Unit 1: Indigenous Studies PDF

**Unit 1** **Creative Thinking Involves**, Novelty and value, Generating ideas, Developing ideas **Critical Thinking Involves,** Analyze and Critique, Question and Investigate, Develop and Design **Five concepts of place that are common to most First Peoples:** - **Place is multidimensional. *...

**Unit 1** **Creative Thinking Involves**, Novelty and value, Generating ideas, Developing ideas **Critical Thinking Involves,** Analyze and Critique, Question and Investigate, Develop and Design **Five concepts of place that are common to most First Peoples:** - **Place is multidimensional. ** More than the geographical space, it also holds cultural, emotional, and spiritual spaces which cannot be divided into parts. - **Place is a relationship. ** Relationship encompasses both human relationships and the relationships between people and the land. - **Place is experiential. ** Experiences a person has on the land give it meaning. - **Place is local. ** While there are commonalities, each First Nation has a unique, local understanding of Place.  Stories are connected to Place. - **Place is land-based. ** Land is interconnected and essential to all aspects of culture.  **Indigenous: **This is the safest term to use if you don\'t know the unique name of the group of folks you are talking about.** ** **Aboriginal: **a term defined in the Constitution Act of 1982 that refers to all Indigenous people in Canada, including status and non-status "Indians" **First Nation:** the self-determined political and organizational unit of the Aboriginal or Canadian Indigenous community **Métis: **a person of European and First Nations ancestry belonging to, or descending from, the people who established themselves in the Red, Assiniboine, and Saskatchewan river valleys during the nineteenth century **Inuit (singular: Inuk):** Original peoples whose origins are different from other Indigenous peoples in North America. The Inuit generally live in northern Canada and Alaska. The word Inuit means "the people" in the Inuit language of Inuktut. **\"Non-status Indians\":** \"Aboriginal people without status under the Indian Act remain legally unrecognized as Aboriginal peoples by the Canadian government. **\"Status Indians\":** "Indian Status" refers to a specific legal identity of an Aboriginal person in Canada. Canadian government developed criteria for who would be legally considered an Indian.  **Apostrophes:** An** apostrophe **(\') is a punctuation mark  **Indicating Possession**: Shows ownership or belonging. Example: *The cat\'s toy* (the toy belongs to the cat). For plural possessives: *The dogs\' collars* (collars of multiple dogs). **Forming Contractions**: Combines two words by replacing omitted letters. Example: *Don't* (do not), *it's* (it is). **Capitalization:** Capitalization refers to using uppercase (capital) letters  **At the Start of a Sentence:** Always capitalize the first word of a sentence. **Proper Nouns**: Names of people, places, organizations, and specific things are capitalized. **Titles**: In titles of books, movies, or articles, capitalize important words (nouns, verbs, adjectives). **Paragraph: made of 5 parts. Topic Sentence**, Tells main idea. **Supporting sentence 1, 2, 3**: Specific Detail relating to main idea. **Conclusion Sentence**: Refers to topic sentence and sums up main idea of paragraph **Sentence Fragments** are incomplete sentences that don't express a full thought. They're missing a **subject**, **verb**, or both **Missing Subject:** *Fragment:* Went to the store. *Fixed:* She went to the store. **Missing Verb:** *Fragment:* The boy with the red hat. *Fixed:* The boy with the red hat waited at the bus stop. **Incomplete Thought:** *Fragment:* Because I was tired. *Fixed:* I went to bed early because I was tired. **Phrases Missing Key Parts:** *Fragment:* Running through the park. *Fixed:* She was running through the park. **Global Impacts of Climate Change:** Hotter temp, not enough food, health risks, poverty, loss of species, increased drought, rising ocean, serve storms **Unit 2** **Story (or narrative) is one of the main methods of traditional Indigenous learning and teaching. ** Stories enable holistic learning, melding values, concepts, protocol, practices, and facts into narratives.  These stories can take the shape of prose, song, dance, poetry, theatre, carvings, pictures, etc.  **teaching -- life lessons, community responsibilities, rites of passage, etc., sharing creation stories, recording personal, family, and community histories, "mapping" the geography and resources of an area, ensuring cultural continuity (e.g., knowledge of ancestors, language), healing, entertainment** **First Peoples Narrative Structures:** Recursive narrative **(circular)** structure occurs when a story ends where it began ** ** **Cyclical structure** (seasons, life) **Open-ended **story is where the lesson is left to the listener to discover**.** Events are linked** thematically **rather than chronologically**.** Often there is a** story within a story** **Plot: The sequence of events in a story. It includes:** - **Intro/Exposition: **Introduces characters, setting, and basic situation. should spark interest, provide background formation and establish the setting - **Rising Action: **Develops conflict and builds tension. - **Climax: **The most intense point; a turning point in the story. a series of obstacles or problems that lead to the climax - **Falling Action: **Events following the climax leading to resolution. - **Resolution/Conclusion: **Where conflicts are resolved. deals with the effects that the climax has on the characters **Unit 4** **PRINCIPLES OF LEARNING** Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). recognizing the consequences of one's actions. generational roles and responsibilities. recognizes the role of indigenous knowledge. Learning is embedded in memory, history, and story. involves patience and time. Learning requires exploration of one's identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. **Personal Identity** **Definition:** Refers to an individual's unique characteristics, traits, and values that make them who they are. It includes personality, experiences, preferences, and self-concept. **Focus:** Individual traits. **Cultural Identity** **Definition:** Refers to the shared characteristics, traditions, and values of a group that an individual identifies with. It connects a person to a broader community and is often shaped by ethnicity, language, religion, or customs. **Focus:** Group affiliation and shared heritage. **Run-on Sentence** A run-on sentence occurs when two or more independent clauses are joined without proper punctuation or joining words 1. Separate the run-on into two sentences **2.** Join the independent clauses (simple sentences) with a semicolon **3.** connect the independent clauses with a comma or coordinate conjunction (transition word) **Misplaced modifier:** Modifier used to describe person, place or thing **Unit 5** **Personal Awareness and Responsibility** Self-determination, Self-regulation, Well-being **Social Responsibility** Contributing to community and caring for the environment, solving problems in peaceful ways, Valuing diversity, Building relationships **Common Themes in First Peoples Texts** interdependence and connection of everything, connections of people to the land and environment, connection to spirit and spirituality, responsibility to family and community and ancestors, role of family, loss of identity and affirmation of identity, diversity and resistance, transformation, importance of oral traditions, humor and its role in First Peoples cultures, intergenerational roles and the importance of Elders, resilience and healing, tradition, experience and impacts of colonization, decolonization **Ethos, Pathos, and Logos are modes of persuasion used to convince audiences. ** **Ethos** is the credibility of the speaker or writer.  In order to engage an audience on a particular topic, the person presenting the information must first establish credibility. **Ethos appeals to:** - Intelligence, virtue, morals, perception of trustworthiness **Pathos** accesses the emotions and deeply held beliefs of the audience to draw them into the subject matter. **Pathos appeals to:** - emotions and feelings, biases and prejudices, senses, motivations **Logos** uses logic, reasoning, evidence, and facts to support an argument.  Logos appeals to the more rational side of the audience\'s minds and provides support for the subject matter. **Logos utilizes:** - evidence, testimony, statistics and data, universal truths **three elements in any presentation**. **Purpose**. The reason the writer composes the presentation. **Tone**. The attitude the writer conveys about the presentation\'s subject. **Audience**. The individual or group whom the writer intends to address. **Unit 6** **Key Facts About Residential Schools** ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- What were residential schools? Residential schools were government-sponsored schools run by churches. ------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------- What was the purpose of residential schools? The purpose of residential schools was to educate and convert Indigenous youth and to assimilate them into Canadian society. How many students attended residential schools? An estimated 150,000 children attended residential schools. How many children died at residential schools? An estimated 6,000 children died at residential schools (records are incomplete). How many residential schools were there in Canada? In total, over 130 residential schools operated in Canada between 1831 and 1996.\ In 1931, there were 80 residential schools operating in Canada. This was the most at any one time. When did the first residential school in Canada open? The Mohawk Institute in Brantford, Ontario, accepted its first boarding students in 1831. When did the last residential school in Canada close? The Gordon Residential School in Punnichy, Saskatchewan, closed in 1996. It was the last federally-funded residential school in Canada. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **To bear witness is:** to learn about the injustices of the past. to learn about the challenges and joys of Indigenous lives in Canada today. to take action to build a future of hope and reconciliation. **Vocab** **Literary Terms** **Analogy**\ A comparison between two things to highlight similarities, often used to clarify or explain.\ **Atmosphere/Mood**\ The emotional feeling or environment created by a text, influenced by setting, tone, and descriptive details.\ **Conflict (Types)**\ The struggle between opposing forces in a story. - **Internal:** Within a character (man vs. self). - **External:** Between a character and outside forces (man vs. man, nature, society, or fate). **Characterization**\ The methods an author uses to develop characters. - **Protagonist:** The main character or hero. - **Antagonist:** The character or force opposing the protagonist. - **Flat:** Simple, one-dimensional character. - **Round:** Complex, fully developed character. - **Static:** A character who doesn't change. - **Dynamic:** A character who undergoes significant change. **Dialogue**\ The spoken words between characters, revealing their personalities and advancing the plot. **Dilemma**\ A difficult choice between two unfavorable options. **Euphemism**\ A mild or indirect word substituted for a harsh or unpleasant one. **Exaggeration/Overstatement**\ A statement that represents something as more significant or intense than it is. **Flashback**\ A scene set earlier than the main story, providing background information. **Foreshadowing**\ Hints or clues about what will happen later in the story. **Imagery**\ Descriptive language appealing to the senses (sight, sound, touch, taste, smell). **Irony**\ A contrast between expectation and reality. - **Verbal:** Saying the opposite of what is meant. - **Situational:** A surprising or unexpected outcome. - **Dramatic:** The audience knows something the characters do not. **Paradox**\ A seemingly contradictory statement that reveals a deeper truth.\ *Example: "Less is more."* **Point of View**\ The perspective from which a story is told. - **Omniscient:** Narrator knows everything. - **Limited Omniscient:** Focus on one character's perspective. - **First Person:** Told by a character using "I." - **Third Person:** Uses "he," "she," "they." - **Objective/Subjective:** Objective is neutral; subjective reflects opinions or emotions. **Repetition**\ The deliberate use of the same word or phrase for emphasis. **Satire**\ A literary work that uses humor or ridicule to criticize society, politics, or human behavior. **Suspense**\ The tension or excitement felt by the reader as they anticipate the outcome. **Symbolism**\ The use of an object, character, or event to represent a larger idea.\ *Example: A dove symbolizes peace.* **Theme**\ The central idea or underlying message of a work. **Tone**\ The author's attitude toward the subject, characters, or audience. **Poetic Devices** **Alliteration**\ The repetition of initial consonant sounds.\ *Example: She sells seashells by the seashore.* **Allusion**\ A reference to a well-known person, event, or work of art.\ *Example: He's a real Romeo.* **Assonance**\ The repetition of vowel sounds.\ *Example: The rain in Spain stays mainly in the plain.* **Consonance**\ The repetition of consonant sounds within or at the end of words.\ *Example: The lumpy, bumpy road.* **Dissonance**\ Harsh, discordant sounds used to create tension or discomfort.\ *Example: The screeching brakes pierced the night.* **Free Verse**\ Poetry without a regular rhyme scheme or meter. **Hyperbole**\ Extreme exaggeration for effect.\ *Example: I'm so hungry I could eat a horse.* **Metaphor**\ A direct comparison between two unlike things. **Onomatopoeia**\ Words that imitate sounds.\ *Example: Buzz, bang, crash.* **Oxymoron**\ Two contradictory words used together.\ *Example: Jumbo shrimp.* **Personification**\ Giving human qualities to non-human things.\ **Rhyme Scheme**\ The pattern of rhymes at the end of lines in a poem.\ *Example: ABAB, AABB.* **Rhythm**\ The pattern of stressed and unstressed syllables in a line of poetry. **Simile**\ A comparison using "like" or "as."\ *Example: Her smile was as bright as the sun.* **Stanza**\ A grouped set of lines in a poem, like a paragraph in prose. **Setting** The time and place where a story occurs. It also includes the social and cultural environment. **Tone** The author's attitude toward the subject, characters, or audience, conveyed through word choice and style. **Point of View (Uncovered Details)** **Objective Point of View:** The narrator reports only what can be observed (like a camera), without insight into characters' thoughts or feelings. **Subjective Point of View:** The narrator provides insight into a character\'s personal feelings, thoughts, and perspectives.