Fractured Land Module 1: Canadian Stories, Canadian Identities · 2016. 10. 4. · Large flip board paper and felt markers Whiteboard and white board makers Large 11X17 paper (one

Created by Ryan Cho ([email protected])

Editable digital versions of this lesson are available at http://bit.ly/2b2f5uv

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Fractured Land Module 1: Canadian Stories, Canadian Identities

Caleb’s story and identity is very Canadian, yet may not be thought of as one that comes to the forefront of people’s mind when they are asked to describe the stereotypical Canadian identity.

Throughout the course of Fractured Land, Caleb is working to reconcile the various conflicting identities within himself. Part of what has created this conflict within Caleb and his family is the history and continuing impact of colonialism, as well as issues connected to LNG and fracking industries in BC.

This module explores the many facets of what we think of as “Canadian” and why Indigenous voices are often excluded from that identity or those stories. It also looks at the layers of identity conflict in Caleb documented in the film, and uses them as a springboard for students to map out the parts of identity conflict within themselves.

Time allocations are approximate and should be adapted to individual classroom situations.

OBJECTIVES

Students will understand how First Nations identities fit in to the “Canadian” identity, and why and how it has been and is often marginalized within it

Students will be able to articulate some impacts of colonialism and inequity on First Nations people today

Students will be able to name the points of identity conflict and dissonances within Caleb documented in the film, and explain how colonialism has influenced that conflict.

Students will explore and reflect on their own points of identity conflict, and their relationship to First Nations people and colonialism in Canada.

COMPONENTS

1. Unpacking Canadian stories and identities 2. Mapping exercise: exploring Caleb’s identity in the film 3. Mapping and considering your own dual identities

CURRICULUM CONNECTIONS

Social Studies 8, 9, 10, 11; Civic Studies 11; Comparative Civilizations 12; Social Justice 12

English Language Arts 8, 9, 10, 11, 12; Communications 11, 12

First Nations 12

TOTAL SUGGESTED TIME:

3.5 hours





RESOURCES REQUIRED

Large flip board paper and felt markers

Whiteboard and white board makers

Large 11X17 paper (one per student), pencils, and pencil crayons

Part 1 – Unpacking Canadian Stories and Identities

SUGGESTED TIME: 1 hour

DELIVERY: Read aloud

Instructions: Place five sheets of flip chart paper around the room in a circular formation and have students gather around the flip chart papers in groups of approximately five people per station.

Pre-label the top of the flip chart papers with the following titles:

Canadian Story

Canadian

Canadian History

First Nations

Dual Identities

Ask students to write down whatever comes to mind when they read the title on their sheet. Allow each group 2 minutes at each sheet of paper before rotating clockwise around the room to the next sheet.

If they reach a new station and another group has already written something they would have added to the paper, asked them put a star beside the idea that they would have added. After all of the groups have had the chance to write in each paper, ask them to present the results of the last paper they found themselves at in the rotation to the class, and debrief as required/opportunities come up.

Discuss:

Did what you wrote for the topic/station differ from what you would have written if we had done this exercise before watching the film? Why or why not? If yes, how?

How do the things you wrote down for “Canadian Story,” “Canadian,” or “Canadian History” differ from the Canadian story we saw in the movie?

Why might Caleb’s Canadian story be different from other stories that are often labeled as

Canadian by the media, or “mainstream” Canada?

o It is sometimes said, “history is written by the victors”. What does this mean? How





might this apply to why Aboriginal stories are often thought as different from the

“standard” Canadian story or identity?

o Possible connection to this topic - Colonialism <see Teacher and “Key Terms” section for

more resources>

How does the film reinforce dominant narratives of how mainstream Canada represents Indigenous people? How does it subvert those narratives?

What does it mean to have a dual identity in today’s Canada? Who is more likely to live in “two different worlds” so to speak? What are the advantages? What are the disadvantages?

Louie Riel is known to be one of Canada's most controversial figures. While the Métis have always viewed him as a hero, some felt he is a traitor because he led the North West Rebellion. Why might there be this difference of perspective in how he is remembered? What tension within our national identity does this conflict reflect?

