Bibliography

=__ Curriculum Document __= Although a resource designed for Alberta with reference to treaties and policies specific to the province, it contains many relevant discussions about Aboriginal culture across Canada. Specifically it provides a great outline for “Talking Circles” on p.54 that we use throughout our unit.
 * Alberta Teacher’s Association. **//** Education is Our Buffalo: A Teachers ’ Resources for First Nations, Metis and Inuit Education in Alberta **//**. Edmonton: Author. 2006. Web. 16 Feb 2012. **[|**http://www.ldaa.ca/assets/pdfs/freeResources/EducationIsOurBuffalo.pdf**]

A fantastic, practical resource for teachers of FNMI (First Nations, Metis and Inuit) students which has both important cultural considerations and examples of how to differentiate instruction Aboriginal content.
 * Alberta Education. **//** In Our Words, Our ways: Teaching First Nations, Métis, and Inuit Learners **//** .Alberta Education. 2005. Web. 20 Nov 2011. < **[|**http://education.alberta.ca/media/307199/words.pdf.**]**> **

More English focused, this teacher’s resource is invaluable for those who truly want to create an inclusive English curriculum that values Aboriginal voices. Has extensive lists of websites and print based texts for Mi’kmaq, Mohawk (Six Nations), Anishnabe ( Ojibway), Cree, Metis and Okanagan peoples.
 * Eigenbrod, Renate, Georgina Kakegamic and Josias Fiddler. **//** Aboriginal Literatures in Canada: Teacher’s Resource Guide **//**. Toronto: Curriculum Services Canada, 2003. Web. 22 Jan 2012. < **[|**http://curriculum.org/storage/30/1278480166aboriginal.pdf**]>


 * Ontario Ministry of Education. The Ontario Curriculum: Grade 11 and 12 English. Toronto: Author, 2000.Print. **


 * Public District School Board Writing Team **//**, ENG 3U Corse Profile **//**<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">. Toronto: Queen’s Printer, 2001.Print. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Using this resource, we saw that our lesson plan ideas and objectives fit well into Unit 3: Exploration of Literary Connections given its focus in providing “historical background for the play and the period” and its discussion about “music, language”, “costumes and dance” (7). We also used this resource to think of accommodations/modifications for ELLs and students with special educational needs. =__ Basic/Rhetorical/Thematic Questions __= = Wilson, S:” Rez Sisters: Introduction Questions.” NBE3E. Web. 17 Feb 2012 = = [] = = “The Rez Sisters p. 19-35 Questions.” www.wilsonteacher.ca/files/ RezSisters19-35 .pdf = = “Rez Sisters: p. 60-94 Questions.” [|www.wilsonteacher.ca/files/RezSisters60-94.pdf] = = = = These are basic content questions for an essential class created by an in service teacher from Geraldton Composite High School (Superior – Greenstone DSB/Thunder Bay Region). http://www.wilsonteacher.ca/ = <span style="font-family: 'Times New Roman','serif';">From the University of Fraser Valley, this is a great resource to inspire rhetorical, moral thematic questions and other ideas for //The Rez Sisters//.
 * <span style="font-family: 'Times New Roman','serif';">Isbister, Sophie & Melissa Walter. Collected Resources for Studying //The Rez Sisters. Web. 16 Jan 2012.// **[|**http://www.ufv.ca/Assets/TLC/Rez+Sisters+Collected+Resources.pdf**]

=__ Scholarly Papers __=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Behrman, Edward H. “Teaching about Language, Power and Text: A Review of Classroom Practices that Support Critical Literacy”. //Journal of Adolescent & Adult Literacy// 49(6), 2008:490-498. Print. **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Lewison, Mitzi, Amy Seely Flint, Katie Van Sluys and Roxanne Henkin . “Taking on Critical Liteacy: The Journey of Newcomers **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **and Novices.”//Language Arts//. 79(5):382-391. 2002.Print.**


 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Preston, Jennifer. “Weesageechak Begins to Dance: Native Earth Performing Arts Inc.” **//** The Drama Review **//**<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">. 36(1): <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">135-159, <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">1992. Web. 20 Jan 2012. h <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">ttp: **//** www.jstor.org/stable/1146184 **//

// This article contextualizes Tomson Highway’s work within Canada’s Native theatre and would fit well in Lesson 2. Also has a fantastic picture of the original production which casted Highway’s late brother as Nanabush. As the title suggests, “ Weesageechak” being the Cree name for the trickster, this paper also has in-depth discussions of ////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Rez Sisters //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> and the Nanabush character.


