Assorted Assessment Checklist

Student Participa Group Listening

Name: tion Effort Effectivel
y(3)
(5)
Stereotypes and Racism
"In day-to-day coverage, minorities often are ignored except for certain categories of
stories—notably crime, sports and entertainment," said M.L. Stein in Editor and I. This is
a dangerous way of reporting because the media shapes the views of the audience and
plays a role in shaping the formation of Canadian minority identities. The media provides
an important source of information through which citizens gain knowledge about their
nation, and our attitudes and beliefs are shaped by what the media discerns as public
knowledge. "The media is responsible for the ways that Canadian society is interpreted,
considered, and evaluated among its residents".

How did you first get your opinions on people of different cultures?

Are these opinions correct?

What are some symbols or stereotypes of people

that you know of, and where do you hear or see
them?

Where do you see racism in society?

‘I AM’ poems
Write an ‘I Am’ poem about what it would have been like to have been
Angela at any point in the video. Just finish the sentence after each
starter. Remember,think in context as to what Angela must have been
thinking about herself and others!! Then try one about yourself.

I am

I wonder

I hear

I see

I am

I pretend

I feel

I touch

I worry

I cry

I am

I understand

I say

I dream

I try

I hope

I am

Research Project
Research Topic:_____________________________________________________________
CIRCLE THE ONE YOU ARE RESEARCHING FOR YOUR GROUP:

WHO / WHAT/ WHERE / WHEN / WHY

•
•
•
•
•
•
Resources:

I AM Poem Rating Scale:

Students
Name:________________________________________________

Weak (1) Moderate(2) Strong(3)

 Descriptions
were in context
of Angela
Creativity
Use of
Language

Total: /9

Research Project Rating Scale: Individual

Students Name:_________________________________________________

Almost Somewhat(2) Mostly(3) Always(4)

None(1)
Participation
with group
On task
Found
information
Participated
in
Presentation

Total: /16
Guided Imagery: Residential Schools
Imagine that you come from a place where you have a large family. Many
brothers, sisters, cousins, aunts, uncles, grandparents, and even those people in
your community that you aren’t related in blood to are your family. They have
raised you together, and you have grown up in a school full of life lessons, lessons
of nature, survival and about discovering yourself. You were a valued part of your
community and as you grew, you learned of your position and responsibilities to
give back what you have taken from it. You are loved, and feel welcome there.
You have many memories of playing sports outside with cousins, cooking with your
mother, being taken around and taught about the forest with your father, and
sitting and listening to your grandfathers stories.

How do you feel?

Now imagine how it feels to be six years old. You are still in this place, happy and
content, when one day,a stranger comes to take you away. Away from your family,
your friends, and your community. A few of your brothers and sisters are with you,
but you are not allowed to speak to them. In fact in this new, far away place that
you came to in a long bumpy cart ride, you are not allowed to speak at all. Well,
you can speak, but not in your language. But this doesn’t help, because you don’t
know these strange sounds that people are speaking to you anyways. So you are
there, and they cut off your hair, you get a tattoo with a number on it, and no one
calls you by your name. You are given a new name, which has no meaning to you,
so it takes a long time to remember it.

How do you feel?

You think you are in some type of a prison. If you do something that those in
charge do not like, you are punished. Punished for dressing wrongly, for looking or
talking to your brothers or sisters, for not doing the writing they ask, for not
praying to their god, punished for whatever they want. Nothing seems to be good
enough. Sometimes it is a hard smack on the hand or your butt, or sometimes it’s
worse. Sometimes, they won’t let you eat for days. Even though the food is
horrible and tasteless, and has often gone bad before it has even been served,
nothing was often worse. They teach you to be like them. To do their work, like
looking after animals or farming. They teach you their past times, but aren’t
interested in yours. You don’t seem to fit in here, but everything you have been
taught here teaches wrong about your home and your family. You haven’t seen
you family in over a year. Finally, they let you go. Your mother and father arrive,
but your two brothers have died sometime over the past few years. They seem to
have forgotten how to smile, how to laugh, and how to hug.
How do you feel?

KWL
Topic________________________________________
What do/did you
Know Want to Learn
know
Poem Rating Scale:
Student Name:___________________________________

OK(1) Mostly(2) Exceptionally

(3)
Creativity
Thoughts are
organized and
flow
Correct
grammar/punct
uation
Relates to video
in some way
 Total: /9

Young Aboriginal Women Missing: Who Cares?

By Nicole Eshkakogan, AYN Writer, Edmonton, AB (Apr 1, 2003)
Over 500 Aboriginal women have been reported missing in the past 15 years across Canada,
predominantly in western Canada.