Additional resources to unpack themes of colonialism and the “othering” of

Aboriginal person within the Canadian Identity

Pam Palmater says feds ‘are already spying on me’ (news article with video interview), CTV News, March

22, 2015 - www.ctvnews.ca/politics/pam-palmater-says-feds-are-already-spying-on-me-1.2291711

a. Pam Palmater is a Canadian lawyer who has never been convicted of a crime, and is not under

suspicion of any crime. Cindy Blackstock is a Canadian and First Nations social worker that likewise

has never been convicted of a crime, nor is under suspicion for a crime. Is it reasonable for CSIS to

be surveilling them? Why or why not?

b. Do you think the fact that Pam Palmater and Cindy Blackstock are First Nations are factors in them

being under surveillance by the federal government (and considered threats to the Canadian state)

despite not being under suspicion of anything illegal? Why or why not? If yes, what are the

underlying assumptions and dynamics at play re: First Nations people? How has colonialism

contributed to this frame of reference and these assumptions?

Canada’s spy agency kept close watch on rapidly growing First Nations protest movement: documents,

The National Post, August 11, 2013 - www.news.nationalpost.com/news/canada/canadas-spy-agency-

kept-close-watch-on-rapidly-growing-first-nations-protest-movement-documents

a. There are differing perspectives on how and why the federal government decided to monitor

#IdleNoMore, a movement among pushing for a peaceful revolution to honour indigenous

sovereignty and to protect the water and the land. How does this tension connect to dissonance

around colonialism and First Nations identity within modern Canada?

Prof. Pam Palmater speaks at Toronto Day of Action against Bill C-51 [Transcript], March 14, 2015 | OFL

www.globalresearch.ca/canada-anti-terrorist-bill-c-51-to-criminalize-thoughts-of-indigenous-

peoples/5439608

http://www.ctvnews.ca/politics/pam-palmater-says-feds-are-already-spying-on-me-1.2291711

http://www.news.nationalpost.com/news/canada/canadas-spy-agency-kept-close-watch-on-rapidly-growing-first-nations-protest-movement-documents

http://www.news.nationalpost.com/news/canada/canadas-spy-agency-kept-close-watch-on-rapidly-growing-first-nations-protest-movement-documents

http://www.globalresearch.ca/canada-anti-terrorist-bill-c-51-to-criminalize-thoughts-of-indigenous-peoples/5439608

http://www.globalresearch.ca/canada-anti-terrorist-bill-c-51-to-criminalize-thoughts-of-indigenous-peoples/5439608





Key Terms

These can be reviewed if students require additional background information.

Colonialism: The policy and practice of a culture or country with more power extending control over people or nations with less power. It is a set of unequal relationships between the colonial power and the colony and often between the colonists and the indigenous population.

Indigenous: originating from a particular place

Aboriginal: Another word for Indigenous. The original inhabitants.

#IdleNoMore: an ongoing grassroots movement founded in December 2012 in response to broken treaty promises and endemic and structural racism that First Nations peoples have experienced historically and continue to experience day to day.





Part 2 – Mapping Exercise: Exploring Caleb’s Identity in the Film

SUGGESTED TIME: 30 minutes

DELIVERY: Show Image: Picture of Caleb split between two of his identities in the film.

Instructions: On the whiteboard, create a mind map (generated by the class) of Caleb’s different identities, charting or visually representing the tension or conflicting parts of his identity. Ask students for supporting evidence for each dual identity you identify





Your white board may look something like this:

The different part of Caleb’s identity explored in the documentary may include:

Mother’s side/father’s side

Rich/poor

Having concerns about the fracking industry/benefiting from and being a part of it

Feeling invested and believing in the potential of the law to address important issues/and

seeing and experiencing its failures

Feeling marginalized most of this life/working with his sudden raise to fame

Wanting to respect women in his professional life, but not demonstrating that in his

personal life

Feeling connected to small communities in Dene territory, but going to school and living in

the cities of Victoria and Vancouver

Wanting to be involved with the Burnaby Mountain protests, but needing to pull back to be

a lawyer.

