. Guided by
questions such as:
1. Why is learning the legend of windigo important to understanding Geyshick’s narrative?
2. How does it relate to the previous story King provides?
3. Does your culture have a similar trickster to Coyote, Raven, or Windigo?
4. Do you know any other trickster tales?
5. Why is learning about Aboriginal and other trickster tales important?
After a class discussion and before introducing the worldview and cultural identity assignment,
the teacher would read the description of a worldview as “A comprehensive view or philosophy
of life, the world, and the universe. It is the view of life that shapes how people interact and
respond to the world around them; it influences, shapes, and interprets what people experience
and provides them with a sense of vision for the future” (Office of the Treaty Commissioner,
2008, 27). The class would then brainstorm some aspects of a worldview to start the writing
process based on their own worldview, which will be a part of their assignment. (See Appendix
3-3)
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Homework:
No formal homework is assigned; however, the worldview and cultural identity assignment is
due two school days after the assignment is handed out. If students do not use their time
wisely, they will have to complete it on their own time as no additional class time is allotted for
the worldview assignment.
Assessment:
Students will be assessed on their completion of the worldview and cultural identity assignment
as a component of their journal entry grade.
Students will be graded based on the rubric provided (Appendix 2-5).
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Lesson 4 – Identity (1 hour 40 min)
Curriculum Objectives:
Speaking: Students will be required to read out loud to the class.
Listening: Students will listen to the teacher read, while noting passages that strike them as
important or worth analyzing on a deeper level.
Students will listen to others describe their passages while critically thinking about the
message the passage is trying to imply.
Writing: Students will write a journal entry in regards to their identity.
Reading: Students will recognize the importance of the speaker’s voice in literary works and its
influence on the reader.
Students will be required to read individually and practice their oral reading skills.
Representing: Students will incorporate a visual representation of their identity in their journal
entry.
Sources:
Armstrong, Jeannette. (1998). “Indian Woman”. In Daniel David Moses and Terry Goldie (2nd
Ed), An Anthology of Canadian Native Literature in English (pp. 229-230). Ontario: Oxford
UP.
Wagamese, Richard. “From Keeper N’Me”. In Daniel David Moses and Terry Goldie (2nd Ed), An
Anthology of Canadian Native Literature in English (pp. 403-410). Ontario: Oxford UP.
Abstract:
At the beginning of each literary piece, the teacher will introduce the author’s background as
well as any additional historical context necessary to understanding the literary piece. (Appendix
2-1)
In the lesson centred on “Identity”, the students will be reading “Indian Woman” by Jeannette
Armstrong and an excerpt from Richard Wagamese’s Keeper N’Me. Through these two pieces,
the students will examine how the speakers identify themselves and how they have searched
for their own understanding of their identity.
In her poem “Indian Woman”, Jeannette Armstrong centres her message on facing the different
ways in which Europeans view an Indian woman in comparison to how women are viewed in
Aboriginal culture. In contrast to the patriarchal family construction that is present in European
families, the Aboriginal family construction varies between equal involvement of the mother and
father in supporting the future generations. In many Aboriginal families, if viewing how a
family is constructed through the form of a circle, the children are placed in the middle.
Surrounding their children, the mother and father are equal providers. On the outer level would
be the Elders and older generational family members. In order to understand the poem, the
differing values of women will need to be explained to the class since Armstrong plays on the
stereotype of an Aboriginal woman. In the speaker’s description of the sacred Indian woman,
the connection to the land is prevalent. The teacher will offer a description of the connection of
Aboriginal peoples to the land, including that Aboriginal worldview sees every object on the land
as living. (See Appendix 4-1 for “Indian Woman”; Appendix 4-2 for Connection to Land).
Keeper N’Me demonstrates many parallels to Richard Wagamese’s, the author’s, life. Despite
Wagamese drawing connections from his own life, Keeper N’Me is a fictional novel that centres
Hall & Lyons ELA 20 15
on Garnet Raven’s search for identity in his conquest to reconnect with his Ojibway family,
community, and heritage. Garnet has been disconnected from his family for 22 years after
being placed in foster care during the Sixties Scoop. After all these years, Garnet has returned
to his reserve. Through reading the passage, it is obvious that Garnet has adopted another
culture, that of his black friend Lonnie. Once he returns to the reserve, the residents poke fun
at his James Brown-esque style of clothing and hairstyle. Garnet Raven and the students in the
classroom are both trying to construct and shape their own identities. While Garnet’s may be
more complex since he has been disconnected from his heritage for over twenty years and does
not speak the language, many of the students in the classroom have probably felt some form of
disconnection in their lives. As a contemporary author, Wagamese has the ability in his novel to
play with humour, while also addressing cultural and identity issues.
