Worlds Collide What happens when two worlds collide?

Worlds CollideWorlds Collide

What happens when two worlds What happens when two worlds collide?collide?

When you see this ask a question!When you see this ask a question!

What does the Eagle What does the Eagle Feather represent? Why Feather represent? Why would I choose a would I choose a representation of an representation of an Eagle feather?Eagle feather?

(Created by an unknown (Created by an unknown Haida artist)Haida artist)

IndianIndian NativeNative

Indian v. NativeIndian v. Native

IndianIndian

Someone from India – Myth Someone from India – Myth – This was not the case – – This was not the case – Europeans knew of the land Europeans knew of the land mass of NA & SA but did mass of NA & SA but did not know its extentnot know its extent

Not offensive but ignores Not offensive but ignores 1000’s of years of history1000’s of years of history

NativeNative

Means was here beforeMeans was here before Preferred way to refer to Preferred way to refer to

First Nations peoplesFirst Nations peoples Recognizes a history before Recognizes a history before

EuropeansEuropeans

Context:Context:Reasons for explorationReasons for exploration

ProfitProfit KnowledgeKnowledge ReligionReligion Imply the world would Imply the world would

be better if everyone be better if everyone lived like a Europeanlived like a European

ReviewReview

Why did Europeans Why did Europeans explore the “New explore the “New World”?World”?

What was the What was the perspective held by perspective held by Europeans?Europeans?

European AttitudesEuropean Attitudes

What did the Europeans What did the Europeans think of the people they think of the people they saw?saw?

Case Study: CartierCase Study: Cartier 1534 Cartier explored St. 1534 Cartier explored St.

LawerenceLawerence Met the Mi’Kmaq in JulyMet the Mi’Kmaq in July Mi’Kmaq had traded before Mi’Kmaq had traded before

with Europeanswith Europeans Cartier kidnapped chief Cartier kidnapped chief

Donnaconna and his 2 sons Donnaconna and his 2 sons and took them to Franceand took them to France

Donnaconna and sons die in Donnaconna and sons die in FranceFrance

Cartier puts cross on Cartier puts cross on Mi’Kmaq landsMi’Kmaq lands

RESPECT?RESPECT?

What did the Europeans think of the What did the Europeans think of the native peoples?native peoples?

Called “Sauvage” – Called “Sauvage” – meant lived with naturemeant lived with nature

Meaning shifted to Meaning shifted to “Savage” – without “Savage” – without cultureculture

Admiral Columbus – On Navigation Admiral Columbus – On Navigation

““They should be good They should be good servants and intelligent, for servants and intelligent, for I observed that they quickly I observed that they quickly took in what was said to took in what was said to them, and I believe that they them, and I believe that they would easily be made would easily be made Christians, as it appeared to Christians, as it appeared to me that they had no religion. me that they had no religion. I, our Lord being pleased, I, our Lord being pleased, will take hence, at the time will take hence, at the time of my departure six natives of my departure six natives for your Highnesses, that for your Highnesses, that they may learn to speak..”they may learn to speak..”

What about explorers to Canada?What about explorers to Canada?

What was the attitude What was the attitude toward native peoples?toward native peoples?

How did the Europeans see How did the Europeans see native peoples?native peoples?

WardsWards ViolentViolent SavageSavage Without CultureWithout Culture Without ReligionWithout Religion GullibleGullible In need of protectionIn need of protection

View of Native Populations: PastView of Native Populations: Past

SpiritualSpiritual Communion with natureCommunion with nature

View of Native PopulationsView of Native Populations

SubordinateSubordinate What they can give and What they can give and

what can be gottenwhat can be gotten

Modern RealityModern Reality

46% of inmates in 46% of inmates in Stony Mountain Federal Stony Mountain Federal Penitentiary in 1989Penitentiary in 1989

57% of all provincial 57% of all provincial correctional institutionscorrectional institutions

““Indian Mascots”Indian Mascots”

““Indian Mascots”Indian Mascots”

Atlanta Braves NBL Shawinigan Cataractes QM

Chicago Blackhawks NHLWashington Redskins NFL

Cleveland Indians ABL

Vancouver Canucks NHL


Native Mascots and Honour?Native Mascots and Honour?

CBC.ca | ReVision Quest | Past Episodes (June 30, Episode 1 – (June 30, Episode 1 – Sports Logo)Sports Logo)

Complete organizer as Complete organizer as the episode plays.the episode plays.

Honour or Disrespect?Honour or Disrespect?


35% 14 and under in 35% 14 and under in 20012001

25% of teens on 25% of teens on reserves choose suicidereserves choose suicide

More than 50% living in More than 50% living in single parent homessingle parent homes

Higher rates of Higher rates of substance abuse, and substance abuse, and poverty than non-native poverty than non-native childrenchildren

Getting Back Getting Back

Fighting for recognitionFighting for recognition Gaining ProgrammingGaining Programming Finding insightFinding insight Finding themselves Finding themselves

after years of the Indian after years of the Indian ActAct

Finding their own voice Finding their own voice in the Media (APTN)in the Media (APTN)

From… To…From… To…

Outcomes and Indicators of MasteryOutcomes and Indicators of Mastery

C1. Shared Ways of Thinking C1. Shared Ways of Thinking Students will demonstrate an understanding of the concept of culture and Students will demonstrate an understanding of the concept of culture and

will recognize the effect of their own cultural knowledge and experiences will recognize the effect of their own cultural knowledge and experiences on their interpretations of other cultures. on their interpretations of other cultures.

Explore their ideas about culture and compare their ideas to standard Explore their ideas about culture and compare their ideas to standard descriptors. descriptors.

Use organizational schemata while examining and comparing cultures. Use organizational schemata while examining and comparing cultures. Recognize the influence of their own culture on their own interpretation of Recognize the influence of their own culture on their own interpretation of

other cultures.other cultures. Appreciate the complex nature of pre-contact Mi’kmaq culture and society. Appreciate the complex nature of pre-contact Mi’kmaq culture and society. Analyse portrayals and images of First Nations peoples in various media, Analyse portrayals and images of First Nations peoples in various media,

both historical and contemporary. both historical and contemporary.


C4. Yesterday, Today, and Tomorrow: An Evolving CultureC4. Yesterday, Today, and Tomorrow: An Evolving Culture Students will examine the evolving nature of Mi’kmaq culture Students will examine the evolving nature of Mi’kmaq culture

and recognize the challenges it faces from dominant cultural and recognize the challenges it faces from dominant cultural beliefs and practices. beliefs and practices.

Identify a number of evolving dimensions within Mi’kmaq Identify a number of evolving dimensions within Mi’kmaq culture culture

Represent elements of oral histories through a skit, dialogue, Represent elements of oral histories through a skit, dialogue, or short playor short play

Examine Mi’kmaq contemporary culture and community life Examine Mi’kmaq contemporary culture and community life through a variety of mediathrough a variety of media

Explore popular culture and the tensions and pulls that exist Explore popular culture and the tensions and pulls that exist between dominant beliefs and practices and traditional culture. between dominant beliefs and practices and traditional culture.


C5. Expressions of Culture: Traditions of Artwork, Craftwork, Music, C5. Expressions of Culture: Traditions of Artwork, Craftwork, Music, and Literatureand Literature

Students will demonstrate an appreciation for traditional and Students will demonstrate an appreciation for traditional and contemporary expressions of First Nations art, crafts, music, and contemporary expressions of First Nations art, crafts, music, and literature. literature.

Distinguish between Western and traditional First Nations concepts of art Distinguish between Western and traditional First Nations concepts of art Identify and describe traditional crafts of the Mi’kmaqIdentify and describe traditional crafts of the Mi’kmaq Demonstrate a knowledge of and an appreciation for individual artists and Demonstrate a knowledge of and an appreciation for individual artists and

their work. their work. Read, interpret, and evaluate a variety of works of First Nations literatureRead, interpret, and evaluate a variety of works of First Nations literature Co-operatively select and notate a variety of pieces of literature for Co-operatively select and notate a variety of pieces of literature for

inclusion in an anthologyinclusion in an anthology Identify universal themes in First Nations literature and art. Identify universal themes in First Nations literature and art.


S4. The Encircling Traditions: Mi’kmaq Spirituality S4. The Encircling Traditions: Mi’kmaq Spirituality TodayToday

Students will explore the renewal of traditional Students will explore the renewal of traditional spirituality within the Mi’kmaq community and the spirituality within the Mi’kmaq community and the response of the institutional church to this renewal. response of the institutional church to this renewal.

Identify key issues and concerns relating to renewal Identify key issues and concerns relating to renewal of Native spiritualityof Native spirituality

Gain experimental knowledge of traditional rituals Gain experimental knowledge of traditional rituals and symbols and reflect on their personal meanings. and symbols and reflect on their personal meanings.

Use an experience of poetry to synthesize their Use an experience of poetry to synthesize their understanding of Mi’kmaq spirituality as it has been understanding of Mi’kmaq spirituality as it has been practised over the centuries. practised over the centuries.


SE2. Dispossessed: The Mi’kmaq ExperienceSE2. Dispossessed: The Mi’kmaq Experience Students will demonstrate an understanding of the historic and Students will demonstrate an understanding of the historic and

contemporary causes of social and economic marginalization of Mi’kmaq contemporary causes of social and economic marginalization of Mi’kmaq people. people.

Examine early relations between the Mi’kmaq and the Europeans and Examine early relations between the Mi’kmaq and the Europeans and assess the impact of these relations on the economy of the Mi’kmaq.assess the impact of these relations on the economy of the Mi’kmaq.

Describe the impact of federal government initiatives – including the Describe the impact of federal government initiatives – including the establishment of reserves, the adoption and administration of the Indian establishment of reserves, the adoption and administration of the Indian Act, and centralization on social and economic conditions within the Act, and centralization on social and economic conditions within the Mi’kmaq NationMi’kmaq Nation

Identify the influences of social, cultural, and economic background on Identify the influences of social, cultural, and economic background on lifestylelifestyle

Extend their understanding of issues related to poverty and unemployment Extend their understanding of issues related to poverty and unemployment and deepen their empathy for persons living in these conditions.and deepen their empathy for persons living in these conditions.

Summative AssessmentSummative Assessment

1. Define culture in your own words. Why is it so complicated to define? 1. Define culture in your own words. Why is it so complicated to define? 2. How do you see modern native culture? What do you see happening as a 2. How do you see modern native culture? What do you see happening as a

result of contact?result of contact?3. What did the European people think of the native people when they first 3. What did the European people think of the native people when they first

came to North and South America?came to North and South America?4. How did these views impact how the European people treated native 4. How did these views impact how the European people treated native

populations? Make sure to use an example to back up your point.populations? Make sure to use an example to back up your point.5. 5. THIS ANSWER REQUIRES MORE THINKING AND WILL THUS THIS ANSWER REQUIRES MORE THINKING AND WILL THUS

REQUIRE A LONGER RESPONSE!REQUIRE A LONGER RESPONSE! You may answer in an essay, a You may answer in an essay, a poem, or visually. Do teams that are named after native populations or use poem, or visually. Do teams that are named after native populations or use native mascots honour native groups or do they defile or disrespect them? native mascots honour native groups or do they defile or disrespect them? PLEASE USE EXAMPLES! Make sure you pass in your web graphic as PLEASE USE EXAMPLES! Make sure you pass in your web graphic as well on the Re-Vision Quest Episode.well on the Re-Vision Quest Episode.

6. 6. Is it all doom and gloom or is there hope for a change in the perception by Is it all doom and gloom or is there hope for a change in the perception by and of native peoples? Again, give examples.and of native peoples? Again, give examples.

Documents

Worlds Collide What happens when two worlds collide?