About Brad Wilson

I teach Japanese 9 to 12, Social Studies 9, Comparative Civilizations 12 and First Nations 12.

Modern Challenges to Canadian First Nations – project

You and your group will choose to research one of three health and social problems facing First Nations people in Canada today – Mental Health/Suicide, Diabetes, Water Quality as represented by the Grassy Narrows mercury pollution disaster.

Here are the steps you need to follow to complete this project.

1   Create a google doc that you all share to copy and paste the url of any source you access on the web.  This could be a journal or magazine article, government website, youtube video etc.  If Mr. Wilson wants to confirm the accuracy of  any statements you make in your project you must be able to find where you got your information.

2  You will research your issue starting with the sources suggested by the teacher.  Make notes of important information or ideas you find.

3  Start making slides for your google slides; map out what your poster will look like and start creating its elements; make a story-board for you video.  You will present to the teacher on your own and not in front of the class in a seminar setting.  You can present in power-point format, with a poster, with a video or other means with teacher permission.  Assessment criteria for these formats will be coming tomorrow.  A Heads Up! – power-point/google slides should not be text heavy.  Use one image per big idea with only a few bullet points.  Your script will have the details.

Mental Health and Suicide in First Nations Communities

Describe what suicide is, what leads people to do it; compare suicide rates of First Nations people to the broader population.  What is being done and what can and should be done to prevent it among First Nations people.  Looking at a community that has had a suicide epidemic will be useful.


Keep a source page on a google doc shared among your group members and Mr. Wilson.  Any thing you look at – article, story, video should be logged here.

Here are some good places you should start.  Each member can read each article or web page.  Alternatively each member can take notes on each source and present a summary and important points to their group members.  

Attawapiskat suicide epidemic  http://pulitzercenter.org/reporting/suicide-crisis-attawapiskat-context-legacy-canadas-residential-schools


Article on Canadian Aboriginal mental health and some startling suicide stats.  http://www.ctvnews.ca/health/suicide-among-canada-s-first-nations-key-numbers-1.2854899


Guardian article describing the causes of First Nations suicide crisis  https://www.theguardian.com/commentisfree/2016/apr/12/canadian-first-nation-suicide-epidemic-attawapiskat-indigenous-people


Wikipedia article on suicide – a good general explanation of causes in first paragraph and world wide stats later.  https://en.wikipedia.org/wiki/Suicide


Diabetes and the First Nations People

Describe what diabetes is; how it affects people; the type of diabetes prevalent among First Nations people; why they are so more vulnerable to it than the rest of the Canadian population and what can and is being done to reduce its occurrence.

Keep a source page on a google doc shared among your group members and Mr. Wilson.  Any thing you look at – article, story, video should be logged here.

Here are some good places you should start.  Each member can read each article or web page.  Alternatively each member can take notes on each source and present a summary and important points to their group members.  

Wikipedia page describing diabetes  https://en.wikipedia.org/wiki/Diabetes_mellitus

Government of Canada site describing the problem with statistics.  http://www.hc-sc.gc.ca/fniah-spnia/diseases-maladies/diabete/index-eng.php

From Diabetes Canada  http://www.diabetes.ca/about-diabetes/types-of-diabetes

Grassy Narrows Mercury poisoning

Do a power point, video, poster (or other effective medium) that describes the problem at Grassy Narrows; its cause or causes; the affect on thecommunity and individuals and what has been done – or needs to be done – to solve the problem.

Keep a source page on a google doc shared among your group members and Mr. Wilson.  Any thing you look at – article, story, video should be logged here.


Here are some good places you should start.  Each member can read each article or web page.  Alternatively each member can take notes on each source and present a summary and important points to their group members.  

This Wikipedia article describes the problem very briefly https://en.wikipedia.org/wiki/Asubpeeschoseewagong_First_Nation

This Wikipedia article on Minamata disease (mercury poisoning). Read the introduction only.


