At+A+Crossroads

The following are our annotations for Episode 4 and made some suggestions of how they related The Rez Sister with reference to specific page number from the Highway’s play. We have also bolded key people and ideas. As the final installment in the series, this episode ends with an optimist look at Aboriginal youths in the same way we want our unit plan to end with hope for our high school audience and to also fulfill the social justice/social action element of critical literacy. The idea of art as a reflection of reality can be tied to the fictional **Wasaychian** Hill Reserve, whose name is taken from the Ojibway word for window. Therefore rather than seeing the alcoholism, rape, domestic violence and corruption in The Rez Sisters as a function of cultural problems, teachers could use this segment to illustrate these are issues that are not unique to First Nations communities. Similarities can be drawn between the play in that the hope, represented by the lottery, motivates the Rez sisters to fundraise and persevere Given the absence of male voices in The Rez Sisters, one could argue that the play itself speaks to women’s importance to the **Wasaychian** Hill Reserve as symbolic of women’s importance to First Nations culture in general. This segment can be used to emphasise the importance of education for all students but particularly for Aboriginal students. While the Rez Sisters are women who are no longer part of the educational system, teachers can ask why Marie Adele’s kids are never mentioned attending school or if Zhabooningan could have been protected from abuse if she had proper supervision. The reference to the children’s berry picking (21) could also further open debates about traditional, cultural, work knowledge against academic knowledge. Ties could be made Pelajia’s son and Annie Cook’s daughter, both who move off reserve to cities. Similarities can also be drawn between the importance of the bingo and gambling on the play’s Rez and in Membertou. However whereas the profits from the Rez’s **bingo** is controlled by the church, (14) therefore not under the community’s control, Membertou’s gaming profits goes back into the community and is transparently used. Furthermore the Rez sisters want to patron external bingos such as in Espanoala (15), Sudbury and Toronto that have bigger pots but whose profits will not benefit their community. One could also draw comparisons between the Rez sisters well run, community empowering, fundraising scheme to how they see the ‘Old Chief’ runs the reserve. In terms of social action, teachers can also point out the paradox of economic prowess the women’s fundraising showed and their ultimate choice to engage in a game of chance and insignicant odds in the “biggest bingo in the world”.
 *  II. ****Episode 4: At the Crossroads.” //8th Fire//: //Aboriginal Peoples, Canada & The Way Forward//. Dir. **Denis Paquet and Paul Morin. Host** Wab Kinew. CBC, 2 Feb 2012.Web. 14 Feb 2012.  **
 * “This episode discusses Aboriginal communities’ feisty and self-confident youth; the ‘Seventh Generation’ who are taking new pride in their heritage and pointing the way forward to a new relationship ** .”
 * Introduction ** -**Wab Kinew** addresses the need to move beyond stereotypes i.e It shouldn’t shock audiences that he doesn’t’ have a “ rez’d out” accent or that his people create popular music.
 * (0:54) ** Beings with the killing through shooting of the **Indian Act**, that was created to assimilate Aboriginals through a policy of paternalism and a roadblock for positive change
 * (2:24-6:00) ** How art can be a **window into reality** but also a source of social action. **Michelle Savard** and other Aboriginal artists created a travelling exhibition called “**The Indian Act Revisited”** that “revists’ the absurd and unjust laws outlined in the Indian Act.
 * (6:00- 8:28) ** Out of the problematic Indian Act, the problems of the reserve system were created. And now **Ron E. Scott** has produced and directed **Blackstone,** a television series created in order for young people to “challenge the old guard” and “promote accountability and transparency”. Scott notes that non-Native viewers should see **similarities** between their communities and those depicted in Blackstone. The problems of **addiction, sexual assault, corruption** on the reserve are “everywhere” in the rest of society.
 * <span style="font-family: 'Times New Roman','serif';"> “ No jobs. Nothing to do but drink and screw each other’s wives and husbands and forget about Nanabush.” (6)
 * <span style="font-family: 'Times New Roman','serif';">“ My old man has to go to the hundred miles to Espnaola just to get a job.” (7)
 * <span style="font-family: 'Times New Roman','serif';">(8:28-10:34) **<span style="font-family: 'Times New Roman','serif';"> Outlines why some First Nations people want to abolish the Indian Act and the possible consequences of its abolishment. Michelle Savard says that Indian Act must be abolished so a fairer relationship so that the government will give First Nations people what “we are owed”.