This number reflects women who had moved to urban centres for better employment and educational
opportunities and found despair and poverty. During the past decade, there have been reports of 50 women
missing in British Columbia, over half of this number represent Aboriginal women.
Reports of their disappearances surfaced as early as 1986, yet these reports were not
considered serious enough to investigate by local police detachments (Campeau 2004). Of the
500 Aboriginal women reported missing in the past 15 years across Canada, a substantial
number no doubt are Aboriginal youth.

This article is meant to draw attention to those young aboriginal women who have
disappeared. It must be understood by younger Aboriginal women that they are at an
increased risk for being a victim of violence. Already, young Aboriginal women are the leaders
of contracting chronic diseases such as HIV/AIDS, Hep C, diabetes and so on. In addition,
Aboriginal women are at the top of the list in terms of being overrepresented in the correctional
system.

Aboriginal young women must take action to ensure that they do not become a victim of
violence. If not just to take more personal precautions against the world in which they live in, a
place in which there is little interest to ensure the safety and well being of Aboriginal women.

Unfortunately, in the hopes of finding a better life in the urban setting, many Aboriginal women
become victims of drug addiction, prostitution and alcohol abuse. However, it is important to
keep in mind that not all missing Aboriginal women are drug addicts, prostitutes or alcoholics.
In fact, it would be an indignity to claim such a belief.

Most reports of missing Aboriginal women are often not investigated or taken seriously by the
authorities. After all what is another dead Indian? Campeau (2004) asks the questions: What
does it matter if one Aboriginal woman goes missing? What does it matter if there are an
estimated 500 First Nations women reported missing in the last 15 years, predominantly in
western Canada? What if there were 500 non-Aboriginal women missing? Would that be
considered a crisis?

John Crawford, Robert Pickton, and Gilbert Paul Jordon (suspected of murdering seven
Aboriginal women, but convicted of only one) are all serial murderers of Aboriginal women, and
all of these men preyed on younger Aboriginal women. While there are street safe programs
that are available for younger women, there is a shortfall of these same programs being
available for young Aboriginal women. There is a complete lack of culturally sensitive programs
for young Aboriginal women both on-reserve and off-reserve on how to possibly avoid the risks
of being a victim of violence. Although there are hundreds of missing Aboriginal women in
Canada, the issue is not brought to light. There is little doubt that most young Aboriginal
women think, “It won’t happen to me.”
Ribbon Simulation Game
A Multi-Cultural Anti-Racism Experience
Origin
The idea of the game was first created during the Premier’s “Your Voice, Your
Choice” youth forum focusing on multiculturalism and anti-racism for secondary
school students in November 1998. Each school was asked to draft a solid plan to
promote diversity within their school. Surrey’s Johnston
Heights Secondary School sent six active members of their Global Issues Club to
the forum and their efforts resulted in the creation of the Ribbon Simulation Game
which was first performed in 1999. Each year the game became more refined until
its present form which won the Year 2000 End Racism Award.

Racism is a product of ignorance and has many different forms. The students
decided to tackle
“discrimination.” Discrimination is the unfavourable treatment of individuals or
groups based on race,
gender, age, religion, ethnicity, disability, sexual orientation or social status. The
students designed this
interactive and fun filled game around discrimination based on financial status.

Materials
• 4 chart sized signs identifying the different markets in the fictitious town of
ADANAC where the
game takes place, painted as follows:
1. ADANAC – bold lettering identifying the town
 2. Market – painted with bold, broad and elaborate strokes to represent
an affluent market
3. Market – painted in a simple, straight forward manner to represent
an affordable market
4. Market – scribbled in ink to represent a poor market
• Merchandise to be sold at the markets: a collection of household items such
as toys, clothes,
empty food boxes, books, anything gathered by the students.
• Red, yellow and blue ribbons – one dozen of each colour to hang around the
participants’ necks
• Paper money – coloured construction paper works well. A single
denomination is all that is
required.
• Several empty boxes or storage bins to store and carry above items

Roles
• Facilitators (6 students who are trained to lead the game and who change
roles throughout the
game.) Their roles are as follows:
3 shopkeepers
1 police officer
1 judge
1 casino owner
2 robbers, one rich, one poor
1 lawyer (optional)
• Participants – a class or group of 20 to 30 students, ages 14 to 19