It is important for students to understand that an identity is never fixed; instead identity is
always evolving as each person continues to learn and grow as individuals. Drawing on their
recent assignment of constructing and understanding worldview and cultural identity, the
students will be able to draw a deeper analysis of Armstrong’s and Wagamese’s construction of
their identity.
Activities:
While taking up Jeannette Armstrong’s “Indian Woman”, the students would first be asked to
read the poem silently by themselves. Next, as the teacher(s) read the poem out loud, the
students would follow along highlighting or underlining words and/or phrases that caught their
attention. After the group reading, each student will choose one passage or phrase that they
found to stand out or be thought-provoking. After organizing themselves into groups of three,
the students will be assigned a group reading activity. In their groups, they will individually
share a line or combination of words that intrigued them, having the remaining group members
each take a turn commenting on the passage before the original owner of the passage
comments themselves. After each member has shared his or her passage, the teacher will give
them a set of questions to be answered on “Indian Woman”. The questions the students will
be asked to answer are:
1. Looking at the different language (vocabulary) which Armstrong uses during the first
half of the poem in comparison to the word choice she uses in the second half, what
effect does this have on the reader?
2. When does the speaker’s voice change?
3. What causes this change in the speaker’s voice?
After the students are given adequate time to share their passage and answering the questions
in their group, the teacher will take up the questions as a class. To ensure everyone is
involved, the teacher will be calling upon students to share their understanding and knowledge
of the questions in relation to the larger themes and unit.
For the excerpt from Richard Wagamese’s Keeper N’Me, the students and the teacher will both
read out loud. It is important that the teacher ensures that students know what the Sixties
Scoop was and how it affected many young Aboriginal children and their families (Appendix 44). By calling upon students within the classroom, they will be able to demonstrate their oral
reading skills. After reading the passage, the teacher would generate a class discussion around
the question, “If you were disconnected from your family since you were three years old and
Hall & Lyons ELA 20 16
returned to a community where your family resided, how would you feel? What would be your
response?”
To conclude the lesson on “Identity”, the students will be required to write a journal entry on
the topic of their own identity. The students will be instructed that they are to take their
previous assignment of worldview and cultural identity to a deeper understanding. While
leaving the topic open, a few suggestions would be to write on its importance, how it is
constructed, how the students view themselves, or how it helps the students relate to others. A
visual representation, such as a picture, drawing, family tree, etc., is required to be submitted
with their journal entry. This visual must be different than the previous worldview assignment
and should relate to a different aspect of the students identity.
Homework:
The journal entry, including a visual representation, will be due two schools days after it is
assigned in class. While there will be class time allotted to plan and start the journal, finishing
it and incorporating a visual representation will be for homework.
Assessment:
Students will be assessed on their journal entry based on the rubric provided (see Appendix 25).
Hall & Lyons ELA 20 17
Lesson 5 – Finding a Voice (1 hour 40 min)
Curriculum Objectives:
Speaking: Students will enhance their presentation skills through a deeper reading activity.
Listening: Students will develop an understanding of different methods of finding a voice within
Canadian Aboriginal Literature.
Students will recognize listening as a valuable asset to their learning and actively engage
with the presenters.
Writing: Students will be able to develop their personal voice and express their feelings through
a comparative assignment.
Reading: Students will recognize speaker, tone, literary techniques, and style when analyzing
literary texts.
Students will be able to evaluate a text’s literal and deeper meaning through their
analysis as a class.
Viewing: Students will reflect on visual representations of the theme to gain a deeper
understanding.
Sources:
Joe, Rita. (1998). “I Lost My Talk.” In Daniel David Moses and Terry Goldie (2nd Ed), An
Anthology of Canadian Native Literature in English (pp. 113-114). Ontario: Oxford UP.
Annharte (1998). “One Way to Keep Track of Who Is Talking.” In Daniel David Moses and Terry
Goldie (2nd Ed), An Anthology of Canadian Native Literature in English (pp. 190-191).
Ontario: Oxford UP.