Globe article from 2016


New York Times article from April – new revelation.


Any videos about Grassy Narrows or effects and treatment of mercury poisoning? https://www.nytimes.com/2017/04/19/opinion/the-town-where-mercury-still-rises.html?_r=0

Has the government response been adequate?


From Hiroshima to Takayama to Home

Here are the pictures for this blog https://goo.gl/photos/63sGNjDArf8AdMvLA

Japan is experiencing a tourist boom at the moment and getting reservations was not possible until after we arrived. So the train reservations we got from Hiroshima were not ideal.  We were set to leave at 6 a.m. from Hiroshima Station, but after our hike on Misen we thought it worth sleeping in a little and try our luck on the non-reserved seats from Hiroshima to Kobe where our first transfer was.  Our luck turned out not to be great as there were way more people on the train than there were seats.  We had to stand for the hour it took to get from Hiroshima to Kobe, but it was the price for sleeping in so it was worth it.

We took the Shinkansen back to Nagoya and made a quick change to the Hida Express bound for Takayama.  This was a slow train that left the metropolis of Nagoya and wound its way up a mountain valley to the town of  Takayama through a beautiful mountain valley.  Takayama translates to `Tall Mountain` and is known in Japan as `Little Kyoto` becasue of its narrow side streets and Edo era houses reminiscent of the Gion district of Kyoto.  We were met at Takayama Station by a smiling gentleman who looked to be in his 80s.  He was our shuttle bus driver to our home for the next two days – Maraiya minshuku.  We loaded our suitcases into the shuttle bus and were whisked off to our minshuku.  A minshuku is a traditional Japanese inn.  All the guest rooms have straw tatami mats and guests sleep on futons on the floor.  They also make an effort to highlight the local ingredients for the dinner and breakfast that are part of the package.

When we arrived at the minshuku we were met by Mrs. Maraiya.  She too looked to be in her 80s and as we bumped into the staff during our stay we were sure we did not meet anyone under 75 years old.  The minshuku was very clean and well run.  The food Mrs. Maraiya and her staff produced was varied and delicious.  Once we were settled in and had explored the area we met in the dinning room for supper.  We sat together on the floor on tatami mats at a long, low table.  Our dinner was cold salmon, egg custard, a variety of pickles and rice.  The main course was a dish we had to cook for ourselves  on a ceramic dish over an open flame.  It was a mixture of vegetables, shitake mushrooms and Hida beef.  Hida beef is similar to the famous Kobe beef in that it is a well marbled beef that is soft and very delicious.  We had fresh strawberries for desert.

The next morning our hosts shuttled us to the morning market which we explored for a couple of hours.  The market featured local produce which at that time of the year consisted of mainly pickles and some fruit.  There were also some interesting local crafts for sale.  After the market we squeezed four people to a taxi and headed up the mountain to the Hida Village.  Hida village is an outdoor museum.  The curators have gathered Edo era farm buildings from across Japan and reassembled them in Takayama.  These farm buildings are on average 300 years old.  They are commonly known as `gasho` which is the word that describes hands held, finger tips together, in prayer.  This evokes the high peaked steep roofs that were needed in many places in Japan to shed the large snow falls.

These houses do not have a nail anywhere in them and are built with a mortise and tenon construction using straw rope as the only binding.  The thatch roofs and the straw ropes were replaced regularly.  The homes themselves are quite flexible and withstand earthquakes well.

After we visited Hida Village we took a local bus to the town centre and had free time for shopping and exploring until dinner.  Our dinner was as varied and tasty as the previous night`s meal.  As this was the last night in Japan the students` bed time was extended to midnight even though we were to have an early start the next day.

We were showered, fed and ready to go at 7 am the next morning and were taken to the train station by our smiling grandfather.  Most of us slept through the ride to Nagoya station.  After arriving at Nagoya we left the Japan Rail section of the station and moved to the Meitetsu line to take the airport train to Nagoya`s Centrair airport.