Game Description
The Game starts with a brief introduction of goals and objectives.
• The facilitators warm up the atmosphere with an icebreaker (suggested
activity is “Ultra Being”
which is explained on accompanying video.
• After 5 minutes, each participant is assigned a red, yellow or blue ribbon
denoting their identity.
The three groups are then divided, at which time the student facilitators give the
participants their
currently according to their placement in the rich, middle or poor socio-economic
class.
• Facilitators explain the game rules.
Participants are directed to the markets in the town of ADANAC and
encouraged to ‘shop’ at all
of the markets to purchase items. However, they should soon realize that the
facilitators’ attitudes
differ greatly and are dependent upon the ribbon colour displayed by the shopper.
Sometimes tension grows so high that vigourous protests arise amongst the
participants. The
participants react to the over dramatized actions of the facilitators and the
inequality they witness
and experience.
The ‘robbers’ are apprehended by the police and arrested (a square
delineated on the floor by
masking tape can represent the jail).
After 15 to 20 minutes, the ‘poor’ market is taken away from its owner who
cannot pay the rent
and a casino is opened on the property.
At this time the participants are instructed to settle down and sit on the floor
in front of the judge.
Court Scene: during the court scene, the lawyer defends the case of the
‘rich’ robber. The ‘poor’ robber receives no representation and is convicted. Often
at this point, the participants will voice
their sense of injustice and the facilitators may have to remind participants that
this is only a
game.

Debriefing
Debriefing is the most important part of the game. Facilitators should assist in
reflecting upon the
game by asked questions such as:
“How did you feel during the game? Did you receive special treatment
because you were
wealthy? Were you treated rudely because you were poor?”
“What is discrimination? Why do you think people discriminate? Did you
notice different
forms of discrimination?”
Ask students for examples of discrimination in their own lives, based on
experiences in
school, in the community or in their homes.
“What can you do to combat discrimination? In what ways might you be able
to prevent this
kind of hurt?”
Debriefing should take approximately 20 to 30 minutes.

Comments
The game is highly adaptable and flexible to modification. The success of the game
greatly depends upon the facilitators. To train the facilitators, consider choosing
natural student leaders, members of the
multicultural or global issues club, senior drama students, etc. Creativity and
improvisation are
encouraged. A Ribbon Simulation DVD visually explains the game and includes a
shorten demonstration. The DVD is available from The Peace and Global Educators,
Surrey Chapter for $15, postage included. To order or for further information,
contact Beata Hittrich at 604-433-9765 or email bhittrich@hotmail.com

Novel Study: My Name Is

Seepeetza

You must complete and hand in by

__________________________.
 • 4 journal entries relating to the novel(minimum one page each)

AND any two of the following (they can be done at

any point in the novel)

• Write a skit with a deleted scene from the book, and perform
either in front of Ms. Martinuk, or in front of the class.
• Write a letter to Seepeetzagiving her advice. Mention
something about your own life that reminds you of a
connection to something that happened to her.
• Write a song or poem about a theme in the book
• Write a paragraph about why the First Nations people were
treated the way they were at the time this novel takes place.
• Create a picture book version of the novel for kids
• Create a scrapbook of significant events in Seepeetza’s life
• Create a movie trailer about the book.
• If you have other ideas, talk to Ms. Martinuk

My Name is Seepeeza Novel Study

Evaluation
Student Name:_______________________________________________

Almost Sometimes Usually(3) Always(4)

Never(1) (2)
 Readings
were
complete
Participatio
n in class
discussion
Finished
worksheets
Journals
were
complete,
well
thought
out

Projects were:
Nope(1) Not Yes(3) Definitely(
quite(2) 4)
Complete
Creative
Correct
grammar,
punctuatio
n
Good effort
is
demonstrat
ed
Demonstra
ted that
novel was
connected

Total: /32
My Name is Seepeetza

What kinds of rules do you have at home?

Which ones do you hate? Why?

What rules would you have for your own children and
teenagers
if you were the parent?
Writing in your groups:
In your groups, make a list of offenses mentioned in the story.

Writing on your own:

Write a letter to Seepeetza’a teachers telling them better ways to handle
discipline. Be the voice of the students. Provide ways that the school could have
helped the students learn instead of trying to change them. Convince them that
you are right.
Consider the following questions:
What types of ways do adults handle discipline and punishment these days?
How should adults teach their children?
Why did the school try to change them?
Why did the school not want the kids to write home?
Why did the adults abuse the children?
Why did they push their own religion on the Aboriginal people?
1) Looking at the opposite sex
2) Speaking own language
3) Talking to friends
4) Stepping out of line
5) Wetting the bed
6) Writing in secret
7) Telling parents about school
8) Answering anything other than ‘yes or no’
9) Running away
10) Telling when abused by an adult

Offenses:
•

Group Novel Study : Assignment

For your group novels you will be expected to:

• Meet as a group 5 times during novel to

discuss/fulfill literary roles and sheets(hand

them in).

