STUDYGUIDE
AbouttheShow
Ayouthactivistisquestionedbyauthoritiesafterthe statueofEdwardCornwallisloseshishead.Brooke Stephensdefendsheractionswhilebeinginterrogated inapolicestation.Inspiredbytrueevents,Brooketakes theaudienceandthehawk-likepolicewomanthrough thehistoricalcontextofMi’kmaqoppression.
Thisextraordinarystorywowedschoolaudiencesin 2023;weknewwehadtobringitback.
AbouttheShow
Mayisabiracialartstudentstrugglingtocreateapiece ofartaboutherracialidentity.Withthehelpofastrange butfriendlypuppet,sheexploresheridentitybyvisiting herchildhoodbedroom.Inthisroomshereflectsonher parent'srockyrelationship(madeworsebythe prejudiceagainstinterracialmarriagesatthetime) whiletryingtorememberapieceofherpastthatcould helpfinishtheproject.Goldenisastoryaboutdiscovery, racialidentity,gettingintouchwithyourchildhood,and usingartasawaytodigdeeper.
ThemesRacialIdentity,Family,Art,SelfDiscovery
MeetthePlaywright/Director
LisaNasson(she/her)isadirector,playwrightandactorfromMillbrook NovaScotia,andiscurrentlybasedoutofToronto.ShestudiedTheatre performanceatGeorgeBrownCollege,andisalsoanartseducator.She hastouredasanactoracrossCanadaformuchofhertheatrecareer, andisthrilledtobedirectingforNeptune'sYoungTouringCompany. LisahasspentthelastthreeyearsasaperformerattheStratford Festival.WhileLisaisnotperforminginplays,shecontinuestowrite playsanddirect.
Directornote:IamthrilledtobedirectingforNeptune'sTouring Company.WhenIbeganmycareerasanactor,thistourwasmyfirst professionaljob.It'sbeautifultoseehowmyjourneyhascomefull circle.IamhonouredtobringColonialParkandMischieftolifewith suchanamazingteamofartists.WhenIwroteMischief,Iknewyoung peopleneededastorywithbravery,honesty,courage,andhumourina timewherejudgmentoftentakesthefrontseat.Iseetheexactsame heartinColonialPark,andIcan'twaitforaudiencestoabsorbthe importantmessagethesestorieshavetooffer.
MeetthePlaywright
DaisyRayne(she/her)wasbornandraisedinHalifaxNovaScotia,whereshe completedhertrainingwiththeFountainSchoolofPerformingArts,at DalhousieUniversity.Hermostrecentactingcreditsinclude:Playhouseof Horror(TheVillainsTheatre);Golden(2024HalifaxFringeFestival); Euripidaristophanize(FSPA);Middletown(FSPA);NotNow,NotYet,(FSPA);The Crucible(FSPA).RaynestartedwritingGoldenoverayearagotodiscussher experienceasaBlack,biracialartist,andcannotwaittocontinuethisexciting journeywithyouall.AbigthankstoRayne'sfamily,friends,andpartner,who havehelpedheralongtheway!
MeettheCast
CAST:DaisyRayne(she/her)wasbornand raisedinHalifaxNovaScotia,whereshe completedhertrainingwiththeFountain SchoolofPerformingArts,atDalhousie University.Hermostrecentactingcredits include:PlayhouseofHorror(TheVillains Theatre);Golden(2024HalifaxFringeFestival); Euripidaristophanize(FSPA);Middletown(FSPA); NotNow,NotYet,(FSPA);TheCrucible(FSPA). RaynestartedwritingGoldenoverayearago todiscussherexperienceasaBlack,biracial artist,andcannotwaittocontinuethisexciting journeywithyouall.AbigthankstoRayne's family,friends,andpartner,whohavehelped heralongtheway!
CAST: Leah Pritchard (she/they) has worked as a professional actor, singer, and theatre teacher for over a decade. She lives in Halifax and has worked across the country with Neptune,Theatre Newfoundland and Labrador, Xara ChoralTheatre,The Watermark, andTangledArts and Disability, among others. Leah likes to create work that touches hearts and sticks it toThe Man. In 2013 they graduated Memorial University of Newfoundland's Sir Wilfred Grenfell College with Bachelor of FineArts .
