'Colonialism Evades Ontario's Education System' in: ‘Spirit of the Island: Manitoulin’s People' (Gathering Three)

This activity provides learners with background information, from which they can complete the other activities for this Gathering.  The two required readings and videos include the full text of 1) an essay (entitled 'Colonialism Evades Ontario's Education System') written by Hanah McFarlane and 2) key supplemental, academic 'notes' written by Rhonda L. Paulsen.

To be able to complete the other activities in this lesson, learners are instructed to read the full text found in the following two attachments:

• Full Text of essay by H. McFarlane-'Colonialism Evades Ontario's Education System'-Gathering Three
• Full Text of key supplemental material for Gathering Three

Both of these documents are in the 'Materials' section below.  The accompanying videos and the video transcription are available for language learners and others interested in hearing and seeing the written form of the language (closed captioning is included). 

1. 1. Read the full text for Gathering Three. The full text is contained in two documents. These required readings can be assigned as homework in preparation for the ensuing activities in this lesson.
   2. Two videos supplement this Gathering. The first is a reading (in English) of an academic essay by the author of the essay; the second video is of some excerpts being read out loud in both English and Anishinaabemowin from the supplemental, academic material of the Gathering. If you and your students are interested in hearing the language, you can watch the second video, which features both English and Anishinaabemowin.
   3. Optional for language learners: the excerpts that are read out loud in the second video are written in the attachment entitled, 'English and Anishinaabemowin Transcription of Second Video-Gathering Three.'

Activities included in the Gatherings are designed to include personal time to reflect on one’s own concept(s) of identity for self, others, communities, and nations. Additionally, we are encouraged to reflect on our interaction with our physical environment and personal spirituality.

Personal Inquiry questions, found in the accompanying ‘Lesson Plan/Activity Guide’ (pages 6-7), provides opportunity for personal reflection.

The accompanying 'Lesson Plan/Activity Guide' (attached below in the 'Materials' section) contains all the necessary resources and forms for each activity in this lesson.  Also, the 'Lesson Plan/Activity Guide' contains information for the educator/instructor to read so you can consider different ways to augment the learning experience.  It is recommended that the educator/instructor read through the entire document.

Information for this activity, Personal Inquiry, begins on page 6.  The quote on page 7 and the corresponding image are intended to provide inspiration and can be displayed for learners to view during this personal reflection time, encouraging thoughtful introspection.

The Personal Inquiry questions are shared with learners who are given time (either in class or for homework) to reflect on the reading.

Activities included in the Gatherings are designed to include personal time to reflect on one’s own concept(s) of identity for self, others, communities, and nations. Additionally, we are encouraged to reflect on our interaction with our physical environment and personal spirituality.

The purpose of this activity is to assist learners in reflective and analytical reading and listening, as well as for personal review to retain the information long-term (and, if a student, for test preparation).

It is recommended that the educator read page 8 of the 'Lesson Plan/Activity Guide,' which provides additional information for the discussion activity.  The 'Discussion Guideline' is found on page 9.  If you, as the educator, would like to add or change questions, you can adapt this form for your group of learners.  Learners are asked to complete the form at the beginning of class or as homework, and then the group can have a discussion so that everyone can learn from each other.   

The discussion can be as a whole group or in small groups, reconvening as a whole to share as a class.  Notes are taken on flip chart, which is displayed around the room for everyone to read.

The form on page 8 can be used in a variety of ways.  For example, it can be used at the end of a unit of study (if focusing on material under a heading from the video) and/or at the completion of a class or workshop (if using an entire Gathering video or the video series).

Activities included in the Gatherings are designed to include personal time to reflect on one’s own concept(s) of identity for self, others, communities, and nations. Additionally, we are encouraged to reflect on our interaction with our physical environment and personal spirituality.

This exercise provides the learner with the experience of being assessed, and labeled according to that assessment, based on their achievement levels from a test containing content that they most likely have never been taught or exposed to in everyday life.

Emphasis is on how experiences can affect our concepts of identity (self and other).

The 'Aptitude Test' is a participatory learning experience that may raise feelings of discomfort, sensitive memories, or challenges for some students/participants. The instructor can read the 'Cautionary Note for Student Well-Being' (attached).  Also, before and after this exercise, please involve your school counsellor and/or district school board’s First Nations, Métis, and Inuit representative.

To prepare, the instructor can read pages 10-13 of the 'Lesson Plan/Activity Guide.'  

• The instructor enters a role-play of being very formal and strict; handing out the test (see p. 12) by placing it face down in front of each student/participant; directing learners to not talk or leave their seats; periodically announcing the time to put pressure on completing the test; and having no interaction with the learners during the test (this is explained prior to starting).
• When the test time has run out (determined by the instructor based on available time), pens are put down immediately and learners give their tests to the person next to them.
• The instructor reads out each question, asks for volunteers to offer answers, then provides the ‘correct’ answer (see p. 13 in the 'Lesson Plan/Activity Guide'); the learners grade answers as ‘correct’ or ‘not correct’, i.e. no subjectivity or leeway. During this time, the learning environment can return to a relaxed atmosphere that helps with debriefing the exercise – there are bound to be laughs.
• Post-exercise discussion questions can include: “How did this make you feel?”; “Was your confidence shaken?”; “What were your emotions?”; “Did you think it was a fair test?”; “Are you
  comfortable with having your ability/aptitude assessed and labelled based on your test results?”
• Please do not convert to technology; emphasis is on cursive writing and personal inter-action.

Activities included in the Gatherings are designed to include personal time to reflect on one’s own concept(s) of identity for self, others, communities, and nations. Additionally, we are encouraged to reflect on our interaction with our physical environment and personal spirituality.