• Hand in 2 projects selected from choices

○ Pick any two:

 Rewrite the end chapter so as to have not a ‘happy ending’, but

an ending of justice, and as a group perform it.
 Write a letter to the Prime Minister telling him what you think
about the treatment of your culture group. Use supporting facts,
details. Professional, grammatically correct and persuasive.
 Create a picture book, present and read it to a younger grade.
 Write a speech as one of your characters as if they were running
for Prime Minister. What would their platform be?
 Make a study guide of topics and quotes of your book.
 Dress like and become a character from the book. Prepare for
the class to ask you questions about your life and your thoughts.
 Create a sound track for the book. The songs/sound effects must
go in sequence with the events that happen in the book. Write a
few sentences about why you chose each song.
 Ask Ms. Martinuk if you have any other ideas.

• As a group, research your culture group. Where in Canada

they were located, why they were treated the way they
were, what were the effects to the country of them being
here, what forms of racism were opposed on this group,
has anything been done to resolve these issues, etc. Once
the research is complete, create a set of presentation
tools for each groups member(ex: the same poster for
each member, notes, etc.). Each member will have 2
minutes to present, so notes, and practice within the
group are useful. All group members will have the same
mark regardless of presentation skills, so HELP
EACHOTHER OUT!
Group Novel Study Rating Scale: Teacher Evaluation

Student Name:_________________________________________________________

Individual Portion

Almost Sometimes(2 Mostly(3) Definitely(4)

Never(1) )

Participated
in group
activities

Finished role
sheets
thoughtfully

Projects
were
creative

Projects
were
oraganized
well

Grammam,
punctuation
was correct

Key aspects
of novel were
acknowledge
d

Group Presentation

Not really(1) Somewhat(2) Mostly(3)

Students worked as
 a team

Information was
correct

Visuals were
effective

Total: /25
Peer Group Evaluations:
Student Name:________________________________________________________

Student Evaluator:_____________________________________________________

Not really(1) Somewhat(2) Mostly(3) Definitely(4)

Actively
participated
in group

Did share of
work

Positive
attitude

Gave/accepte
d helpful
criticism

Comments:

Peer Group Evaluations:

Student Name:________________________________________________________

Student Evaluator:_____________________________________________________
 Not really(1) Somewhat(2) Mostly(3) Definitely(4)

Actively
participated
in group

Did share of
work

Positive
attitude

Gave/accepte
d helpful
criticism

Comments:

Colors- will.i.am
Stand for life

Stand for true

Stand for somethin'

Don't fall for nothin'

Stand for love

Stand for power

Stand for somethin'

Don't fall for nothin'
 Stand for me

Stand for you

Stand for somethin'

Don't fall for nothin'

Don't fall for nothin'

Don't fall for nothin'

Stand for life

Stand for true

Stand for somethin'

Don't fall for nothin'