CAST: HarmonyAdesola, known professionally as HARMZ, is a rising star in Canadian entertainment, celebrated for his versatility as an actor, musician, and filmmaker. Originally from Nigeria and raised in SouthAfrica, HARMZ now calls Halifax, Nova Scotia, home. With a relentless drive for storytelling across multiple creative mediums, HARMZ has made an indelible mark on the industry.
As an actor, HARMZ has brought compelling characters to life in acclaimedTV shows such as Sullivan's Crossing, Washington Black, and Stephen King'sThe Institute. His ability to blend raw emotion with authenticity has cemented him as a talent to watch in the world of film and television. Beyond acting, HARMZ earned an ECMAnomination for Video Director of theYear (2023), a testament to his visionary approach to crafting narratives both in front of and behind the camera.
MeettheCrew/Designers
Sound Designer/Composer: Jackson Fairfax-Perry (he/him) is anAfrican Nova Scotian composer, producer, multi-instrumentalist and sound designer based in Kjipuktuk, Mi’kma’ki. Since 2021, Jackson has racked up numerous sound design and composing credits with theatre companies both locally and nationally, including Eastern FrontTheatre’s sold out production of Stevey Hunter’s Fat Juliet, for which he won the 2022 Robert MerrittAward for Outstanding Sound Design. Recently, Jackson was announced as 2b theatre company’s 2023-24 RBC EmergingArtist in Residence, where he will have the opportunity to collaborate on 2b related projects, while also developing his own work with guidance and support from 2b.
Set Design (Moose & Hawk): Patricia Vinluan is the set designer and stage manager. Being a stage manager is her favorite job, and she dedicates her practice to fostering spaces where artists can do their best work and thrive. In her work as a designer, she focuses on intentionality and loves to weave many different mediums into her art. She appreciates the layers of symbolic and historical imagery in both of the scripts and wanted as many of these elements to become a focal point for the design. She hopes you enjoy the show!
Costume Design (Moose & Hawk): Brenda Chicas-Duran has been in the show business for 14 years wearing many hats in each department. She earned a BFAinTheatre Production and Design atYork University and has worked all over within the GTAas a designer and technician. She currently lives and works in Nova Scotia. Her recent theatre credits: Beyond the Sea ( Victoria Playhouse), Fat Juliet( EFT),At this Hour (Zuppa Theatre), #iamthecheese (HTFYP/EFT), Miracle on 31st street (SJTC).
Sarah MacKenzie (she/her) is thrilled to be working as the stage manager for Moose and Hawk and Golden. Based in Halifax/K'jipuktuk, Sarah is an emerging stage manager, theatre artist, and a graduate from theTechnicalTheatre program at Dalhousie University.This is her first time working with NeptuneTheatre and she is so excited to get to visit more communities around Nova Scotia. Select credits include; I’m Every Woman; The Songs of Johnny and June (Charlottetown Festival); Shadows in the Cove (Mulgrave Road); Coarse: The Brontës (Sarah Deller/The Villains); Robin Hood: The Great Escape (Festival Antigonish); Bed & Breakfast; Odd Ducks (Ship’s Company).
CurricularOutcomesGrades7-9:
Grade7SocialStudiesGCO:
Learnerswillcreatearesponsetochangingsocietalconditionsin theMaritimes.
Learnerswillcreateresponsestoopportunitiesandchallengesin present-dayMaritimecommunities.
Learnerswillreflectontheimpactofgovernmentpoliciesandthe denialoftreatyrightsonMi’kmawcommunitiesandindividualsin Mi’kma’ki
Grade8SocialStudiesGCO:
Learnerswillreflectonthe20thand21stcenturyIndigenous experiencesinCanada.
Learnerswillevaluatetheimpactofequityandinequityina changingCanadiansociety.
Grade9CitizenshipGCO:
Learnerswillevaluateevolvingconceptsandattributesof citizenshipasmembersofdifferentkindsofcommunities.
Learnerswillevaluatekeychangesinthecitizenshiprightsof Mi’kmawandothertraditionallydisempoweredpeople.
Learnerswillevaluatehowperceptionsofcurrentissuesare influencedbyvariousmedia,andhowthisshapesactions, choices,andreactions.
Grade7ELAGCOs:
Studentswillbeexpectedtodemonstrateanunderstandingofculture, diversity,andworldview,recognizingthesimilaritiesanddifferencesreflected invariouspersonal,cultural,racial,andethnicperspectives.
Learnerswillimplementspeakingandwritingstrategiesforeffective communicationinrelationtoaudienceandpurpose.
Grade8ELAGCOS
Learnerswillcomprehendarangeofcommunicationformsusinglistening strategies,readingstrategies,andviewingstrategies.
Usewritingandotherformsofrepresentationtoexplore,clarify,andreflecton theirthoughts,feelings,experiences,andlearnings;andtousetheir imaginations
Grade9ELAOutcomes:
GCO:
1. Speakandlistentoexplore,extend,clarify,andreflectontheir thoughts,ideas,feelingsandexperiences.
2. Communicateinformationandideaseffectivelyandclearly,andto respondpersonallyandcritically
3. Interactwithsensitivityandrespect,sonderingthesituation, audience,andpurpose
SCO:8.1Usearangeofstrategiesinwritingandotherwaysofrepresentingto:
Extendideasandexperiences
Exploreandreflectontheirfeelings,values,andattitudes
Considerotherperspectives
Reflectonproblemsandresponsestoproblems
CurricularOutcomesGrades10-12:
CanadianHistory11GCOs:
CultureandDiversity:D.demonstrateanunderstandingculture, diversity,andworldview,recognizingthesimilaritiesand differencesreflectedinvariouspersonal,cultural,racial,and ethnicperspectives.
Time,Continuity,andChange:F.Demonstrateanunderstanding ofthepastandhowitaffectsthepresentandthefuture.
Mi’kmawStudies11UnitOutcomes:
G4:Investigatehistoricalandcontemporaryissuesrelatedtothe concordatof1610,theTreatiesofpeaceandFriendship,and otherproclamations.
G5:Evaluatetheadverseeffectsofdiscriminatorypolicies, legislation,andsocialinjusticesonFirstNationsinCanada.
Drama10SCOs:
5.1reflectonwaysinwhichtheirworkandtheworkofothers reflectculturaldiversity.
5.2expresstheculturaldiversityoftheircommunitiesintheir dramawork.
6.1usevariousdramaticformstocreatetextthatgivesmeaning toculturalandhistoricalevents.
6.2makeconnectionsbetweentheirownlivesandthe characters,ideas,andeventsindramawork.
Drama11SCOs:
5.1experienceandcelebratetheculturalrichnessoftheirown workandtheworkofothers.
6.1usebroadrangeofdramaticformstocreatetextthatgives meaningtoculturalandhistoricalevents.
6.2Exhibitandcelebratethroughtheirdramaticworkan awarenessoftheuniversalconnectionsbetweenthemselves andothers.
Drama12SCOs:
UC3.3Analyze,understand,andvaluetheinfluenceof dramaincreatingandreflectingculture.
UC4.1demonstrateanunderstandingoftheroleofdrama asarecordofhumanexperienceasitconnectstotheirown lives.
PR6.2Reviewandcritiquepresentationsandinterpretations ofdramaticworks,usingappropriateterminology.
English10SCOs:
1.2constructideasaboutissuesbyaskingrelevant questionsandrespondingthoughtfullytoquestionsposed.
English11SCOs:
1.2Askperceptive/probingquestionstoexploreideasand gaininformation.
6.3Makeconnectionsamongthemes,issues,andideas expressedinvarioustexts.
7.7Explorethediversewaysinwhichtextsrevealand productideologies,identities,andpositions.
English12SCOs:
1.3articulate,advocate,andjustifypositionsonanissueor textinaconvincingmanner,showinganunderstandingofa rangeofviewpoints.
6.2Articulateandjustifypointsofviewabouttextsandtext elements:interpretambiguitiesincomplexand sophisticatedtexts.
Overviewofthemes,Context,and VocabularywithinthePlays
Themes Context Vocabulary
Decolonization
History
BrookeexplainstoMisshowCornwallisgrantedcitizens permissiontocaptureorkillMi’kmawpeopleandcollecta bounty.Meanwhilethestatuewaserectedinhishonourand ignorestheatrocitieshecommitted.
Bothshowsaddresstheissueofwhitewashinghistory.Afamtells Alexaboutothercommunitieswho’veexperiencedandrebelled againstcolonization.
Protest
Storytelling
BrookewasarrestedforanActofMischiefduringaprotestatthe Cornwallisstatue.Multipleprotestshavetakenplaceatthe statue.
Bothshowsshareanimportantstorywithpolitical,cultural,and humanrightsimplications.Sharingastorythroughthemedium oftheatrecanhaveavisceralreactionfromaudiencesand showuniqueperspectives.
Colonization
SystemicRacism
Genocide
Bounty
HistoricalMemory Imperialism
PeaceandFriendshipTreaties
OralHistory
AnActofMischief
TheRighttoProtest&Gather LandBackMovement
PoliticalTheatre
SocialDiscourse
NarrativeSovereignty
HistoryofSettlementand ColonizationinKjipuktuk(Halifax)
The Mi’kmaw have lived in Kjipuktuk (“great harbour”) since time immemorial. Current archeological evidence shows Mi’kmaw ancestors in Mi’kma’ki for at least 13,500 years. European settlement began in the late 1500s with the arrival of French colonizers, ancestors of theAcadians.Acadians and Mi’kmaq had complex relationships that varied from place to place, but generally lived in relative peace.
In a colonial context, Nova Scotia was considered a French possession. France and Britain opposed each other in the War of Spanish Succession (1701-1714). Following that conflict’sTreaty of Utrecht (1713), “ownership” of the territory was given to the British. Shortly after, following the Wabanaki-New England War (1722-25), the Drummer’sTreaty affirmed that further European expansion into territory including Mi’kma’ki, would need to be negotiated with indigenous peoples to avoid further conflict.This is the first of a series of “Peace & FriendshipTreaties” signed between 1725 and 1779.
Later, the Mi’kmaq and Wolastoqiyik aligned with the French against the British in King George’s War (1744-1748), part of the larger War ofAustrian Succession (1740-1748). In response, the British, led by Edward Cornwallis, established the City of Halifax along Kjipuktuk, in direct violation of the earlier 1725 treaty. This was particularly egregious due to the the peninsula being home toAmntu’kati (“spirit place,” roughly, downtown to Point Pleasant Park). For thousands of years, Mi’kmaq from all over Mi’kma’ki would gather to celebrate the Frog Croaking Moon inAmntu’kati.This is why the territory was defended so fiercely. Mi’kmaq, withAcadian allies, began raiding the new settlement. Cornwallis, considered the “founder” of Halifax, despite thousands of years of continuous Mi’kmaq habitation, issued a bounty on the scalps of the Mi’kmaq.
Statue of Edward Cornwallis
Thestatueistheculminationoftherenewedinterestin Cornwallisfollowingcelebrationsinthecity commemoratingthe150th(1899)andlater175th(1924) anniversariesofhisship,theSphinx,landinginKjipuktuk.
Inthe1920s,acommitteewasstrucktoraisefundstoerect astatueofEdwardCornwallis,tonamehimasthe“founder ofHalifax”andostensiblytopromotetourism.
In1927,DalhousieUniversity’sArchibaldMacMechanargued that“menofEnglishbloodalltheworldoverare accustomedtofeelandgivevoicetoajustprideinthe achievementsoftheirrace,asacolonizingpower,”andthat CornwallisdeservedmorerespectinHalifaxforthatreason.
In1931,abronzestatueofEdwardCornwalliswaserectedon agranitepedestalindowntownHalifax,inthenewlynamed CornwallisPark.The9-foottallstatuewasmodeledina stylereferencingancientstatuesglorifyingRoman Emperors.
Publicconsciousnessaroundthecontroversyofthestatue hadbeenarousedsincethe1980s.Amajorpartofthiswas DanielN.Paul’s1993bookWeWereNottheSavages,which presentsaMi’kmawperspectiveonhistory.
Abuildingmovementtoremovethestatuewasfueledby similarcampaignsacrossTurtleIsland.Debateina governmentcontextbeganin2014,whenrenovationsinthe parkbegan.MajorpublicprotestbeganJuly1st,2017,atan eventintheparkledbyMi’kmawwarriors.Citycouncilvoted toremovethestatueandplaceitinstoragein2018.
Succinctly,SaintMary’sUniversityprofessorJohnReid satiatedin2013“historicalmemoryofCornwallisthatwas symbolizedbythestatue[…]wasgovernednotbyhistory, butbyapotentmixofimperialism,aracially-charged triumphalismbasedonthesavagery-civilizationbinary, statepromotion,andaneconomicagenda.”
TheparkisnowknownasPeaceandFriendshipPark.
TalkingtoyourStudentsaboutRace
ItisimportantforteacherstoknowthattheproductionsofMischiefandColonialParkaddresstopicsofcolonizationand discriminationagainsttheMi’kmawpeopleandotherpeoples.Studentswilllikelyfindthesetopicsupsettinganditisbesttohavea discussionwithyourclassaboutthepresenceofthesethemespriortowatchingtheperformance.IfyouareaWhiteeducatorwe recommendreachingouttoyourschool’sIndigenousStudentSupportWorkerandworkingwiththemtofacilitateadiscussionwith yourclass.
“Educatorsplayacrucialroleinhelping studentstalkopenlyaboutthehistoricalroots andcontemporarymanifestationsofsocial inequalityanddiscrimination.Learninghowto communicateaboutsuchtopicsaswhite privilege,policeviolence,economicinequality andmassincarcerationrequirespractice,and facilitatingdifficultconversationsdemands courageandskill—regardlessofwhoweare, ourintentionsorhowlongwe’vebeen teaching.”
ReflectionActivityforTeachersandStudents:
Considerthefollowingstatementsandselecttheonethat bestdescribeshowyoufeel.Donotmakeracialized studentsparticipateiftheydon’twantto,especiallyin majoritywhitespaces.
● Iwouldrathernottalkaboutrace/racism.
● Iamveryuncomfortabletalkingaboutrace/racism.
● Iamusuallyuncomfortabletalkingabout race/racism.
● Iamsometimesuncomfortabletalkingabout race/racism.
● Iamusuallycomfortabletalkingaboutrace/racism.
● Iamverycomfortabletalkingaboutrace/racism.
Thenuseasentence-stemactivitytoself-reflect.
OtherResourcesforTalkingtoYourClassAboutRace: https://www.learningforjustice.org/magazine/publications/the-marc h-continues/the-five-essential-practices-for-teaching-the-civil-0
1. Thehardpartoftalkingaboutrace/racismis…
2. Thebeneficialpartoftalkingaboutrace/racismis...
DiscussionQuestions:
Pre-ShowQuestions
● Whatisthesignificanceofstorytelling(throughfilm,theatre,books,music,art,etc.,)inoursociety/culture?
● WhatdoyouthinkisthesignificanceofremovingtheCornwallisstatue?FortheMi’kmawpeople,forthethoseofsettler decent,andCanadiansasawhole?
● Whydoyouthinkartistscreateartaboutpolitical,cultural,andhumanrightsissues?
● Discusstheword“identity.”Whatdoesthisworkmeantoyou?
● Whatdoesitmeanto“knowwhoyouare?”
● Whyisknowingwhoyouareimportant?
ResearchQuestions:
● WhoisEdwardCornwallis?WhatimpactdidhehaveontheMi’kmawpeople?
● WhoisDanielN.Paul?WhatimpactdidhehaveontheremovaloftheCornwallisstatue?
● Whywasthestatueerected?
● Whywasthestatueremoved?
ReflectionQuestions
● Whenwereyoufirstmadeawareofyourrace?
● Howdoesyourraceplayaroleinyouridentity?
● Whatdoyourememberfromyourchildhoodofhowyoumadesenseofhumandifferences?
● Howhaveexternalinfluenceshapedyourthinkaboutrace?Goodorbad?People,experiencesmedia?
● Whatwoulditlookorfeellikeifwewerelivinginanaccessible,non-racist,safecultureandworld?
Pre-ShowActivity 1
Instructions:
Thisactivitycouldbedoneindividually,together asawholeclass,orasaJigsawinsmallgroups.
AsaJigsaw,teacherswouldfirstassign definitionsandstudentgroupsbycolour.The smallgroupofstudentswouldfindthedefinition andanexampleforthewordsintheircolour group.Then,theteacherwouldputthestudents intonewgroups,bynumbers,makingsurethat eachgrouphasastudentwhocandefineeach term.Intheirnewgroupsstudentswillexplainthe threedefinitionsfromtheircolourgrouptotheir newnumbergroup.
Studentsmayneedtodoubleupondefinitions dependingonclasssizes.
DefinethefollowingTerms:
LandBackMovement(1)Imperialism(2)
Colonization(3)
SystemicRacism(2)
CollectiveHistory(1)Peace&FriendshipTreaties(3)
Decolonization(1)TheRighttoProtestandGather(2)
Theatre(3)Discrimination(1)Equity(3)
ScalpingProclamation1749(2)
CulturalGenocide(1) PoliticalTheatre(2)
Whitewashing(3)SocialJustice(1)
Abolition(2)NarrativeSovereignty(3)
Pre-ShowActivity2
SoundDesigninStorytelling
Asaclasslistentothefollowingsounddesigntrack: https://drive.google.com/file/d/1iYMyPECnNiuPAU5ED mEzo5R5ShHvZx6e/view?usp=share_link
Engageinaclassdiscussion,oraskstudentsto discussinsmallgroups,abouthowsounddesign contributestostorytelling. Thisdiscussioncanextendintootherareasofdesign aswell.Forexample,costumedesign&setdesign. Theshowalsofeaturesthesong“LandBack”by HalluciNation.Listenhere:
https://youtu.be/67F7WbcTQKA
● Howcansoundplayanimportantrolein storytelling?
● Whatemotionsdoyouthinkthesound designerintendedtoevokewiththis track?
● Withouthavingseentheproduction, whatinformationcanyougatherabout thetone/story/intentionsoftheshow solelyfromlisteningtothetrack?
● Listenclosely,whatsoundsdoyouhear?
● Howdoyoufeelwhenyoulistentothis track?
● Whatroledoesmusicplayinyour everydaylife?
IdentityChart
PostShowActivity1
Identitychartshelpstudentsconsiderthemanyfactorsthatshapewhoweareas individualsandascommunities.Anidentitychartisadiagramthatindividualsfillinwith wordsandphrasestheyusetodescribethemselvesaswellasthelabelsthatsociety givesthem.
1. Discussasaexamplesofidentities-families,hobbies,background,etc.
2. Ifitdoesn'tcomeupindiscussionasyougenerateyourgrouplistofcategories, promptstudentswithquestionsthathelpthemthinkaboutthefollowingideas:
● Someaspectsofouridentitiesareconsistentoverourlives;others changeaswegainskillsandhavedifferentrolesinlife.
● Someaspectsofouridentitiesfeelverycentraltowhoweareno matterwhereweare;othersmightfeelmorelikebackgroundor dependonthesituation.
● Someidentitiesarelabelsthatothersputonus,Whileothersseeusas havingthatidentity,wedon't.
3. Havestudentscreatetheirownidentitychartinspiredbythediscussionandthe imagebelow.
4. Reflect:
a. Whatpartsofyouridentitydoyouchooseforyourself?Whatpartsof youridentitydoyouthinkaredeterminedbyothers,bysociety,orby chance?
b. Whoseopinionsandbeliefshavethegreatesteffectonhowyouthink aboutyourownidentity?
c. Whatdilemmasarisewhenothersviewyoudifferentlythanyouview yourself?
d. Whataspectsofyouridentitydoyoukeepprivateinordertobe accepted?Whataspectsofyouridentityareyouwillingtochangeto fitin?
Youmightaskafewstudentstovolunteertosharefromtheirresponses.Because studentsarewritingaboutapersonaltopicinthisreflection,itisimportantthattheynot berequiredtoshare.
PostShowActivity2
WriteaCanadianHeritageMinute
Afterwatchingtheproductionstudents,eitherindividuallyorinsmallgroups, willwriteadraftofascriptinthestyleofa“CanadianHeritageMinute”(see here:https://www.historicacanada.ca/heritageminutes)(max.1page)to eitherrepresenttherealstoriesbehindtheinspirationoftheproductions,or imaginingthestoriesthemselvesashistoricevents.Thescriptcanbea snapshotofalargerstory,butstillcontainwithinitaclearbeginning,middle, andend. StudentswillhavetheoptiontoperformtheirHeritageMinutefortheclass.
Post-ShowReflectionQuestions
Tobeansweredindividuallyorasaclass discussion:
1.Doyouthinkthattheseplaysaddressesrelevant topics?Whyorwhynot?
2.WhatisthesignificanceofBrooke’sconnection withherAncestorsthroughouttheplay?
3.WhydoyouthinkBrookerefersto Cornwallis/Missasahawk-humanandtoherself asamoose?
4.Inwhatwayscanyourcity(province,country) contributetodecolonization? Whatcanyoudoin yourownclassroom?
5.Maymentionsthatinterracialmarriagewas onlylegalizedinthestatesin1967andthe pressuresherparentsfacedwereinthe1990’s.Do youthinkthesepressuresandprejudicescontinue toexisttoday?
6.HowandwhatexternalfactorsshapeJulieand William’sperceptionsofrace?Howandwhat externalfactorsshapeyourperceptionofrace?
7.Canyouthinkofanotherexampleof decolonizationinyourcommunity/province?
8.Doyouthinkitwastherightchoicetoremove thestatue?Whyorwhynot?
10.Whatfuturescanyouimaginefora decolonizedworld?
SelectLessonPlanLinksFrom https://www.learningforjustice.org
● DecolonizingtheClassroom:TeachingWith IndigenousComics HistoryDecolonized:A lookatEdward Cornwallisandwhyhis statuetoppled|APTN Investigates 23:50Minutes https://www.youtube.com/watch?v=vEVyTNLBV _g
● Whydowestillcelebratecolumbusday?
● CelebrateIndigenousPeoples’DayAllYearLong
InformationaboutProtestingRightsin Canada: Theseresourcescanhelpfacilitatea conversationabouttheimportanceofprotesting andalsothecautionthatshouldbetakenwhen doingso. https://ccla.org/our-work/fundamental-freedoms /right-to-protest/ https://ccla.org/wp-content/uploads/2021/12/Kno w-Your-Rights-Protesters.pdf
Resources&SourcesfortheClassroom
WeWereNottheSavages byDanielN.Paul
http://www.danielnpaul.com
/WeWereNotTheSavages-Mi %27kmaqHistory.html
InformationResources: DanielPaul
http://www.thecanadianencyclopedia.ca/en/articl e/daniel-paul
EdwardCornwallis
https://www.thecanadianencyclopedia.ca/en/artic le/cornwallis-statue
ElJones-Poetry https://fernwoodpublishing.ca/authors/view/el-jon es RebeccaMoore-Activist
https://nationalpost.com/pmn/news-pmn/canada -news-pmn/mikmaq-activists-announcement-atformer-cornwallis-school-heavy-with-symbolism
ResourcesandSources-NewsArticlesandMore
APTNNationalNews:HistoryDecolonized:AcloserlookatEdwardCornwallisandwhy hisstatuetoppled ArticleandVideo: https://www.aptnnews.ca/national-news/history-decolonized-a-closer-look-at-edward -cornwallis-and-why-his-statue-toppled/
ActiveHistory:What’sInaMonument?PartII:TheEdwardCornwallisMonumentand Reconciliation
Article: https://activehistory.ca/2018/08/whats-in-a-monument-part-ii-the-edward-cornwallis -monument-in-halifax/
CBCNews:CornwallisrallyinHalifaxcelebratesstatue'sremoval
Article: https://www.cbc.ca/news/canada/nova-scotia/cornwallis-statue-rally-goes-on-afterstatue-removed-1.4519085
CBCNews:ControversialCornwallisstatueremovedfromHalifaxpark https://www.cbc.ca/news/canada/nova-scotia/cornwallis-statue-removal-1.4511858
SaltWire:SinkCornwallisstatueinHalifaxHarbourtocreatesignaturedivingsite, groupsuggests https://www.saltwire.com/nova-scotia/news/sink-cornwallis-statue-in-halifax-harbourto-create-signature-diving-site-group-suggests-478123/
RacialEquityTools: https://www.racialequitytools.org/about
Essaysonrace,racism,deconization,gender,sexuality,andmore. https://decolonizeallthethings.com
ThankYoutoOurSponsors
