Northwest Inquiry Radio Documentaries

Audio Documentaries on @105theHive

Live on @105theHive

Last week, the TALONS classes presented audio documentaries their small groups had been preparing out of individual threads of personal inquiry into the history of the Canadian Northwest (if you’re just joining us, here is a brief introduction to the project). Personal explorations became reflective and highly professional collaborative radio documentaries that were broadcast – via #ds106radio‘s younger sister station 105 the Hive – from the Math Department’s tutorial office back to the classroom, but also onto the wider web. TALONS alumni Jonathan and Andrew played hosts over the course of two days’ radio listening, providing introductions and banter between shows and asking the reporters and producers a few questions after each episode.

If we’d really been on our toes, the Geography & Natural resources public service announcements from the fall would have made excellent transitional material. But here in a blogged archive are a few highlights from last week’s broadcasts, along with some sponsored material:

The Last of Louis Riel

Introduction: a dramatization of the trial of Louis Riel is played, with Christina narrating from the present.

Act I: Justann finishes the introduction and brings us into Act I, which addresses the reasons why Riel left the United States following his exile.

Act II: Natalie then explains why Riel stayed in Canada after certain death, which features audio from an interview with Jean Teillet, Louis Riel’s great grand niece, from CBC’s Ideas.

Act III: After Louis Riel’s execution, Carlin asks whether the execution of Louis Riel would be considered a triumph or mistake and Christina follows up with explaining why Louis Riel’s death came at the right time.

A Message from BC Salmon Farmers

The Great Identity Theft

17th century Canada, bold and bountiful, awaits the exploration and exploitation of those nestled inside the Manifest Destiny.  Every valley, forest, and plain awaits a man with a gun in one hand and a bible in the other, ready to “civilize” his new found nation.

“To rid the world of red, and fill it with white”

Somewhere along the way, a people neither European nor Native formed: the Metis. The Metis balanced between two worlds. Like First Nations and Inuit, this nation possessed a distinct culture, with trappers and traders. Again, like First Nations and Inuit, the Metis endured years of oppression from the European settlers. But the theft of land, wealth, and family could not compare to the loss of a culture, spirit, and identity.

Canada’s Economic Action Plan for Diamonds

 

Confronting Manifest Destiny 

Jeff and the gang cover:

    • Nationalism
    • Manifest Destiny
    • Why America didn’t attack Canada
    • Effects of the potential annexation of Canada by the United States

A Message against the Export of Asbestos

 

The Controversial 11 Treaties

Our lovely host Isaac M. will bring up some small talk and a current event (The Boston Marathon Bombings: Brothers arrested) like usual, and will then steer the show into the question of the day: “With the original treaties signed (between the Natives and Canada), what do both sides think they have “honoured” and what do they think the other side has failed at?”

From the Friends of Potatoes

 

A Fresh Perspective on the Northwest

Hosts Marie and Cheslie invite guests Devon and Max to cover people’s shifting perspectives on the Metis, Hudson’s Bay Company and Louis Riel.

You can find the rest of the TALONS Northwest Inquiry podcasts posted here.

 

Inquiry into the Northwest

Northwest Inquiry
Organizing Inquiry Topics

These last few weeks, the TALONS have taken their study of Socials 10 west, from the fledgling union of Confederation to Hudson’s Bay, Manitoba, and the resistance that unfolds along the Red River Valley. In seeking out the story of Louis Riel, and how his execution – as well as the subsequent relationship between the government and the Metis, Inuit and other First Nations of the Northwest – fits into modern Canada’s understanding of our origin story, the unit seemed naturally suited to a structure of personal and collaborative inquiry.

In thinking about what shape the inquiry would take, I wondered if Canadian History might borrow a project from a study of personal narratives a few years back. As part of an English essay-writing unit, the personal reflection and  critical exploration that came about through each member of the class writing and recording an audio version of This I Believe essays gave way to a crystalline vision of a socially constructed artistic expression.

Really, it was something.