Eekwol (2009, May 5). “Too Sick.” Retrieved November 6, 2012, from <
http://www.youtube.com/watch?v=0XuYikRUl7g>
Sainte-Marie, Buffy. (1998).”Universal Soldier.” In Daniel David Moses and Terry Goldie (2nd
Ed), An Anthology of Canadian Native Literature in English (pp. 175). Ontario: Oxford UP.
Sainte- Marie, Buffy. (2007, December 26) “Universal Soldier.” Retrieved November 6, 2012,
from <http://lynn.libguides.com/content.php?pid=47000&sid=349970>
Abstract:
At the beginning of each literary piece, the teacher will introduce the author’s background as
well as any additional historical context necessary to understanding the literary piece (Appendix
2-1). The lesson will be introduced with a discussion on post-colonialism.
Rita Joe’s “I Lost My Talk” is a poem about how the speaker lost her language in residential
school to become more like the ambiguous audience “you”. The speaker addresses the issue
about residential schools, assimilation, and lost language, but she also wants to learn her talk
again to teach the audience about her culture. Students will use the information provided by
the focus activity to guide their assumption on who the “you” will be. Teacher(s) could use this
opportunity to explain further the residential school system if needed. Joe’s poem fits into the
theme of “Finding a Voice” because the poem demonstrates two things. One, the speaker of the
poem lost her voice in residential schools, but wants to find her talk again so she can teach the
ambiguous “you” in the poem about her culture and language. Two, the poem “I Lost My Talk”
is a way for the poet to speak up about her loss of voice and her longing to find it again, now
having the ability to do so. Despite the reference to residential schools, “I Lost My Talk” is
generally personalized to “you” and “me,” which can offer relevance to any student who is
struggling to find their voice within their own life (Appendix 5-1).
Hall & Lyons ELA 20 18
Annharte’s “One Way to Keep Track of Who is Talking” is a poem that depends on each
individual’s interpretation because while other’s may view one speaker, some other students
may view the poem as multiple speakers and voices. Students are expected to read this poem
through a post-colonial lens, which will be supplemented through an activity (See Appendix 53). The activity is designed for students to ask questions about the speaker (or speakers) of the
poem who seem to be “frozen” in a colonized view, but they will also question the period in
which Annharte is writing. In Annharte’s poem, the speaker(s) discuss oral tradition, and the
“frozenness” of their language and conversation. Therefore, Annharte’s poem is suitable to the
theme of “Finding a Voice” because it emphasizes the feeling of being stuck in a colonized world
(Appendix 5-2)
Eekwol’s “Too Sick” is a song that shows her pride in both her hip hop and Indigenous culture.
Her rap music provides a release for the issues that surround Indigenous culture. The purpose
of including “Too Sick” in the unit is for the students to relate to the material (hip-hop being
rather popular), but also to show a different perspective than the current trends in popular
media. Eekwol’s video will be contrasted to the works of Buffy Sainte-Marie.
Buffy Sainte-Marie’s “Universal Soldier” was a song reproduced in 1964 in response to the
Vietnam War. Her song represents individual responsibility and asks readers/ listeners to look at
the structures of power and who upholds these structures (a post-colonial view). Sainte-Marie
makes reference to World War II, Caesar, democracy, pride, and religion. The purpose of
including “Universal Soldier” is for students to consider the period in which Buffy Sainte-Marie
was writing, and the implications this time period had on a First Nations woman (See Appendix
5-4). Buffy Sainte-Marie’s song “Universal Soldier” is also a part of the theme “Finding a Voice”
because the artist has decided to write her song during a period in which many anti-war songs
or poets were silenced. As an Aboriginal woman, the importance of finding a voice on the
important issues are expressed in the content of “Universal Soldier”.
Activities:
The class will read the poem “I Lost My Talk” out loud. After the initial reading of the poem,
students will be asked “what does it say?” After a quick discussion, the teacher will divide the
students into groups of three. The students will be instructed to read through the poem again
silently and note anything of importance. The teacher will hand out big sheets of paper and
markers for students to discuss the meaning of the poem through a brainstormed T-chart. On
the right hand side of the page, students will write the literal meaning of the poem (what does
it say). On the left hand side of the page, students will write “what does it mean” as the title.
Students will be expected to discuss what they perceive is the meaning of the poem in their
group discussion based on the poem reading strategies given in Lesson #2 for “History Lesson”.