Discuss:

What does naming these different parts of and conflict within Caleb stir in you? Does it

draw anything out in you re: the history of Canada? Our government and society/culture?

The law?

What are the points of identity conflict in you?





Part 3 – Mapping and Considering Your Own Dual Identities

SUGGESTED TIME: 2 hours

DELIVERY

Assignment: Create a mind map of your own different identities, visually representing the conflicting parts. On your mind map, include supporting details under each identity that give context as to why it is in conflict with its counterpart. Your map must include at least six different opposing pairs highlighting tensions within you, while also addressing:

1. How your identity relates to Canada’s history 2. How your identity relates to First Nations peoples in Canada 3. How your identity relates to resource extraction in BC

On <insert date>_________________________, we will hang all of our maps around the class, and have a “gallery walk” where you will get the opportunity to view everyone else’s identity maps. After that, in small groups of four people, you will be asked to verbally answer the questions:

What are main points of identity conflict with you?

What did you learn about yourself, and your relationship to…

1. How your identity relates to Canada’s history

2. How your identity relates to First Nations peoples in Canada

3. How your identity relates to resource extraction in BC

…over the course of a project?

The other members of your small group will do a peer assessment of your answers based on the following rubric, which will contribute to your grade for the project. Your teacher will also do an assessment of your actual mind map based on the criteria attached.





Teacher: Fractured Land Identity Map Rubric

Student’s Name: _____________________________________________ Grade: ___________

Date: ______________________________________ Block: ___________

Assessment: ( / 24)

Category Excellent (4) Good (3) Fair (2) Developing (1)

Clarity Student’s writing and visual representations are consistently clear and use colour and/or symbols/pictures to depict identities and details.

Student’s writing and visual representations are generally clear and used colour and/or symbols to depict identities and details.

Student’s writing and visual representations are clear

Student’s writing and visual representations lack clarity

Detail and depth

The mind map includes at least eight conflicting identity pairs that provide both depth and insight into the student’s multiple identities and consistently use supporting detail to justify answers.

The mind map includes at least eight conflicting identity pairs that provide both depth and insight into the student’s multiple identities and attempts to use supporting detail to justify answers.

The mind map includes at least eight conflicting identity pairs that provides and insight into the student’s multiple identities but does not always use relevant supporting detail to justify answers.

The mind maps does not have eight conflicting identity pairs. The map only demonstrates surface level insight into the student’s multiple identities. Answers lack clarity, or supporting detail to justify answers.

How student identity relates to Canada’s history

Demonstrates an understanding of both their own personal history and how it relates to Canada’s history, including the perspectives of marginalized peoples. Consistently uses supporting detail to justify answers.

Demonstrates an understanding of both their own personal history and how it relates to Canada’s history. Attempts to use supporting detail to justify answers.

Demonstrates an understanding of their own personal history and Canada’s history. Does not always use relevant supporting detail to justify answers.

Demonstrates only a surface level understanding of his or her own personal history or Canada’s history. Answers lack clarity, or supporting detail to justify answers.

How student identity relates to First Nations peoples in Canada

Demonstrates an understanding of colonialism, the contemporary issues that affect First Nations people today, and how their identity relates to them. Consistently uses supporting details to justify answers.

Demonstrates an understanding of colonialism, the contemporary issues that affect First Nations people today, and how their identity relates to them. Attempts to use supporting details to justify answers.

Demonstrates only a surface level understanding of colonialism, the contemporary issues that affect First Nations people today, and how they relate to it. Does not always use relevant supporting details to justify answers.

Does not demonstrate an understanding of colonialism or the contemporary issues that affect First Nations people today. Answers lack clarity, or supporting detail to justify answers.

How student identity relates to resource extraction industries in Canada

Demonstrates an understanding of the tension points in Canada’s resource extraction industries and economic action plans. Uses detailed evidence to illustrate conflicting perspectives.

Demonstrates an understanding of the tension points in Canada’s resource extraction industries and economic action plans. Uses evidence to illustrate conflicting perspectives.