Even the Edward R. Murrow quote from the unit page on the class wiki speaks to something I think we’re teaching no matter what the topic in history:

“..to point to the common meeting grounds of belief, which is the essence of brotherhood and the floor of our civilization.”


Needless to say, perhaps, I’ve been looking to repeat the experience at some point.

Though the TALONS program seldom ‘repeats’ itself very often. There are familiar elementsevents and explorations, sure. But to a certain extent, each of the TALONS cohorts walks its own path, and creates its own stories. And as these stories get filtered down between grade tens and nines, survive on the class wikis and archives of blogged assignments now going back four years (!), I look forward to this period of spring when the forms, norms and storms of the fall and winter allow for the present collective of personalities to synthesize their learning in the present community’s own terms.

This year the class’ study of North American history began with Geography and the American Revolution, before taking on a series of discussions on Canadian Confederation, and setting out into the Northwest. But through each of these subjects, there has been much conversation around the role of mythology in our national identity:

  • How we tell the stories of our inception.
  • How we internalize our narratives of victory.
  • And how best to confront the darker corners of our past.
Northwest Timeline
Northwest Timeline

All of which is the long way of introducing where the class began last week by reading up on the resources and materials created by the TALONS of 2010 and setting out their own directions of inquiry in blog form, which were then sorted into distinct themes:

Cultural Effects of Expansion

“Canada’s a pretty great place today, eh? The Northwest expansion, or basically the years from 1700 – 1900, Canada went through the time that would most influence the country that it is today.

In looking closer to a specific part of this process, I wondered how the expansion into Rupert’s Land owned by the Hudson’s Bay Company affected the Lower Canadian French people.”

Alyssa

“From 1830 to 1996 Inuit, First Nations, and Metis were torn from their native culture with intentions of assimilating them into the dominant culture through the Residential School System. These schools, run by Christian priests and nuns, raised and abused the indigenous people of Canada in hopes to “kill the Indian in the child”. Some schools in Alberta and British Columbia going so far as the compulsory sterilization OF CHILDREN. Aboriginal children weren’t seen as children, they were seen as seeds of savages to invade the garden of civilizations that were in need of extermination.”

Julie

The Fur Trade

“At the forefront of this (as you all know) was the fur trade.  For a set of pelts scraped off the backs of deceased animals you would receive fantastic HBC products such as overly strong perfume, clothing made in China, and other forms of HBC swag decked out in those trademark stripes.  Jokes aside, the items up for trade were much more practical, however, not any greater in the quality or value than their modern merchandise.   While you could get fabulous point blankets, thunder sticks, and firewater, there had to be room for profit.”

Tyler

“As common knowledge of the Fur trade, Hudson’s Bay Company and North West Company were fierce rivals for many years. They both wanted to control the fur trade and were willing to do anything to control the market. This resulted in some company members even willing to murder for better trades. They began fighting and they continued fighting from the 1780′s until 1821. In 1820, both companies began struggling financially. In 1821,  Henry Bathurst the Secretary of State for War and the Colonies, forced the companies to stop fighting.”

Anthony

The Life and Hard Times of Louis Riel

“Though regarded as a hero in Quebec, Riel was still widely denounced as Thomas Scott’s “murderer”, and a reward of $5000 was offered for his arrest. Sir John A. MacDonald, wanting to avoid political conflict, even offered to provide funds to Riel if he remained in his exile. But Riel eventually returned and joined federal politics. He was quite successful as well, winning in a by-election in 1873 and the general election is 1874. All was well for Riel, until he went to Ottawa to sign the register. Riel was sentenced to two years imprisonment and stripped of his political rights. The federal government finally decided to grant amnesty to Riel, provided he went into a five year banishment. During his banishment, Riel would go on to stay at two asylums in Quebec and a teaching job in Montana.”