Each group will present their analysis of the poem to the class. The teacher will ask the final
question: “what does it matter”. Students will be asked to draw together important ideas from
their focus activity (ex. residential schools, loss of voice, gaining of voice) to Rita Joe’s poem
while relating the topics to current issues.
Reading through a post-colonial lens: Post-colonial literary theory is the voice that has been
silenced for years. Based on the questions provided in Appendix 5-3, students will begin to
understand how to read through a post-colonial lens.
Hall & Lyons ELA 20 19
The teacher will introduce two Canadian Aboriginal artists, Eekwol and Buffy Sainte-Marie.
Students will also watch “Too Sick” by Eekwol and “Universal Soldier” by Buffy Sainte- Marie to
frame their journal response. The teacher will hand out the lyrics to “Universal Soldier” at the
end of class to frame their next journal response.
Homework:
Students are to pre-read Annharte’s poem “One Way to Keep Track who is Talking”.
Students will be completing a journal entry on a comparative study of two Canadian Aboriginal
artists: Eekwol and Buffy Sainte-Marie. Students are expected to watch the videos again, this
time with only Buffy Sainte-Marie’s lyrics in front of them. The main question to answer is: how
does Eekwol’s hip-hop music fit into the theme of “Finding a Voice”? How does Buffy SainteMarie’s “Universal Soldier” fit into our theme? Journal entry will be due two school days after it
is assigned.
Some questions to guide the response:
What was your initial reaction to each video? How does watching “Universal Soldier”
with lyrics change your perception of what you are watching versus “Too Sick” where
lyrics are not provided?
What does the music video say on a literal level? Consider the lyrics and the visual
representation chosen.
What are some major issues or problems each artist refers to within their music and
video?
What do you think is the meaning behind each artist’s music?
What was happening in the time each artist produced their song?
Assessment:
Students will be expected to complete a journal entry after the literary pieces studied in the
“Finding a Voice” lesson.
Students will be assessed on their journal responses based on the rubric provided (Appendix 25).
Students will be assessed on their group participation in the deeper reading of “I Lost My Talk”
in the form of a homework check.
Hall & Lyons ELA 20 20
L esson 6 – Final Project & Assessment (1 hour 40 min)
Curriculum Objectives:
Writing: In all of the projects, students will have to complete a writing component through
reflection or essay.
Representing: Students will have creative license for their projects, including illustrations,
collages, or other means of representations.
Sources:
Sources vary on each assignment.
Abstract:
Students will be given the assignment at the beginning of the unit and are expected to consider
the topics over the next ten days (see Appendix 6-1). Students will be given one in-class work
period for their assignment, with the final project being due three days after the unit is finished.
If students chose a project where a presentation is required, they will present the day it is due.
Activities:
Students will have one in-class work period for their final projects.
Homework:
Students should have their final project chosen before their work period on the projects.
Students will do the majority of their final project for homework.
Assessment:
Students will be assessed on their final project based on the rubric provided (Appendix 6-2).
Teacher will evaluate and assess the project and presentations.
Hall & Lyons ELA 20 21
References
Aboriginal Peoples Choice Music Awards. (2012). “Eekwol”. Retrieved November 6, 2012, from
< http://aboriginalpeopleschoice.com/artists/eekwol/>
Creative Spirits. (2012, November 1). “Aboriginal Spirituality and Beliefs”. Retrieved November
6, 2012, from <http://www.creativespirits.info/aboriginalculture/spirituality/what-isaboriginal-spirituality>
Eekwol (2009, May 5). “Too Sick.” Retrieved November 6, 2012, from
<http://www.youtube.com/watch?v=0XuYikRUl7g>
Office of the Treaty Commissioner. (2008).Treaty Essential Learning: We Are All Treaty People.
Canada.
Ministry of Education. (2008). English Language Arts 20. Government of Saskatchewan.
<http://www.curriculum.gov.sk.ca/index.jsp?lang=en&subj=english_language_arts&level
=20>
Moses, Daniel David & Goldie, Terry (Eds.) (1998). An Anthology of Canadian Native Literature
in English. Ontario: Oxford UP.
