Define the Individual and Negotiate the Community & Shift Centers, Blur Margins
In this unit of study, we will be looking at justice, addiction, trauma, healing, and reconciliation through the eyes of a young man (Pete), and the impact it has upon his relationship with his younger brother (Joey). We will look at these issues in the form of a graphic novel aka comic book.
- Pete, a young Aboriginal man wrapped up in gang violence, lives with his younger brother Joey, and his mother who is a heroin addict. One night, Pete and his mother's boyfriend, Dennis, get into a big fight, which sends Dennis to the morgue and Pete to jail.
- Pete keeps up ties to his crew until a jail brawl forces him to realize the negative influence he has become on Joey, which encourages him to begin a process of rehabilitation that includes traditional Aboriginal healing circles and ceremonies.
We will consider the following questions in order to develop a deeper understanding of the course content:
- How can we ensure that all perspectives and voices are seen, listened to, read, and celebrated?
- What perspectives have been dominant or privileged in Canada? Why?
- What perspectives have been and are marginalized? Why?
- Why is equitable representation of voices and all perspectives important for every Canadian and for Canada?
- How are the multi-cultural perspectives in Canada captured and represented by its artists and authors?
- What does it mean to be Canadian and what is our Canadian identity?
- Is being Canadian an individual or a community enterprise?
- What is the relationship between the individual and the community in Canada?
- How do individuals shape a community and the country, and how do the community and the country shape their citizen?
- What contributions have Canadian individuals made to the character of the Canadian community? To the global community?
- How do Canadians navigate their local, regional, national, and global communities?
ELA Goals/ Outcomes (Unit of Study):
- CC A30.1-Create a range of visual, multi-media, oral and written texts that explore:
- Identity
- Social Responsibility
- Social Action
- CC A30.4-Create a variety of informational and literary texts that are appropriate to a variety of audiences and purposes, including informing, persuading, and entertaining.
- CR A30.1-View, listen to, read, comprehend, and respond to a variety of grade-appropriate FNMI, Saskatchewan and Canadian texts that address:
- Identity
- Social Responsibility
- Social Action
- CR A30.4-Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational literary texts from FNMI, Saskatchewan, and Canadian authors as a basis for understanding self and multiplicity of voices and perspectives that make up Canada.