The students did an excellent job on this trip.  They were excellent guests for their host families and tried every Japanese food and experience that was put before them.

Thursday, March 17 – Hiroshima, Miyajima and Mount Misen

Photos for this day are located here https://goo.gl/photos/xviUoTK7rXifx8V27


We gathered at 8 am in the lobby of The Hiroshima Grand Intelligent Hotel (we love the hotel name) ready with snacks and water bottles for a busy day.  All the students had taken the zip lock bags of pre-strung paper cranes for our first stop which was Sadako’s memorial which is better known as the Children’s Memorial.  More on that later.

We took a ‘Romandensha’ which is a street car and translates to ‘romantic train’.  These are the only street cars left in Japan and so have a bit of nostalgia about them for the Japanese – hence the name.  I got us on the wrong one however but with the help of other riders on the streetcar we were able to transfer to the correct street car without losing too much time.  We arrived at ‘Genbaku Domu Mae’ stop (Atomi Bomb Dome) stop and immediately stepped into a preserved war zone.

The Genbaku Dome is what remains of the Product Exhibition Hall that was built in 1915.  It was designed to be a commercial show place for products produced in and around Hiroshima.  At its center it had a tower topped by a stained glass dome.  When the atomic bomb was dropped on August 6, 1945 and detonated about 300 meters in the sky almost directly above the building.  Its walls were able to withstand the down force, but the floors were pancaked to ground level.  After the war the city decided to preserve the structure as it stood and simply added reinforcing iron where necessary to keep the structure stable.  Around the building the debris from the building lies as it fell on that day.  It was sobering for all off us to stand beside that building and witness the destruction of war first hand.

We then walked to the Children’s shrine about 100 meters away.  Because of the initial blast and the terrible wounds many of the initial survivors suffered, it is estimated the death toll from the blast rose to 149,000 three months after the bomb was dropped as people succumbed to their wounds.  Radiation sickness became a big problem of course as many people who had not been obviously physically injured from the blast developed cancers because of radiation poisoning.  Over the years many people from Hiroshima died before their time because of the radiation.

One of those people was Sadako Sasaki.  She was only two years old when the bomb was dropped and her home was flattened by the shock wave.  She was rescued from the rubble with no apparent injuries.   In school she played sports and was on the school track team.  At age 12 she developed acute malignant lymph gland leukemia.  Her leukemia was later linked to the high dose of radiation she received in the blast.  In the hospital she received blood transfusions as her main treatment.  Another girl she was hospitalized with told her of the legend that if you fold 1,000 paper cranes you will be granted a wish.  Sadako folded about 600 before she passed away because of the leukemia.  Her story became well known in Japan and ever since it has been important for school groups who visit Hiroshima to make 1,000 cranes before they come and lay them at the Children’s Shrine.  Since September our group and their families have been making cranes.  Other classes at Kwalikum Secondary and some classes at Bowser Elementary School also made cranes for this trip.  When we arrived at the park the kids got the cranes out and assembled them into a bouquet.   Our students laid them at the shrine and said a prayer for all the child victims of war and their hope for peace.

After our ceremony we walked past the tomb that houses the remains of an unknown victim of the bombing and the flame that is kept burning as a symbol for the constant hope for peace. We then entered the museum.  The museum is a very moving and frightening place.  It pulls no punches in its depiction of the effects of the blast on the city and the people of that city.  It helps one imagine the suffering that took place there.  One important aspect of the museum is the analysis it gives of the event.  It asks; ‘Why did this happen to our city?’.   In answer to that question it outlines the decisions and actions of the pre-war and war-time government of Japan.  It says that Japan did bad things to its neighbors by invading them and acting cruelly in its occupation of those countries.  The museum uses the word ‘karma’ to describe why Hiroshima suffered the way it did.