Sainte- Marie, Buffy. (2007, December 26) “Universal Soldier.” Retrieved November 6, 2012,
from <http://lynn.libguides.com/content.php?pid=47000&sid=349970>
Wikipedia. (2012, November 3). “Sixties Scoop”. Retrieved November 6, 2012, from <
http://en.wikipedia.org/wiki/Sixties_Scoop>
Hall & Lyons ELA 20 22
APPENDIX
Lesson #1: Framing Canadian Aboriginal Literature: Important Terms
1-1 Focus Activity Assignment handout
1-2 Self-Evaluation Rubric
1-3 Group/ Teacher Evaluation Rubric
Lesson #2 European and Aboriginal Relations
2-1
2-2
2-3
2-4
2-5
Author Background
Harold Cardinal, “A Canadian What the Hell It’s All About”
Jeannette Armstrong, "History lesson"
Drew Hayden Taylor, “Pretty Like a White Boy: Adventures of a Blue-Eyed Ojibway”
Journal Entry Rubric
Lesson #3 Aboriginal Worldview
3-1 Thomas King, “The One About Coyote Going West”
3-2 Ron Geyshick, “A Windigo”
3-3 Worldview Assignment
Lesson #4 Identity
4-1
4-2
4-3
4-4
Jeannette Armstrong, "Indian Woman"
Land and Spirituality
Richard Wagamese, From “Keeper n’ Me”
Sixties Scoop
Lesson #5 Finding a Voice
5-1
5-2
5-3
5-4
Rita Joe, “I Lost My Talk”
Annharte, “One Way to Keep Track of Who is Talking”
Post Colonial lens activity sheet
Buffy Sainte-Marie, “Universal Soldier” lyrics
Lesson #6 Final Project
6-1 Final Project Assignment
6-2 Final Project Rubric
Hall & Lyons ELA 20 23
APPENDIX 1-1 Framing Canadian Aboriginal Literature: Important Terms
As we move into our new unit plan, Canadian Aboriginal Literature, there are a few key terms
that you will need to know before we dive into the essay, novel excerpt, and collection of poetry and
short stories that will give you a better understanding of the themes of “Aboriginal-European Relations”,
“Aboriginal Worldviews”, “Identity”, and “Finding a Voice”.
**Use your class time wisely, as we will only have one work period to research, create a visual
representation, and make a handout for the class. You will be presenting these in tomorrow’s class. Any
work not completed will be assigned for homework. It might be helpful to assign your classmates
specific tasks at the end of the period to make sure you have all three components ready for tomorrow’s
presentation.**
Here is a step-by-step guide to help you get started:
Step 1: Gather into groups of 3
Step 2: Come to the teacher with a list of your group and you will then be assigned a term
Step 3: Research your term (include a works cited page with your references)
Step 4: Create a visual representation (example: PowerPoint, Prezi, poster board, etc.) that your group
will be present to the class
Step 5: Create a one-page handout sheet that will be distributed to your classmates
Step 6: Present! (3-5 minute presentation)
Terms:









Residential Schools
We are all Treaty People (include a discussion on what is a “Treaty”)
Riel Resistance
Trickster (Windigo)
Oral Tradition
Assimilation
European-Aboriginal Relations contact-1821
European-Aboriginal Relations 1821-present
White Paper/Red Paper
You will be graded on your visual representation and quality of work in a self-evaluation, as well as
by your classmates in a peer evaluation. You will be graded on the quality of information presented and
included in the handout by the teacher in relation to the rubric attached.
Hall & Lyons ELA 20 24
Focus Activity Rubric
Presenters: ____________________________________________________________________________
Grade
Presentation
1
Poor
Group stands in front
of peers and does not
seem enthused.
Group is unable to
answer many
questions on the topic.
Group was difficult to
understand when
speaking.
Group makes
reference to visual but
does not rely on it.
Group answers most
questions and seems
somewhat prepared.
Group seems
interested in their topic
and explains the
information in their
own words. Group
was prepared for
peer’s questions.
2
Fair
3
Good
4
Excellent
Visual
Representation
Group does not
explain their visual
representation.
Content
Reflection
Does not appear to
have analyzed the
poem. Did not
adequately inform
their classmates on
the topic.
Not formatted for
easy reading,
providing all
information
presented. No
references included.
Group reads from
their visual
representation and
explains it briefly.
Group presented
general knowledge
on the poem.
Classmates did not
learn anything new.
Group gives specific
details about their
visual
representation and
its importance to
their
topic/presentation.
Group provided
general analysis,
but surface
reading. Provided
adequate
information to their
classmates.