 * <span style="font-family: 'Times New Roman','serif';">(11:00- 17:28) **<span style="font-family: 'Times New Roman','serif';"> **Dr. Stanley Vollant**, **Quebec’s first Aboriginal surgeon**, speaks about how his task of walking to Aboriginal communities is motivated by his desire to help Aboriginal education and youth. This idea is literally his dream since it was dream that inspired his mission; He now walks to communities as a role model who can retain his First Nations **language, culture** and also be **academically successful**. **Lise Bastien**, First Nations Education Council Director, says First Nations students just need to preserve. Vollant ends the segment making similar sentiments in that he wants youth to have dreams so that they can persevere.
 * <span style="font-family: 'Times New Roman','serif';">(17:28-19:53) **<span style="font-family: 'Times New Roman','serif';">First Nations University in Saskatchewan is an institution that allows First Nations **culture** to be represented during the university experience and whose courses address issues facing First Nations communities.
 * <span style="font-family: 'Times New Roman','serif';">(19:53- 20:58) **<span style="font-family: 'Times New Roman','serif';">70% of First Nations University’s enrolment is **female**, many of whom are mothers and “single mothers who live right on the edge”. Penny Smoke’s life represents the challenges of addiction and being a single mother but also the hope that her children that will see positivity out of adversity
 * <span style="font-family: 'Times New Roman','serif';">(20:58- 21:20) **<span style="font-family: 'Times New Roman','serif';">Speaks about the integral of **women in First Nations culture** as the “back bone nation”.
 * <span style="font-family: 'Times New Roman','serif';">(21:20- 22:34) **<span style="font-family: 'Times New Roman','serif';">Funding issue for Aboriginal education stating that on average First Nations reserve schools received $2000-3000 less money/student than provincial schools. **Cassandra Opikokew**, a former First Nations University student, argues that government has to choose to invest in education or continue to pay for jails, health care facilities and shelters. Penny Smoke remembers her own grandmother saying that “**education is the new buffalo**” since it would sustain First Nations communities in the same way the buffalo did in the past.
 * <span style="font-family: 'Times New Roman','serif';">(23:00- 28:00) **<span style="font-family: 'Times New Roman','serif';"> A discussion about economic development as the way forward for Aboriginal people, but only one in which Aboriginal people have agency and power. Wab Kinew then goes on explain the Enbridge pipeline controversy in which 12 First Nations communities have approved it construction against 50 communities against the project. But **Jasmine Thomas** helps First Nations people protests against the pipeline; ultimately the federal government has the final say in the pipelines’ approval or disapproval.
 * <span style="font-family: 'Times New Roman','serif';"> (28:00-32:27) **<span style="font-family: 'Times New Roman','serif';"> Introduction to Mimacs of Membertou, who do not have natural resources to exploit as seen in the previous segment. Membertou is a successful community on Cape Breton which was a place, only two decades ago; police officers even would not even set foot in. The community then turned to the “tried and true” gaming option that many First Nations communities resort to. Through reinvestments of gaming profits, the community has proven itself to be a “well run business” and a “ transparent enterprise” that has reaped further economic benefits. Lockhead Martin, a Spanish solar power company and Micma fishing are all further economic success stories that has allowed Membertou’s young to stay within their community.
 * <span style="font-family: 'Times New Roman','serif';">“My boys. Gone to Toronto. Only place educated Indian boys can find decent jobs these days.” (7)
 * <span style="font-family: 'Times New Roman','serif';">Ellen lives in Sudbury with her “white boyfriend”, Raymond (12).
 * <span style="font-family: 'Times New Roman','serif';">(33:50- 40:48) **<span style="font-family: 'Times New Roman','serif';"> **Elisapie Issac** is a singer who works with Inuk youth to see solutions rather than talking about the problems of the past. **Jessica Yee** also speaks to Inuk youth about problems so that they can move forward through the use of Inuk culture. Elisapie therefore ends this segment with hope in young people.
 * <span style="font-family: 'Times New Roman','serif';">(40:48- 44:12) **<span style="font-family: 'Times New Roman','serif';"> **Samian**, an Iroquois rapper, sings and talks about reconciliation and promise of the 8th Fire generation that can unite Aboriginal people and settler communities. The last two segments can be used to argue that cultural and academic knowledge should be help Aboriginal students succeed. More broadly, all students should see that they by learning about Aboriginal culture, they are already part of the change necessary for all Canadians. May ask students if they:
 * <span style="font-family: 'Times New Roman','serif';">Thought this was worthwhile play to read and study?
 * <span style="font-family: 'Times New Roman','serif';">Have learned anything from the play and if so, what?
 * <span style="font-family: 'Times New Roman','serif';">What similarities can you see between non-Aboriginal and Aboriginal people?