Not guilty verdict in rape
trial stirs protests
Darren Bernhardt , CanWest
News Service
Published: Monday, March 26, 2007
MELFORT, Sask. - Cries of outrage
drowned out the sighs of relief from
Jeffrey Kindrat's family Monday as a
jury declared the 26-year-old not
guilty of sexually assaulting a 12-year-
old aboriginal girl in 2001.
As Kindrat's family hugged and wept,
a group of four aboriginal women left
the courtroom yelling "Pervert!
Bastards! He's guilty and he's going to
have to live with it the rest of his life!"
A jury of nine women and three men
deliberated for 2 1/2 hours before
reaching their verdicts.
Kindrat and two other men were
alleged to have picked the girl up
outside a bar in the small town of
Chelan, about 130 km northeast of
Saskatoon. Police said they plied her
with beer before pulling into the
approach of a farmer's field and taking
turns having sex with her in the dark
of the remote countryside. The men
were said to have later dropped her at
a residence in nearby Tisdale, Sask.
This was the second trial for Kindrat.
He was originally tried together with
co-accused Jeffrey Lorne Brown, now
30, and both were acquitted in June
2003. That decision was overturned
by the Court of Appeal, which ordered
new trials. Brown's retrial is set for
October.
The third man, Dean Edmondson, now
30, was convicted in a separate trial in
May 2003 and given a sentence of two
years house arrest rather than jail.
As the jury stood up to leave, one
woman directed catcalls at the jurors
and at Justice Ellen Gunn, saying,
"You're all guilty, even you, your
honour."
The women continued to yell as they
left the room, their shouts echoing in
the courthouse hallways. But the
words fell away from Kindrat and his
family, who seemed oblivious to the
women as they embraced.
Outside the Queen's Bench
courthouse, defence lawyer Morris
Bodnar uncharacteristically snapped
at the protesters, who continued to
vocally damn the decision.
Circle of Oppression
Fill in the Circle where you feel oppressed because of having some of the attributes
provided. Divide the attributes up so that the sections are appropriate to your
experience.
 Sex
 Race
 Gender
"I only get demonstrations when I
have a white client and an aboriginal
victim, never when I have an
aboriginal client and white victim," he
said to the women when the news
cameras and tape recorders stopped
rolling.
"What is this (verdict) going to tell
them (victims)? It's going to tell them
to be quiet because they're not going
to get anywhere if they say anything,"
said Carol Merasty, who identified her
group as concerned women and
nothing more.
It has nothing to do with race, it has to
do with the protection of children, she
insisted.
"She was 12 years old, just a baby."
The verdicts in the first trial outraged
advocacy groups and the First Nations
community. The girl is aboriginal,
while the accused are white, as was
the jury at Kindrat's first trial.
The jury in the latest trial was again
all-white.
Saskatoon StarPhoenix
  Religion
 Physical looks
 Disability
 Education
 Intelligence

Top Three areas of oppression in your life:




Who enforces these feelings upon you? Individuals, society, the media,…etc?

Are these attributes escapable and in your control? Or permanent?

Debate Evaluation(teacher and self):
Student Name:____________________________________________
No(1) Somewhat(2) Yes(3)
Student was
Prepared
Student was
Organized
All information
was correct
Speech and
main
arguments
were clear
Good eye
contact, clear
loud voice
Students were
in role
Worked as part
of a team
Total: /21
Comments:
Video Against Racism Evaluation:
Student Group: ____________________________________________
Not Kind of(2) Mostly(3) Definitely(
really(1) 4)
Group
worked
together
well
Used time
efficiently
Used
resources
Message
was
effective
All group
members
participated
Video
showed
critical
thinking
Total: /24
Comments:
Evaluation for Presentation(for students or parents)
Student Name:______________________________
Not really(1) Somewhat(2) For sure(3)
Presentation
was suited to
audience
Speaker
connected with
audience(prope
r voice, eye
contact, etc.)
Video was
explained in
context of their
learning
Speaking was
organized
Message
showed hope
and action
Total: /15

Comments:
 Action Project Assessment

Name ___________________________

Process 0-1 1.5-2.5 3-4

Action Fair Adequate Exemplary

Contributions Rarely provides Usually provides Routinely
useful ideas when useful ideas when provides useful
participating in participating in ideas when
the group and in the group and in participating in
classroom classroom the group and in
discussion. May discussion. A classroom
refuse to strong group discussion. A
participate. member who definite leader
tries hard! who contributes a
lot of effort.
Focus on task Focuses on the Focuses on the Consistently
task and what task and what stays focused on
needs to be done needs to be done the task and what
some of the time. most of the time. needs to be done.
Other group Other group Very self-directed.
members must members can
sometimes nag, count on this
prod, and remind person.
to keep this
person on-task.
Working With Rarely listens to, Usually listens to, Almost always
Others shares with, and shares, with, and listens to, shares
supports the supports the with, and
efforts of others. efforts of others. supports the
Often is not a Does not cause efforts of others.
good team "waves" in the Tries to keep
player. group. people working
well together.
Problem Solving Does not try to Does not suggest Actively looks for
solve problems or or refine and suggests
 help others solve solutions, but is solutions to
problems. Lets willing to try out problems.
others do the solutions
work. suggested by
others.

Product 0-1.5 2-3.5 4-5

Item Fair Adequate Exemplary

Completion of The task was not The task was The task was
Task able to be carried carried out but carried out to the
out due to lack of not as it was satisfaction of
foresight originally most people.
intended.
Quality of Product shows Product Product
Product original thought coordinates with coordinates with
but not realistic the original the original
or very difficult to purpose of the purpose of the
implement. project and was project and was
successful. creative, doable
and exceeded
expectations.
Workload The workload was The workload was The workload was
not divided OR divided and divided and
several people in shared fairly by shared equally by
the group are all team all team
viewed as not members, though members.
doing their fair workloads varied
share of the work. from person to
person.

Comments: