'Forgotten Children' in: 'Spirit of the Island: Manitoulin's People' (Gathering Nine)

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 "The Forgotten Children" written by Zoey Wood-Salomon, 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 Zoey Wood-Salomon, "The Forgotten Children"
• Full Text of key supplemental material for Gathering Nine

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 Nine. 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 video of the author reading (in English) the full text of her essay; the second is a video-recording, alternating in English and Anishinaabemowin, of excerpts from the second document ("Key Supplemental Notes"). If you and your students are interested in hearing the language, this second video is a good resource for listening to Anishinaabemowin.
   3. Optional for language learners: the excerpts that are read out loud in the second video are transcribed/written in the attachment entitled, 'English and Anishinaabemowin Transcription of Second Video-Gathering Nine.'

Each activity 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.

Using the Personal Inquiry questions, in the accompanying ‘Lesson Plan/Activity Guide’, 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 section and 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.

The personal reflection time can be followed by small group discussions, with someone taking notes on flip chart paper to share with the class as a whole after.

Each activity 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 form 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 9 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).

Each activity 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 is used to reinforce what it would be like to have a dominant order take control over your home, family, or even entire community. 

Learning Outcomes for this Activity: learners will be able to…

1. analyze how issues of colonialism have impacted Indigenous people;
2. examine the assimilation and displacement of Metis, Inuit, and First Nations in Canada;
3. articulate the impacts on an individual and/or nation (in spiritual, emotional, physical, and intellectual realms of being) that are the result of political domination.

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

Community members, Elders, and Knowledge Holders can be invited to the class/workshop to share experiences, guide the learning process, and offer support for de-briefing if required.

• Refer to pages 10-12 of the 'Lesson Plan/Activity Guide' for this activity.  Instructors provide each learner with the blank form (page 12), instructing them to draw their territory, which can be a home with various rooms indicated, a neighbourhood, their region, etc.
• For student well-being, prior to this exercise learners need to be clearly informed that their drawings will be marked up by the instructor, who role-plays the dominant government.
• The class remains quiet, so that each learner feels connected with their personal drawing.
• Once the drawings are complete, the instructor enters into role-playing the Department of Indian Affairs and moves about the room asking volunteers to describe their map to the group. If no learner volunteers, then the instructor draws their own map and uses that in the following steps.
• Once the learner has described their territory, the instructor (i.e. the DIA representative) uses a red marker to make lines through their territory, separating families and communities. Learners are told that if they cross those lines, even to see family members, they will be incarcerated.
• The class debriefing discussion revolves around how this exercise relates to:
  • Indigenous families being separated when children were forcibly removed from their homes during the residential school system era and the 60’s Scoop;
  • How the reserve system tore communities apart and separated kinship connections and
    immediate family;
  • What forced relocation does to a community/nation.

Each activity 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.

To extend the learning about Missing and Murdered Women and Girls (MMIWG) and explore healing through art.

Please read page 13 in the Lesson Plan/Activity Guide for ideas to extend the learning in this Gathering.  A number of possible activities are listed, which may bring other ideas to your mind for extending the learning.  Whether you are able to add an activity (or two) depends on how much time you have available.

The one hour proposed is just an estimation.