Classmates learnt
little about the
subject.
Group shows true
interest in the topic,
engages their peers,
and fully describes
interpretation of the
poem. Group displays
clarity when speaking.
Group was wellprepared for peer’s
questions.
Group uses their
visual
representation to
enhance their
presentation. They
thoughtfully explain
the visuals
importance to the
topic/presentation.
Group analyzed
their poem fully,
providing insightful
information. The
class learnt new
perspectives on the
topic.
Slightly easier to
read, however, did
not prioritize
information to be
included. Little
referencing included.
Formatted for easy
reading. Prioritized
information so
classmates are
provided with the
important points of
the topic. Some
references included.
Group answers
questions
thoughtfully.
Formatted for easy
reading. Strong
evidence of
understanding the
material. Provided
necessary
references. Group
completely and
thoughtfully answers
each question to the
best of their ability.
/4
/4
/4
Comments
/4
Hall & Lyons ELA 20 25
Canadian Aboriginal Literature Journal Entry Rubric
4
Name: __________________________________
3
2
1
Subject
Journal entry
thoroughly
answers the
question(s) posed
in the prompt.
Journal entry
generally answers
the question(s)
posed in the
prompt.
Quality
Journal entry is
thoughtful,
carefully written
and demonstrates
self-reflection
with regards to
the topic.
Journal entry is
clear, logical and
articulate.
Journal entry is
carefully written
and generally
demonstrates
self-reflection
with regards to
the topic.
Journal entry is
mostly clear and
logical.
Journal entry
contains few or
no grammatical
errors.
Journal entry is
contains some
grammatical
errors, but is
generally wellwritten.
Clarity
Mechanics
Comments:
Journal entry
addresses some
aspects of the
prompt, but
questions or
portions of a
question are left
unanswered.
Journal entry
shows lapses in
care and depth of
understanding
regarding the task
at hand.
Journal entry is
somewhat unclear
and may have
gaps in logical
sequence.
Journal entry
contains several
grammatical
errors.
Journal entry is
off-task or
makes little
reference to the
question(s) being
asked.
Journal entry is
not thoughtfully
written, and
does not suggest
the subject has
been taken
seriously.
Journal entry is
unclear and may
ramble from
topic to topic.
Journal entry
contains frequent
grammatical
errors and is
poorly-written.
Hall & Lyons ELA 20 26
Canadian Aboriginal Literature
Your Worldview & Cultural Identity
A cultural identity is how you identify yourself and how you view yourself in relation to others. Your
identity is made up of where you came from, ethnicity, gender, class, sexuality, religion, nationality,
among other identity markers. Your identity is not fixed, but rather static, changing as you develop,
learn, and continue to grow as individuals.
A worldview is how a person or group of people they see themselves and the world around them. It
includes a set of beliefs and ideas, your values, and has an impact on how you make decisions. A
worldview is how we understand life and make sense of the world around us. Everyone has a
worldview; it is now just up to you to search within yourself to uncover how you view the world.
Assignment
This is not a formal essay, but rather a collection of your thoughts. It can be written in a journal-style or
it can be written as an informal essay. Either way, complete thoughts and sentences are necessary. A
guideline is provided and you are expected to answer these questions, however, it does not have to
follow exactly. Also important is that you include a visual that denotes you, your identity, and your
worldview.
1.
2.
3.
4.
Briefly define cultural identity (in your own words!)
What are your identity markers? Write a paragraph or two on how you identity yourself.
Briefly define worldview (in your own words!)
Analyze your life, what are you beliefs, ideas, values, and how does it have an impact your
decision-making skills.
5. Write a paragraph or two on how your worldview impacts your life.
6. Write a paragraph on how cultural identity and worldview interact with one another. How are
they similar or different? How does one shape the other? Or are they completely separate from
one another?
7. Don’t forget to include a visual (a photo, drawing, etc) that signifies your identity and worldview.
You will be graded on the same rubric as the Journal entries.
This is due in two school days, use your time wisely.
Hall & Lyons ELA 20 27
Canadian Aboriginal Literature
Importance of the Land
Office of the Treaty Commissioner. (2008). Treaty Essential Learnings: We Are All Treaty People. Canada.