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Tchudi, Susan J. and Stephen N. Tchudi. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> “Chapter 2: Planning for Successful Teaching.” //The English Language Arts Handbook: Classroom Strategies for Teachers.// 2nd Ed. Portsmouth: Boynton/Cook. 1999. 21- 37. Print.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This text has been used in many classrooms to challenge and frame the America’s history through a critical reading of Columbus’ ‘discovery’ of the ‘New World’. For our unit, we used Chapter 1’s map of First Nations populations prior to contact in the Americas. Chapter 1 reframes commonplace history into a new light. Would fit well into Lesson 1 or 4 and any discussion about land and history.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Print __**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Bigelow, Bill and Bob Peterson. “Beginnings.” **//** Rethinking Columbus – The Next 500 Years: Resources for Teaching About the Impact of the Arrival of Columbus in the Americas **//**<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">. 2nd Ed.Milwaukee : Rethinking Schools, 1998. 16-30. Print. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A great compilation of resources for Aboriginal Youth service providers, including teachers, with specific mention of films (71), community resources and even a guide to approaching elders within Aboriginal communities (61).
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Crooks, Claire V., Debbie Chiodo and Darren Thomas **//** . **////** Engaging and Empowering Aboriginal Youth: A Toolkit for Service Providers. **//**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Victoria: ****<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> Trafford, 2009.Print. 119p. **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Nolan, Yvette, ed. Beyond the Pale: **//** Dramatic Writing from First Nations Writers and Writers of Colour **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Toronto: Playwrights Canada Press, 2004 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Print. 142p **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A little book that contains 25 short dramatic excerpts from First Nations writers and writers of colour. Would be a perfect text for building any multicultural classroom through the privileging of different voices. For this unit in particular, one could supplement the play with other First Nations narratives such as Turtle Gals Performance Ensemble’s “The Scrubbing Project” (125), Darrell Dennis’ “Tales of an Urban Indian” (42)and Drew Hayden Taylor’s “AlterNatives” (139). The work also includes Tomson Highway’s “Ernestine Shuswap Gets Her Trout” (137).

=__ Web __= <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A brief article describing Saunders Secondary production of //The Rez Sisters// by First Nations students, “many of whom hail from the Oneida and Chippewa reserves.” <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provides a brief but somewhat outdated description of Bill Hill’s work in the areas of “Native mental health, Native education and its inclusion with existing healthcare/education modalities”. This could be used in Lesson 17 in student’s preparation for Hill’s talk in Lesson 20.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Israel, Robyn. “ The Rez Sisters.” //The Beat: Arts in London//. 20.p.8-10. May 2011.Web. 16 Jan 2012. http://www.thebeatmagazine.ca/PDFs/TheBeat_May_2011.pdf **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Denny, Aleshia. Faculty of Health Sciences Aboriginal Speaker Series on Culture and Health. London: Western Faculty of Health Science. 3 Mar 2010. Web. 11 Feb 2012. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.uwo.ca/fhs/PDFs/2009_10_materials/Faculty%20of%20Health%20Sciences%20Aboriginal%20Speaker%20Series.pdf **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**8th Fire: Aboriginal Peoples, Canada & The Way Forward**// **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">. Dir. ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Denis Paquet and Paul Morin. Host ****<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Wab Kinew. CBC, 2012.Web. 14 Feb 2012. < **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.cbc.ca/doczone/8thfire/index.html **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">> **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> As it’s been 7 generations since European contact, an Anishinaabe prophecy states that the current 7th generation as the people who will bring about the renewal of the Anishinaabe people. Therefore there is hope that the next generation will bring about the 8th fire, as the generation that brings harmony and justice between the settler and Aboriginal population. Through the stories and voices of Aboriginal people themselves; this series gives a historical glimpse at the economic, political and social problems faced by this population. However given the series’ namesake, the episodes attempt to highlight solutions for the future and achievements of Aboriginals.


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Kelso, Wayne. The Rez Sisters. 2011 Web. 14 Jan 2012. < **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.waynekelso.com/page15/page47/page47.html **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">> **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Audio samples of Kelso’s score for Factory Theatre’s 2011 production of the play, which “spans many styles in supporting the journey of seven aboriginal women seeking the universal dream of a better life.” The options are endless but this resource could be used as a hook prior to whole class readings or to inspire performance presentations.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**The Rez Sisters by Tomson Highway**// **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">, Factory Theatre, 2011 .Web. 16 Jan 2012 < **[|**http://www.factorytheatre.ca/concrete/concrete/index.php/season-and-subscription/the-rez-sisters/**]**<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">> **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Could use pictures from Factory Theatre’s recent production to highlight the multiculturalism within First Nations as seen the multicultural casting of actors in this First Nations play. These pictures could also lead into a discussion about choices and interpretations of //The Rez Sisters// as a play and as any text in reader-response theory. We as individuals take different elements from a viewing or reading of texts. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In conjunction with ENG 3U’s course profile, we used this resource to think about accommodations/ modifications for ELLs and students with special educational needs.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Virtual High School: Ontario. //ENG3U - English Course Outline//. 2005.Web. 17 Feb 2012. **[|**https://www.virtualhighschool.com/courses/outlines/eng3u.asp**]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Working with the assistance of a Saunders drama teacher, Bill Hill directed secondary school students in the production of the //The Rez Sisters// in 2011 and has had personal correspondances with Tomson Highway himself.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Other __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hill, Bill. Personal Interview. 10 February 2012. **