THIS PLACE

150 Years Retold

Teacher Guide
Created by Christine M’Lot
 © 2020 Portage & Main Press

ISBN: 978-1-55379-881-1

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Thank you to all the authors and illustrators who worked tirelessly,
researching and retelling these incredible stories to ensure they
continue to be passed down through generations.
—CM

Design by Jennifer Lum

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Winnipeg, Manitoba
Treaty 1 Territory and homeland of the Métis Nation
CONTENTS
USING THIS GUIDE 5
Considerations for Teaching Graphic Novels 6
Indigenous Perspectives and History 6
Considerations for Teaching This Place: 150 Years Retold 8
Inviting an Elder Into Your Learning Space 8

CURRICULUM CONNECTIONS 10
British Columbia: English First Peoples Literary Studies 10 10
British Columbia: English First Peoples Literary Studies + Spoken Language 11 13
British Columbia: English First Peoples 12 18
Manitoba: Senior 1 English Language Arts 23
Manitoba: Grade 9 Social Studies 27
Manitoba: Senior 2 English Language Arts 30
Manitoba: Senior 2 Social Studies 34
Manitoba: Senior 3 English Language Arts 36
Manitoba: Grade 11 History 40
Manitoba: Senior 4 English Language Arts 41
Manitoba: Grade 12 Global Issues: Citizenship and Sustainability 45
Manitoba: Grade 12 Current Topics in First Nations, Métis, and Inuit Studies 47
Ontario: Grade 9 English (Academic) 49
Ontario: Grade 10 English (Academic) 53
Ontario: Grade 10 First Nations, Métis, and Inuit in Canada 57
Ontario: Grade 11 English (University Preparation) 61
Ontario: Grade 11 English: Understanding Contemporary First Nations, 65
Métis, and Inuit Voices (University Preparation)
Ontario: Grade 11 Contemporary First Nations, Métis, 72
and Inuit Issues and Perspectives (University/College Preparation)
Ontario: Grade 12 English (University Preparation) 75

LESSON 1: How Do We Read Graphic Novels? (All Stories) 79

LESSON 2: What Is Resistance? (Annie of Red River) 85

 Lesson

1 2 3 4 5 6 7 8 9 10 11

4.3.3 Capitalization
and Punctuation
Know and apply capital-
ization and punctuation
conventions to clarify x x x x x x
intended meaning, using
appropriate resources as
required.

4.4.2 Effective Oral

Communication
Use appropriate voice
production factors and x x x x x x x
nonverbal cues to clarify
intent in personal and

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public communication.

5.1.1 Cooperate
with Others
Make and encourage
contributions to assist in
developing group ideas; x x x x x x x
take responsibility for
developing and expressing
viewpoints.

5.1.2 Work in Groups

Demonstrate effective
group interaction skills x x x x
and strategies.

5.2.1. Compare
Responses
Consider various ideas,
evidence, and viewpoints x x x x x
to expand understanding
of texts, others, and self.

33
 MANITOBA: SENIOR 2 SOCIAL STUDIES

Lesson

1 2 3 4 5 6 7 8 9 10 11

Curriculum Outcomes12

K1-004 Identify Aborig-

inal perspectives and
rights regarding natural x x x x
resources and their use.

KP-041 Identify ways in

which competing inter-
ests and needs influence
control and use of the land x x x x
and natural resources in
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Canada.

VI-003 Be willing to
consider diverse views
regarding the use of natu- x x x x
ral resources.

KC-002 Describe sustain-

ability issues related to
natural resource extraction x x x x
and consumption.

KL-024 Give examples of

increasing involvement
of Aboriginal peoples in x x x x x
business and industry in
Canada.

KE-048 Use examples to

describe advantages and
disadvantages of locating a x x x x x
manufacturing industry in
a particular area.

S-100 Collaborate with

others to achieve group x x x x x
goals and responsibilities.