“Many First Nations people maintain a high level of spirituality that allows them to live in harmony and
balance with the Creator, with each other and with the natural world. Throughout First Nations history,
there was a widespread peaceful co-existence among North American First Nations peoples; at times,
however, tribes did war with one another, mostly over territorial hunting grounds. . . First Nations
people also respected the earth and its provisions, only taking what was necessary from the
environment without destroying it”.
Creative Spirits.(2012, November 1). “Aboriginal Spirituality and Beliefs”. Retrieved November 6, 2012,
from <http://www.creativespirits.info/aboriginalculture/spirituality/what-is-aboriginalspirituality>
“Aboriginal spirituality is inextricably linked to land, “it’s like picking up a piece of dirt and saying this is
where I started and this is where I’ll go. The land is our food, our culture, our spirit and identity.”
Dreamtime and Dreaming are not the same thing. Dreaming is the environment the Aboriginal people
lived in and it still exists today “all around us”. None of the hundreds of Aboriginal languages contains a
word for “time”.
Our spirituality is a oneness and an interconnectedness with all that lives and breathes, even with all
that does not live or breathe.—Mudrooroo, Aboriginal writer. Aboriginal spirituality, Mudrooroo
continues, “is a feeling of oneness, of belonging”, a connectedness with “deep innermost feelings”.
Everything else is secondary.
Aboriginal spirituality involves the land. Aboriginal spiritual beliefs are invariably about the land
Aboriginal people live on. It is ‘geosophical’ (earth-centred) and not ‘theosophical’ (God-centred). The
earth, their country, is “impregnated with the power of the Ancestor Spirits” which Aboriginal people
draw upon. They experience a connection to their land that is unknown to white people. A key feature
of Aboriginal spirituality is to look after the land, an obligation which has been passed down as law for
thousands of years.
“Spirituality is about tapping into the still places I go to when I’m on country and I feel like I’m part of all
the things around me,” explains Senimelia Kingsburra, from the far north Queensland Yarrabah
community.
A powerful explanation of the spiritual connection of Indigenous people to the land can be found in a
publication of the now abolished ATSIC.
We don't own the land, the land owns us. The land is my mother, my mother is the land. Land is the
starting point to where it all began. It's like picking up a piece of dirt and saying this is where I started
and this is where I'll go. The land is our food, our culture, our spirit and identity.—S. Knight
Hall & Lyons ELA 20 28
Canadian Aboriginal Literature
Sixties Scoop
The term Sixties Scoop was coined by Patrick Johnston in his 1983 report Native Children and the Child
Welfare System. It refers to the Canadian practice, beginning in the 1960s and continuing until the late
1980s, of apprehending unusually high numbers of children of Aboriginal peoples in Canada and
fostering or adopting them out, usually into white families. Reder (2007) reports that the adult
adoptees who were the subjects of this program have eloquently spoken out about their losses: loss of
their cultural identity, lost contact with their natural families, barred access from medical histories, and
for status Indian children the loss of their status.
An estimated 20,000 aboriginal children were taken from their families and fostered or adopted out to
primary white middle-class families.
This government policy was discontinued in the mid-’80s, after Ontario chiefs passed resolutions against
it and a Manitoba judicial inquiry harshly condemned it. This judicial inquiry was headed by Justice
Edwin Kimelman, who published the File Review Report. Report of the Review Committee on Indian and
Métis Adoptions and Placements (also known as the Kimelman Report).
Two lawsuits have been filed in Canada by survivors of the Sixties Scoop, one in Ontario in 2010 and one
in British Columbia in 2011.
Taken from:
Wikipedia. (2012, November 3). “Sixties Scoop”. Retrieved November 6, 2012, from <
http://en.wikipedia.org/wiki/Sixties_Scoop>
Hall & Lyons ELA 20 29
Post-Colonial Questions on
Annharte’s “One Way to Keep Track of Who is Talking”
1. Discuss and define post-colonialism as a class.
2. Does Annharte’s poem reinforce or undermine colonialist ideology through its
representation of colonization, and or its inappropriate silence about colonized people?
3. How does Annharte’s poem represent various aspects of colonial oppression?
4. What does the text reveal about the problematic of post-colonial identity, including the
relationship between personal and cultural identity?
5. How are the Aboriginal people described by Annharte?
6. What does the text reveal about power? What does it reveal about anti-colonialist
resistance?