Demonstrates only a surface level understanding of perspectives on Canada’s resource extraction industries and economic action plans. Does not always use relevant supporting details or evidence to justify answers.

Does not demonstrate an understanding of the tension points in Canada’s resource extraction industries and economic action plans. Answers lack detail or evidence or illustrate points.





Peer Review: Fractured Land Personal Reflections (Oral)

Speaker’s Name: ____________________________________________Grade:_____________

Reviewer’s Name: Block: _____________

Peer Assessment: ( / 16)

Category Excellent (4) Good (3) Fair (2) Developing (1)

Identifies the conflict points within their own identity

Demonstrates a strong understanding of themselves, their own identity, and the points of conflict within themselves. Answers are complete with insight and clarity. Uses supporting detail to justify answers.

Demonstrates a moderate understanding of themselves, their own identity, and the points of conflict within themselves. Answers have some insight and clarity. Attempts to use supporting detail to justify answers.

Demonstrates an understanding of themselves, their own identity, and the points of conflict within themselves. Answers are clear, but at times lack deeper insight. Does not always use relevant supporting detail to justify answers.

Demonstrates only a surface level understanding of themselves, their own identity, and the points of conflict within themselves. Answers lack clarity, or supporting detail to justify answers.

How their identity relates to Canada’s history

Demonstrates a strong understanding of both their own personal history and how it relates to Canada’s history, including the perspectives of marginalized peoples. Answers are complete with insight and clarity. Uses supporting detail to justify answers.

Demonstrates a moderate understanding of both their own personal history and how it relates to Canada’s history. Answers have some insight and clarity. Attempts to use supporting detail to justify answers.

Demonstrates an understanding of their own personal history and Canada’s history. Answers are clear, but at times lack deeper insight. Does not always use relevant supporting detail to justify answers.

Demonstrates only a surface level understanding of his or her own personal history or Canada’s history. Answers lack clarity, or supporting detail to justify answers.

How their identity relates to First Nations peoples in Canada

Demonstrates a strong understanding of colonialism, the contemporary issues that affect First Nations people today, and how they relate to them. Answers are complete with insight and clarity. Uses supporting details to justify answers.

Demonstrates a moderate understanding of colonialism, the contemporary issues that affect First Nations people today, and how they relate to it. Answers have some insight and clarity. Attempts to use supporting details to justify answers.

Demonstrates an understanding of colonialism, the contemporary issues that affect First Nations people today, and how they relate to it. Answers are clear, but at times lack deeper insight. Does not always use relevant supporting details to justify answers.

Demonstrates only a surface level understanding of colonialism, the contemporary issues that affect First Nations people today, and how they relate to it. Answers lack clarity, or supporting detail to justify answers.

How their identity relates to resource extraction industries in Canada

Demonstrates a strong understanding of multiple perspectives on Canada’s resource extraction industries and economic action plans. Consistently uses detail, real world examples and/or credible evidence to illustrate points.

Demonstrates a moderate understanding of multiple perspectives on Canada’s resource extraction industries and economic action plans. Uses some detail, real world examples or credible evidence to illustrate points.

Demonstrates an understanding of multiple perspectives on Canada’s resource extraction industries and economic action plans. Does not always use relevant supporting details or evidence to justify answers.

Demonstrates only a surface level understanding of perspectives on Canada’s resource extraction industries and economic action plans. Answers lack detail or evidence or illustrate points.





Written Comments:

______________________________________________________________________________

______________________________________________________________________________

Debrief questions to the class:

“How do we deal with two different world views, value systems, and ideas existing in our

own behaviour?” (22:00 in the film)

How would your perspective on your own story, or of the stories of the your classmates

change if you were hearing them as:

a) A person with First Nations heritage?

b) A new Asian immigrant?

c) A British Canadian person who’s family came here around the time of confederation?

How could you apply some of things that you learned about yourself and your relationship

to Canadian history and colonialism in to your everyday life?

Documents

Fractured Land Module 1: Canadian Stories, Canadian Identities · 2016. 10. 4. · Large flip board paper and felt markers Whiteboard and white board makers Large 11X17 paper (one