34
12 Based on the 2006 edition of Senior 2 Social Studies Geographic Issues of the 21 st Century: Manitoba Curriculum Framework of Outcomes and a
Foundation for Implementation. https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/index.html
 Lesson

1 2 3 4 5 6 7 8 9 10 11

S-200 Select informa-

tion from a variety of oral,
visual, material, print, or x x x x x x x x x x x
electronic sources, includ-
ing primary and secondary.

S-201 Organize and record

information in a variety
of formats and reference x x x x x x x x x x x
sources appropriately.

S-204 Select, use, and

interpret various types of x x x x x x x x x x
maps.

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S-301 Consider the con-
text of events, accounts, x x x x x x x x x x
ideas, and interpretations.

S-303 Reconsider personal

assumptions based on new x x x x x x x x x x
information and ideas.

S-305 Compare diverse

perspectives and interpre-
tations in the media and x x x x x x x x x x
other information sources.

S-400 Listen to oth-

ers to understand their x x x x
perspectives.

S-402 Express informed

and reasoned opinions. x x x x

S-403 Present informa-

tion and ideas in a variety
of formats appropriate for x x x x x x x x x x x
audience and purpose.

S-404 Elicit, clarify, and

respond to questions,
ideas, and diverse points x x x x x x x x x x x
of view in discussions.

S-405 Articulate their per-

spectives on issues. x x x x

S-406 Debate differing 35

points of view regarding x
an issue.
 Lesson

1 2 3 4 5 6 7 8 9 10 11

2.4 Explore the history of

the Métis from their ori-
gins in the fur trade, to the
birth of the Métis Nation
in Red River and the con-
flicts that characterized x
Métis resistance to threats
against their economic,
cultural, and political
traditions.

2.5 Explore the struggle by

First Nations, Métis, and
Inuit peoples in Canada
to regain the self-determi- x
T H I S P L A C E : 1 5 0 Y E A R S R E T O L D T E A C H E R G U I D E © 2020 PORTAGE & MAIN PRESS ISBN: 978-1-55379-881-1

nation that was stripped

from them by colonialist
policies and practices.

3.3 Examine traditional

Indigenous concepts and
practices of justice, as well
as the impact of coloniza-
tion and the imposition of x x x x
a western judicial model
on First Nations, Métis,
and Inuit peoples.

3.4 Explore traditional and

contemporary Indigenous
economies and the impact x x x x
of colonization.

5.1 Work independently

as individuals or with a
partner or small group to
create a project focusing x x x x
on a theme relevant to
contemporary Indigenous
cultures.

48
ONTARIO: GRADE 9 ENGLISH (ACADEMIC)

Lesson

1 2 3 4 5 6 7 8 9 10 11

Curriculum Outcomes18

Oral Communication
Speaking to Communicate
By the end of this course, students will:

2.1 communicate orally for

a few different purposes x x x x x x
and audiences

2.2 demonstrate an under-

standing of a few different

T H I S P L A C E : 1 5 0 Y E A R S R E T O L D T E A C H E R G U I D E © 2020 PORTAGE & MAIN PRESS ISBN: 978-1-55379-881-1

interpersonal speaking
strategies and adapt them
to suit the purpose, sit- x x x x x x
uation, and audience,
exhibiting sensitivity to
cultural differences

2.3 communicate in a clear,

coherent manner for a few x x x x x x x x x x x
different purposes

2.5 identify a few different

vocal strategies and use
them selectively and with x x x x
sensitivity to audience
needs

Reading and Literature Studies

Reading for Meaning
By the end of this course, students will:

1.1 read student- and

teacher-selected texts
from diverse cultures and
historical periods, identi- x x x x x x x x x x
fying specific purposes for
reading

18 Based on the 2007 edition of The Ontario Curriculum, Grades 9 and 10: English.
http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf
49
 Lesson

1 2 3 4 5 6 7 8 9 10 11

1.2 use several different

reading comprehension
strategies before, during,
and after reading to under- x x x x x x x x x x x
stand both simple and
complex texts

Reading and Literature Studies

Understanding Form and Style
By the end of this course, students will:

2.1 identify several dif-

ferent characteristics of
literary, informational, and
graphic text forms and x
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explain how they help

communicate meaning

2.2 identify several dif-

ferent text features and
explain how they help x
communicate meaning

Writing
Developing and Organizing Content
By the end of this course, students will:

1.2 generate and focus

ideas for potential writ-
ing tasks, using several
different strategies and x x x x x x x
print, electronic, and other
resources, as appropriate

1.3 locate and select infor-

mation to support ideas
for writing, using several
different strategies and x x x x x
print, electronic, and other
resources, as appropriate

1.4 identify, sort, and order

main ideas and supporting
details for writing tasks,
using several different
strategies and organiza- x x x x x x
tional patterns suited to
the content and purpose
50
for writing
 Lesson

1 2 3 4 5 6 7 8 9 10 11

Reading and Literature Studies

Reading for Meaning
By the end of this course, students will:

1.1 read a variety of student-

and teacher-selected texts
from diverse cultures and
historical periods, identi- x x x x x x x x x x
fying specific purposes for
reading

1.2 select and use

appropriate reading com-
prehension strategies
before, during, and after x x x x x x x x x x x
T H I S P L A C E : 1 5 0 Y E A R S R E T O L D T E A C H E R G U I D E © 2020 PORTAGE & MAIN PRESS ISBN: 978-1-55379-881-1

reading to understand
texts, including increas-
ingly complex texts

Reading and Literature Studies

Understanding Form and Style
By the end of this course, students will:

2.1 identify a variety of

characteristics of literary,
informational, and graphic
text forms and explain x
how they help communi-
cate meaning

2.2 identify a variety of

text features and explain
how they help communi- x
cate meaning

Writing
Developing and Organizing Content
By the end of this course, students will:

1.2 generate, expand,

explore, and focus ideas
for potential writing tasks,
using a variety of strate- x x x x x x x
gies and print, electronic,
and other resources, as
appropriate

54
 Lesson

1 2 3 4 5 6 7 8 9 10 11

1.3 locate and select infor-

mation to appropriately
support ideas for writing,
using a variety of strate- x x x x x
gies and print, electronic,
and other resources, as
appropriate

1.4 identify, sort, and order

main ideas and supporting
details for writing tasks,
using a variety of strate-
gies and organizational x x x x x x
patterns suited to the con-
tent and the purpose for

T H I S P L A C E : 1 5 0 Y E A R S R E T O L D T E A C H E R G U I D E © 2020 PORTAGE & MAIN PRESS ISBN: 978-1-55379-881-1

writing

Writing
Using Knowledge of Form and Style
By the end of this course, students will:

2.4 write complete sen-

tences that communicate
their meaning clearly
and accurately, varying
sentence type, structure, x x x x x x x x x x x
and length to suit differ-
ent purposes and making
smooth and logical transi-
tions between ideas

2.6 revise drafts to

improve the content,
organization, clarity, and
style of their written work, x x x x x
using a variety of teacher-
modelled strategies

Writing
Applying Knowledge of Conventions
By the end of this course, students will:

3.1 use knowledge of spell-

ing rules and patterns, a
variety of resources, and
appropriate strategies to x x x x x x x x x x
recognize and correct their
own and others’ spelling
55
errors
 Lesson

1 2 3 4 5 6 7 8 9 10 11

3.3 use punctuation cor-

rectly and appropriately
to communicate their x x x x x x x x x x
intended meaning

3.4 use grammar con-

ventions correctly and
appropriately to com-
municate their intended x x x x x x x x x x
meaning clearly and
fluently

3.5 proofread and correct

their writing, using guide-
lines developed with the x x x x x x x
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teacher and peers

3.6 use a variety of presen-

tation features, including
print and script, fonts,
graphics, and layout, to
improve the clarity and x x
coherence of their work
and to heighten its appeal
for their audience

3.7 produce pieces of

published work to meet
criteria identified by the x x x
teacher, based on the cur-
riculum expectations

56