Hall & Lyons ELA 20 30
Canadian Aboriginal Literature: Final Project and Assessment
Please select one of the following items as your final project for the Canadian Aboriginal
Literature unit. Be sure to read through each description carefully to ensure you include all
items asked of you. Projects will be graded according to the creativity, quality, and effort
outlined in the rubric attached. For all projects, MLA citation is mandatory.
1. Aboriginal Literature story book: take one piece of literature and write a children’s book.
You can use either the terms discussed in the presentations or select a piece of
literature from the themes we have studied. Illustrations must be included and made by
you, not taken from the computer. You must also include a reflection piece (1/2 page)
on why you chose that term or literature.
2. Write a 1000 word essay on one of these topics:
a. Written versus oral stories (informational essay)
b. Deeper reading of a Canadian Aboriginal poem (Poem reading strategy—
persuasive essay)
c. Comparison of two Canadian Aboriginal poems (not included in class)
(comparative literary essay)
You must use proper essay formatting. Do not forget to edit or proofread your work.
3. Poetry anthology: brainstorm and select a theme for your poetry assignment. Choose 5
Canadian Aboriginal poems that fit into your theme. You will have to include a preface
and a cover page to your anthology. Your preface should include why you chose these
poems for your themes, why some poems did not make it into your anthology, and what
is the purpose or goal. Also, think about your tone, voice, and audience. You must also
include a reflection piece (1/2 page) on why you chose that term or literature.
4. Cultural Identity Diary: Since colonization and assimilation, many Aboriginal people have
felt they have lost their identity. Using your two journal entries on Worldview and
Cultural Identity, write 5 diary entries that includes a written reflection of how you think
your identity helps you relate to others in regards to race, and how you would feel if you
were told you could no longer have that identity. You may write these diary entries in a
narrative format. You must also include a reflection piece (1/2 page) on why you chose
that term or literature.
5. Create your own project. Must have permission from the teacher and it must relate to
the unit and themes. In whatever is chosen, a ½ page written reflection is required.
Hall & Lyons ELA 20 31
Canadian Aboriginal Literature Final Project Assessment
6
5
4
3
2
1
Understanding
of the content
Project shows
many strong,
accurate links to
the unit’s themes
and content. An
exceptional
understanding of
the material is
evident.
Project shows
several strong,
accurate links
to the unit’s
themes. A clear
understanding
of the material
is evident.
Project shows
several
adequate and
accurate links
to the themes.
An above
average
understanding
of the material
is evident.
Project shows
some adequate
links to the
unit’s themes.
An average
understanding
of the material
is evident.
Project shows
only one or two
accurate written
links to the text
with several
errors. Some
understanding
of the book is
evident.
Project shows
no accurate
written links to
the text. No
understanding
of the book is
evident.
Organization
Organization is
very clear. Proper
format for type of
project chosen has
been used and
enhances the
project.
Organization is
above average.
Proper format
for type of
project chosen
has been used.
Organization is
average.
Proper format
for type of
project chosen
has been
mostly used.
Organization is
average. Proper
format for the
type of project
chosen has been
used at times.
Organization is
below average.
Proper format
has been
attempted.
Organization is
not clear.
Proper format
has barely
been
attempted.
Mechanics
Contains little to
no errors in
spelling, grammar,
and punctuation.
The minimal
errors in
spelling,
grammar, and
punctuation do
not impede
understanding.
The frequent
errors in
spelling,
grammar, and
punctuation do
not impede
understanding.
Frequent errors
in spelling,
grammar, and
punctuation
impede
understanding
at times.
Frequent errors
in spelling,
grammar, and
punctuation
impede
understanding.
It is difficult to
understand
project due to
the frequent
errors.
Quality of
Work
Project shows
excellent quality of
work and attention
to detail. A strong
effort to follow the
assignment
guidelines.
Project shows
above average
quality of work
and attention to
detail. Follows
the assignment
guidelines.
Project shows
average
quality of work
and attention
to detail.
Generally
follows the
assignment
guidelines.
Project shows
below average
quality of work
with little
attention to
detail. Only
loosely follows
the assignment
guidelines.
Project shows
minimal quality
of work and
attention to
detail.
Sporadically
follows the
assignment
guidelines.
Project shows
poor quality of
work and
attention to
detail. Does
not follow
assignment
guidelines.
Creativity
Surprisingly unique
and original
Creative.
Interesting.
Straightforward.
Predictable.
No creative
touches
added.
Name: ___________________________________
Comments