1 / 42

Unit: First Peoples of Canada

A Tribe Called Red is producing a truly unique sound that’s impacting the global electronic scene and urban club culture. Since 2010 the group – DJ Shub , DJ NDN and DJ Bear Witness – has been mixing traditional pow wow vocals and drumming with cutting-edge electronic music.

matty
Télécharger la présentation

Unit: First Peoples of Canada

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Tribe Called Red is producing a truly unique sound that’s impacting the global electronic scene and urban club culture. Since 2010 the group – DJ Shub, DJ NDN and DJ Bear Witness – has been mixing traditional pow wow vocals and drumming with cutting-edge electronic music.

  2. In a sense, ATCR’s music is the soundtrack to a contemporary evolution of the pow wow: their Electric Pow Wow events in Ottawa showcase native talent and aboriginal culture. Within a couple of years they’ve become the face of an urban Native youth renaissance, championing their heritage and speaking out on aboriginal issues, while being on top of popular music, fashion and art. DJ Bear Witness doubles as the crew’s visual artist and creates stunning, political and sometimes humorous videos that incorporate film and pop culture references to native people and reclaim the aboriginal image.

  3. Unit: First Peoples of Canada How are we shaped by the land we live in, the society we develop and our personal heritage? Our central theme is: IDENTITY

  4. Today’s Lesson: IDENTITY & STEREOTYPES Personal/individual identity Collective/group identity

  5. Learning Outcomes • Describe the factors that shape identity (personal, collective) • Describe ways that identities are expressed • Define stereotype • Explain how stereotypes can affect our lives

  6. Identity Activity • What is an identity? • What kinds of things make up our identity?

  7. Identity Activity • How can these identities be expressed?

  8. Identity Activity 1) Write down two of your own identities which are important to you • 2) Share with your partner: • What you chose, and why? • How you express them

  9. Identity Activity • What about a collective/group identity?

  10. Identity Activity • What happens when you “can’t” express your identity? (2:10)http://www.youtube.com/watch?v=Hmucr0l1wUA

  11. What is a stereotype?

  12. Stereotypes • When we try to make sense of the world we often simplify and generalize things. • Stereotypes are based on an oversimplified generalization of a social group • They can be positive or negative • Example: • Jamaicans are really relaxed • Women are bad drivers

  13. Stereotypes • Often an unconscious act based on assumptions (gender, skin colour, hair, clothes) • We need to become AWARE of these assumptions • When people are stereotyped, they can become defined by the stereotype and other aspects of their identity are ignored

  14. Stereotypes of First Nations 1) Take 1 minute to think about and write down stereotypes that you have heard/seen about Aboriginal people in Canada (past and present) 2) Share with your partner 3) Class discussion

  15. Stereotypes • Where do they come from? • Where do we see them?

  16. Aboriginal Stereotypes in the News • The five ways First Nations make the news in Canada #1: Warrior

  17. #2: Drumming

  18. #3: Dancing

  19. #4: Drunk

  20. #5: Dead

  21. Impact of Stereotypes • Wide range of differences become simplistic categories • Transform assumptionsinto "realities" • Can be used to justify the position of those in power • Can perpetuate social prejudice and inequality

  22. Video Clip 8th Fire: Indigenous in the City 00:00-5:15 http://www.cbc.ca/8thfire/2011/11/indigenious-in-the-city.html

  23. Mascot Controversy • If the Indian Mascot Could Speak (3:19) http://www.youtube.com/watch?v=8nfir23yX08

  24. Reflection Journals • What are the most important factors in your personal identity? • How do you express your identity? • What is a stereotype? • What are some ways that stereotypes can impact our lives negatively? • Do you think that Indian mascots/team names should be changed? Why/why not?

  25. Canada’s First Peoples

  26. Inuit Throat Singing https://www.youtube.com/watch?v=7uS_OadHCWM https://www.youtube.com/watch?v=Phr1HVwrjlQ

  27. Learning Outcomes • Describe the general way of life of the First Peoples of Canada • Oral Tradition & Stories • Religion/Spirituality • Trade & Economy • Food & Subsistence • Government

  28. Anthropology • The science of human beings and especially of their physical characteristics, their origin, their environment and social relations, and their culture • Archaeology: the science that deals with past human life as shown by fossil relics and the monuments and tools left by ancient peoples

  29. Canada’s First Peoples • “Aboriginal:” The original inhabitants • Indigenous, First Nations, First Peoples • These are collective terms • Many different cultural groups • https://www.youtube.com/watch?v=lQRJzsoE70E (to 7:34)

  30. Canada’s First Peoples • Have been here for 12,000+ years • Survived well in harsh environment

  31. Divided in to geographical groups: Each of these groups is comprised of many smaller groups, such as Iroquois, Haida, etc http://www.canadiangeographic.ca/atlas/themes.aspx?id=first&sub=first_cultures_arctic&lang=En

  32. Jigsaw Activity You will each be responsible for handing in this completed assignment at the end of class • Group 1: Oral Tradition & Stories • Group 2: Religion & Spirituality • Group 3: Trade & Economy • Group 4: Food & Subsistence • Group 5: Government

  33. Part 1 • Read through the information provided • 2. Discuss the answers to your two questions 3. Decide on the answers and write them down in that section

  34. Part 2 • The “group 1” member will start, and will share their answers to the two questions. Other group members will listen respectfully and write the answers down (ask questions if the answers do not seem clear to you) • Continuing on, each group member will share their answers with the group • Now you should have a completed assignment! Yay teamwork! ;)

  35. Diorama Project

  36. Northwest Coast • Salmon • Power & wealth • Red cedars • Canoes • Totem poles • Potlatch

  37. Inuit • Hunted seals, whales, caribou • Dog teams with snow sleds • Snow house villages • Shaman and medicine men

  38. Plains • Buffalo • Tipis

  39. Plateau • Wooden lodges • Fish, berries, game • Canoes

  40. Woodlands/Iroquois • Cultivated beans, squash, maize • Lives governed by seasons • Towns, longhouses

  41. Additional Resources • Haida Creation Story • https://www.youtube.com/watch?v=kJ1khnqqhVM • Ojibway Creation Story • https://www.youtube.com/watch?v=cX4GJTtSigY • Iroquois: Sky Woman Story • https://www.youtube.com/watch?v=eJdKJ9Qc_Fo

More Related