After that sobering event, it was time to move into nature.  So we headed back to the station and boarded the train to the Miyajima island ferry terminal.  We took the 20 minute ferry ride to the island and walked past the shops along the shore until we reached Ituskumshima Shrine.   This is a beautiful Shinto shrine which has a huge Tori gate built in the tidal area just off the island.  At high tide – which it was when we sailed in – the gate rises out of the water to greet you.  A beautiful site.  After taking some great pictures along the shore, we headed up Mount Misen. Misen is the tallest peak on the island at 535 meters.  It has a very good trail up to the summit and is a steep and strenuous hike.  We reached the summit after about two and a half hours and enjoyed our accomplishment at the observatory at the top.  We had a 360 degree view that allowed us to see Hiroshima and the Japan Alps in the distance on one side and the island of Shikoku and the Inland sea on the other.   However the real goal of our hike was the small temple just below the summit.  It is a simple temple about the size of a household garage with a dirt floor.  In the center of the floor a log fire smoulders away.

This temple was established in 806 by Kobodaishi, the Japanese monk who established Buddhism in Japan.  At that time he started the log fire and charged his subordinates to keep it constantly burning.  The fire has been maintained by monks, during continuously for 1200 years.  When the Peace Park was established in Hiroshima after the war the flame that commemorates the attack and which is a symbol for peace was lit by an ember brought from this temple atop of Mount Misen.  The climb up Misen and seeing this temple were a great conclusion to an emotional day.

Some of the group hiked back down the mountain but most of us took the cable car down.  Back to Hiroshima and then to an anime shop.  The kids had free time until bed time.

On to Hiroshima


Wednesday, March 16

We ordered taxis the night before and had 5 show up at the Guest House at 6:50 am.  We had already had fairly healthy breakfasts courtesy of the local 7/11 – rice balls and egg – and were ready for our train ride.  We rode the Shinkansen for about one hour to the castle city of Himeji.  As soon as we left the station we could see Himeji Castle 1 km down the main street.  The castle has the nick name of the ‘White Heron’ as it’s white walls rise above the surrounding countryside as if it is about to take flight.  I had to do some ticket adjustments and so stayed at the station.  The reports from the crew were very good.  They climbed to the top of the main donjon and worked their way through the maze of roads meant to confuse and trap attackers.

After getting lunch at station shops we took the Shinkansen again and arrived an hour and a half later at Hiroshima Station in downtown Hiroshima.  I had originally planned to take the group directly to ground zero at Hiroshima to have a ceremony with our cranes and then enter the museum which accurately documents what led up to the attack on Hiroshima and the aftermath.  However after consultation with Mrs. Stefanek  and Mr. Pearce we decide to put that off to the next day.  Visiting the museum is a difficult emotional experience and we were already a little tired.  They needed to be rested and ready for that experience.

So we walked the 10 minutes to our hotel and checked.  Then the kids headed back to the station area for shopping and later dinner.  Hiroshima translates to ‘wide island’ in English.  It is built on a river delta that has a number of islands formed by the Ota river.  There are lots of bridges of course and it is a pretty city that is easy to navigate.

To bed in good time for a big day on Thursday.

Leaving our hosts – going to Kyoto and Visiting Nara

Pictures for Nara are here https://goo.gl/photos/GbH4pqNNy9AyYiEa6

It is Wednesday, March 16 and we are still in Kyoto, but today was our day to visit Nara.  We arranged to meet a volunteer guide at Nara which is 40 minutes away from Kyoto by train.  Unfortunately I led the group on a couple of wrong turns to the train station and so we missed the train we wanted to catch.  I contacted our guide – Mrs. Nishida and she was kind enough to wait for us.  I am not going to guess Mrs. Nishida’s age, but suffice to say she has 3 children and 5 grand children.  She runs volunteer tours twice a week and we were fortunate to meet her.


Nara was the capital of Japan for a short time in the 8th century.  It is home to a number of shrines and temples including Todaiji which was our destination.   Todaiji is the name of the temple that houses a 15 meter high bronze Buddha.  The Buddha and its original building were built in 768.  Mrs. Nishida told us Japan suffered a terrible smallpox epidemic that devastated the country in the early 8th century.  In an effort to help the country heal and recover, the empower started a program that would see major Buddhist temples being built in each of the country’s prefectures.  And so Todaiji was built.  The current wooden building dates to about 1700.  There was one more after the original was built.  The first two buildings were both hit by lightening and burnt down even though they had bronze dolphins on the roof to ward off just such a catastrophe.  The current building has the dolphins and lightening rods and so should be safe.

Mrs. Nishida told us a wonderful story of escape.  The bronze Buddha was built by a casting process that involved pouring molten bronze into a form and then excavating the clay used to make the form from the inside out.  The final casting was the head.  A worker had to climb inside the head of the Buddha after the final casting to excavate the clay from the head.  He entered and exited through one of the Buddha’s nostrils.  To commemorate that final bit of engineering, a hole has been carved into the bottom of one of the pillars of the building that is the same diameter as the nostrils.  It is said that if you can pass through that hole, you are as clever as those Buddha building engineers.  So our kids took off their back packs and one by one wiggled through the hole in the pillar.

We gave Mrs. Nishida some BC smoked salmon and bought her lunch as thanks.  After lunch the students and Mr. Pearce and Mrs. Stefanek took the train from Nara to Inari which is just outside of Kyoto.  I had to do some business for the trip and so headed back to Kyoto and missed seeing the Inari shrine.

The students had free time in the evening.  Three of our girls had bought used kimonos for a good price and put them on.  Then with the bigger group of kids they went for a stroll in the Gion district of Kyoto to see if they could meet some other geisha.  They didn’t but had a great time anyway.

Leaving our hosts – going to Kyoto Part 1

Here is a link for this day’s pics  https://goo.gl/photos/nGZdJJJZ67ZnocGL7


We all met at the ‘kindokei’ or gold clock used as a meeting place by everyone meeting at Nagoya Station at 8:30.  The host families brought our kids to the station and stayed till we were heading to our Shinkansen platform.  There were final photos, hugs – and then more hugs – and some tears.  Our hosts were wonderful and I received positive reports from all the host families About our kids.


We took the 9:15 Shinkansen from Nagoya and 45 minutes later were in downtown Kyoto.  We took taxis putting 3 or 4 people and their luggage per taxi and headed to our guest house, Sakura Peace House in the Higashi Yama – ‘eastern mountain’ district of Kyoto, just off the downtown core.  We left our bags at the guest house under the care of Aroni who is the New Zealander who manages the guest house.  We set out on foot for Kiyomizu Temple which was 1 km away.  The temple sits on a low mountain and provides a great view of Kyoto.  The temple complex has pagoda’s, a grand hall and a waterfall from which the temple gets its name.  Kiyomizu means ‘pure water’.  The water is said to have a purifying effect on the soul if drunk with the right intention and humility.  Our group lined up and took the long handled cups and put them into the one of the 3 streams of water flowing off the mountain.  These kids are pretty good already, so not much purifying was needed.

We then went to the ‘koi no ishi’ or ‘love stones’.  There are two stones abut two foot square set in the ground about 40 feet apart.  The legend is that if you can close your eyes and walk from one stone and actually reach the other stone with your eyes closed you will have success in love.  If however you are veering off course it is alright for a friend to gently steer you back on course – after all what are friends for?  I am happy to report our kids have bright futures in this department.

Finally we entered the ‘hara’ maze.  ‘Hara’ means ‘belly’ in Japanese.  We descended into the depths of the main hall down a steep stair case into pitch blackness.  Our only way forward was holding on to the hand rail and going slowly.  The corridor twisted and turned until finally we came to the center.   At the center was a large round piece of granite with the Sanskrit word for ‘hara’.  The idea is that we had entered into the Buddha’s belly and were safe there.   We were to touch the stone and make a wish with good intentions.  We all did.

A wonderful day at school.

Rather than inserting photos here, I have created a photo album for this day HERE. https://goo.gl/photos/3jmRDBSoGPTebQmM6

The teachers and students were re-united Monday morning at the beginning of school.  We hadn’t seen them since Friday afternoon and were wondering how they had fared.  They all had a great time.  As I expected the host families’ hospitality was excellent.  The students had great stories of food they eaten (and sometimes made) at home or at local restaurants the family knew were good and representative of the kind of business they wanted to introduce to our students.  Some had been to the ninja school,  the Toyota museum, driven to Mount Fuji, made paper, made soba noodles, played traditional games, sung karaoke …..  They had had wonderful experiences.  They had been quite anxious in the time leading up to meeting their hosts and going off for the weekend.  Yet each one came through the weekend with new experiences and new friends.  Our hosts were very kind.

The morning at school began with a presentation by the group of Aichi Keisei students who visited KSS last May.  They had prepared a series of stations introducing different aspects of Japanese culture: young people’s fashion, origami, traditional sweets, the different kinds of miso and its origins, important sites in Kyoto ( where we were heading next) and traditional ghost stories.

In the next period we met the group of students who are travelling to Qualicum Beach.  They introduced us to a traditional card game called Karuta.  The game is kind of a combination of the card games ‘concentration’ and ‘speed’.  The students had prepared a series of cards with either pictures of important Japanese cultural practices or names of things in Japanese.  We were divided into 3 groups around tables with these cards and waited for the Japanese students to give us clues in English and Japanese.  We then had to find the cards that illustrated those clues and grab them before our competitors.  It was a lot of fun with encouragement being shouted to us from the Aichi Keisei students and teachers.  Along the way the students would give us detailed descriptions and explanations of these cultural practices with a slide show accompanied by a talk.  It was great fun.


Next, the girls were taken away to learn how to wear ‘yukata’ which are light cotton kimono.  These kimono were made by some of the students in the school’s fashion club.  The boys were fitted with ‘happi’ coats, which are traditional light cotton jackets worn by men at festivals.  We were then taken to the school’s tea room where the girls in the ‘sadou’ (tea ceremony) club prepared ‘maccha’ which is the powdered green tea used in the tea ceremony.  Their teacher is a highly trained and experienced ‘sadou’ teacher and explained to us how and why things are done in the tea ceremony.  As we sat in our yukata and happi coats we all experienced the quiet, contemplative mind-set the tea ceremony is meant to produce.  It was a great experience.

At lunch the kids ate the ‘bento’ (homemade lunch) their hosts had prepared for them in the homeroom classes of their host students.  After lunch we went to a local temple that is hundreds of years old.  It is in a rural area and a market has grown up around it, which has also been operating for hundreds of years.  We prayed at the temple and shopped at the market.  It was then back to school to meet our hosts and head back home for the final night with the host families.

Arrived at Aichi Keisei’

After a long flight – 9 hours to Narita, a two hour lay over then one hour to Nagoys’s Centrair airport we have arrived!  We got a few hours sleep at an airport hotel and then up and out of the hotel by 7:30.  Mr. Shimomura met us at the hotel and got us on to the Meitetsu line and an hour later we were at Kounomiya station in Inazawa City.  The hometown of Aichi Keisei High School.  Mr. Suzuki is the teacher in charge of our visit.  He spent two months at Kwalikum Secondary School two years ago and knows our school well.  He gave us a tour of the school and then led us into the gym.

The whole school was there waiting for us!  The boys were lined up in neat rows on one side of the gym and the girls on the other.  As the guests we were seated in the middle in front of the stage.  Mr. Adachi the principal gave a warm welcome speech in Japanese.  I then gave a short speech thanking them for hosting us as did Madilen Tokairin who is our student representative.  She did a good job of her speech which was in Japanese.  Ayako who was with us for two months last fall gave a very nice welcome speech in very good English.


Next various school clubs – the cheer leaders, fashion design, modern dance, traditional dance and their rythmic dance group gave very impressive presentations of what they can do.  We were all impressed – blown away actually – by the skill and commitment with which these groups presented.  Our students then sang our song – ‘This World is Your World’ – in English and Japanese.  Our kids did a very good job.

After the presentation we joined a cooking class and made ‘oyakodonburi’.  Which is very well known family cuisine here – chicken and egg on rice.  Our kids did their best to use their Japanese and the Aichi Keisei students did their best to use their English to work together to make the dish.  We all enjoyed their work for lunch.


After lunch the students and teachers were taken by the school bus to Inuyama castle (Inuyama translates to ‘dog mountain’)  This castle is set on a low mountain over looking an ancient river border between one lords fiefdom and another’s.  A small, but impressive castle.

The group got back to the school at about 5pm and were met by their host families and whisked away for the evening.  We will meet again on Monday morning to hear of everyone’s adventures.

Himeji Castle AR (Alternate Reality) experience

When we travel from Kyoto to Hiroshima we are going to make a stop along the way at the small city of Himeji.  It is the best – intact – example of a medieval castle in Japan and is worth a visit.  It has been closed for two years for needed maintenance and repair.  In that process they have added an Alternate Reality (AR) feature.  Click the link to see the official castle site.  To use the AR we need to download an app.  This is not required, but will be fun if a few of us have it.  To find the app go here.

Song change

Time is running out.  Because of conflicting lunch time appointments and illness we have not been able to get up to speed on the “If I had a million dollars” song.  So we are now on Plan B, which may well be a better plan.  Retired Japanese teacher Mr. Howard Alexander has provided us with a template for  a song sung to the tune of “This Land is Your Land”.  Mr. Alexander’s song is “This World is Your World”.  It is in both Japanese and English.

Here is what we will sing at the welcome ceremony:


This World Is Our World


This world is your world, this world is my world

From Qualicum Beach to Inazawa-shi

From the Rocky Mountains to grand Mount Fuji

This world was made for you and me


Kono sekai wa bokutachi no mono

Qualicum Beach kara Inazawa made

Rokki sanmyaku soshite Fujisan

This world was made for you and me


Our exchange is valuable and very important

To grow our friendship and experience our cultures

We respect and help each other

This world was made for you and me


Kono kouryuu wa totemo taisetsu

Yuujou sodate bunka o taikenshi

Sonkei shiai tasukeau

This world was made for you and me


This world is your world, this world is my world

From Qualicum Beach to Inazawa-shi

From the Rocky Mountains to grand Mount Fuji

This world was made for you and me



February 16 homework and test prep

Students are preparing for the Traditional Trade seminar. Read and take notes on the following sections, starting on page 48.

– Trade Economies
– Trading for Status Goods
– Controlling the trade

We will have our first unit test on Thursday, Feb. 23. It will be on chapters 1 to 3. Study all notes and worksheets. Here is the study package
Chapter 1-3 review

This study package is NOT exhaustive. Questions will be asked ideas and information from your notes and worksheets.

Conflict Resolution and Spirituality

After reading the sections in the text on conflict resolution and spirituality and watching Frank Brown’s story in the video ‘Voyage of Rediscovery’ you are to write a persuasive essay on this question:

Is there a connection between traditional First Nations spirituality and conflict resolution?

The essay should be between 3 and 5 paragraphs long.

Your first paragraph should include a hook, a brief description of traditional conflict resolution, and a thesis statement.

Your body paragraphs should use evidence from the video of the connection.

Your final paragraph should summarize your ideas and expand them.  For example, is this model of conflict resolution and spirituality something we can implement in the wider society? Or, have you seen examples of the connection between spirituality and conflict resolution in other situations – not connected to First Nations people perhaps.