Justann

Related Current Events

“Later that year, in May, chat logs revealed 22 year old Bradley Manning’s confession to leaking the video to Wikileaks. Manning was arrested shortly after without a trial and sent to Camp Arifjan in Kuwait. There, he suffered harsh living conditions where, as David House, founder of the Bradley Manning Support Network, states that Manning “[degraded] over time – physically, mentally, and emotionally.” His mental health, as stated by his lawyer, has been described as “almost gone.””

Christina

“Anyway, so Cyprus was actually surprisingly stable for a long time, rated in the top 50 of the nicest places to live, up until the Eurozone crisis in which everything went to hell  heck(Gotta keep things ‘G’). That, as you may or may not remember, happened just last year and is still affecting them today, as we see with Cyprus. Being a small island country, they don’t have a vast amount of resources to trade and sell to help them escape the crisis, which is a primary reason behind their economic downfall.”

Jess

In the photo above – and in these herehere and here – you can see the process by which these various individual threads were woven into different group inquiries that have become (over the course of the last week) the subject of various audio documentaries. Taking as examples the exemplary reporting, editing and storytelling of the folks at Radiolab and This American Life – and coinciding with a particularly timely episode of CBC’s Ideas – groups of three-to-five TALONS have been building collaborative audio documentaries of their individual explorations, soliciting interviews and writing personal reflections on their learning throughout the research process.

All of which we’re hoping to share this week, live on the (web) radio.


Building on a recent English unit that saw the class present audio dramas live in the classroom, the plan for this week is to take the groups’ various produced segments down the hall (to an often-used Math ‘tutorial’ office) and onto the Hive 105 airwaves such that they can be streamed live into the classroom speakers (for that extra bit of radio authenticity), and onto the wider web for listeners across the country, and anywhere else you might like to tune in from [For more information about how to listen to 105 the Hive in your classroom, click here].

You’ll be able to tune into the TALONS Northwest audio documentaries this week on both Wednesday and Thursday (Friday as well, if necessary), with the morning class presenting between 9:00am – 10:10am (PDT), and the afternooners going on between 1:45pm – 3:00pm (exact time to be determined), and join us on Twitter (or a Skype call in, if there’s time…) at @talonsblog during each of the broadcasts.

If you aren’t able to join us live, stay tuned to Defying Normality for the upcoming show notes and audio archive.

WikiBooks Publishing Project

Ksan, British Columbia
Ksan, British Columbia

One of the surprises of last year’s socials units was the TALONS class‘ foray into publishing with Wikibooks. After more than a year spent within the confines of our district’s SharePoint Wikis and discussion boards, Wikibooks offered our first opportunity to publish and participate in a global dialogue of meaning, history, and identity.

This collective Wisdom of the Crowd is the appeal and power of crowd-sourcing; but the rabid tenor of many Wikipedia debates and discussions – not to mention the oftentimes thoroughly vetted and polished nature of Wiki articles concerning subjects covered in high school – makes venturing into that community a difficult proving ground for young students. Unless students are to be contributing coverage or information on an as-yet-undocumented subject or event – unlikely given the topics covered during the Socials 9 or 10 curriculum – participation in Wikipedia can be a difficult place to start.

Fortunately, the range and reach of Wikimedia Foundation‘s projects extend to include Wikibooks, a subject-by-subject collection of textbooks open to user-editing. Where similar articles – concerning Louis Riel, and the Red River Rebellion, as well as information about Canada’s various First Peoples – on Wikipedia were (more or less) “complete,” I was able to find – to my great surprise – this time last year, that many entries corresponding to our mandated curriculum under the Canadian History text were blank. The class broke up into research groups and “adopted” pages on different groups of First Nations, geographic regions, or notable events and issues in Canadian history.

When we set out on the project many students were surprised that they were “allowed” to use Wikipedia at school, as in so many classrooms even touching down on the “world’s most-cited web page” is forbidden as a blanket policy to combat fears that students can too easily directly plagiarize Wikipedia’s answer to many questions asked as homework. And it is not that this never happens; students make use of Wikipedia and Sparknotes by default to answer traditional questions based around extinct modes of obtaining information.

But what if classroom projects and student research could ask “bigger” questions than when did it happen? or who was there? What if our assignments could facilitate students justifying their interpretations of history’s influence on the present moment and culture? And help them engage in this discussion with the world outside the classroom? To even begin such an endeavour, when faced with the prospect of setting out to research and discuss topics quickly glossed over in the narrow perspective of the classroom text, where would one find a better compendium of source material than Wikipedia?

Sgang Gwaay
SGaang Gwaay, British Columbia

What emerged in the course of publishing, far from an exercise in redundancy (merely copying text from the original Wikipedia articles to the empty Wikibooks pages), was a learning experience encapsulating literacy skills emerging as essentials in the evolving information landscape. Students tracked source material ranging from interviews  to academic papers, and collectively authored a first perspective in knowledge on their subjects. Students were forced to consider multiple sources in developing their own perspective on the complex questions of the Canadian Identity: the purpose of our history curriculum beyond what is written in the course’s prescribed learning outcomes.

During the project, students were not able to cite Wikipedia as a direct source, but encouraged to use it as a starting point toward authors of work on subjects referenced in the articles as a means of providing their published work with the strongest support possible. Students asked questions of experts from all over North America, read widely and were introduced to a variety of issues on the recommendation of public servants, non-profit organizers, academics, and politicians. In the end each group published theirs as a first perspective (in terms of the Wikibooks project) on the information of the day concerning a range of topics on the Canadian Identity. The work had to be cited and written in accordance with Wikibooks’ authorship guidelines, and opened the class’ work to the response and criticism, but also the benefit, of global study on the unit’s subject. From a pedagogical standpoint, the rigour and validity of the class’ use of Wikipedia (and reaching beyond the textbook in general) provided an experience richer in critical analysis and personal investment than many read-and-test units covering the same material.SGaang Gwaay

One student-solicited interview resulted in University of British Columbia Aboriginal Education professor Mark Aquash offering to spend an afternoon discussing the many tough questions surrounding Canada’s First Peoples that our texts (and oftentimes our teachers) are not well-enough prepared to confront. At the conclusion of the nearly two-hour dialogue – which covered the misunderstood labels of native, Métis, Indian, First Nations, Inuit, as well as contemporary conceptions of aboriginal land claims, reservations, education and welfare in the first person – a grade nine offered the following realization that I believe our texts are seldom equipped to facilitate:

All of [most] people’s anger and discomfort about Canada’s First Nations issues boils down to difficulties understanding the different ways our cultures view being human.

Of course, the statement is much bigger than a Canadian issue, and speaks to the extrinsic purpose of our education to teach empathy and understanding across the diverse cultures of our increasingly connected human experience. Thus the underlying purpose I hope the publishing project enables is to broaden the scope of the class’ discussion of our upcoming unit. I have been seeking classes or groups of aboriginal youth (wherever in the world they might reside, Canada or otherwise) to collaborate throughout the past year with the hope of working together to establish a dialogue or publication of student research and study of our local, yet universal history. I am excited to see the TALONS’ blogging network extend and to begin to see other examples of classes sharing their learning through social networks and blogging.

With respect to our First Nations unit specifically, I have only established a few “leads” in connecting our classroom to another in order to discuss this aspect of colonial history, something I think speaks to the pervasive lack of interaction and understanding between First Peoples the world over and European (or other) colonialist nations in the Americas, Africa, Polynesia, and Australia. Delving into the history as we are taught it with the intention of authoring a contemporary narrative of Canada’s struggle to implement a truly multicultural society seems a good place to start though, whether we have company in this endeavour or not.

Many of the TALONS students are participating in the international Student Blogging Challenge this spring, and there is a momentum building around the shared experience that modern communication can offer. With this call to action, the class’ study of its upcoming history chapters is an opportunity to produce a collaborative effort to start a global dialogue of our relationship with this place in Canada, and the world, in this moment in time.