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Tidings.

Mr. Schnitzler

March 8, 2018

Dear Grade 6 students,

As a part of our ongoing investigation of power dynamics and


place, we will be looking at street names in our neighbourhood. In

groups of 3-4 you will need to survey the names of streets


surrounding our school. You may use google maps but will also be
given class time to go outside and explore the streets and their

names. Using the provided handout, you will need to list of 6 streets
that are named after people. Your group will then research your
chosen street names to fill in the rest of the chart on the handout.

Following the columns of the chart, your group will have to


determine who the street was named after, why that person was
significant, and what racial identity that person represents. After
filling out the chart you will take a tour of your chosen streets and

record your observations.

After your group has filled in your handout and walked


around your area, think about why the streets might have been

named the way they were named. What do the street names tell you
about the power dynamics that we have been talking about in class?
Did you find more white people had street named after them than

First Nations people? Were men and women equally represented in


street names? Do you think that the street names accurately
represent the populations that would have been living in this area in
the past? Do they accurately represent the populations living here

now? You will each need to write 1 paragraph about what your street
names represent.

Once everyone has had a chance to finish the task handout


and paragraph we will talk as a class about what changes we would

make to the street names to more accurately represent the


populations that live here.

Thank you for participating in this task with me,

Mr. Schnitzler
Names of Group Members:

Street Names Handout

Person It was
Street Name Significance of that person Racial Identity
Named After
Rational For Authentic Task

Having students in the Fairhaven area become

cognizant of the names of the streets in the neighbourhood

will draw explicit attention to the systemic, racialized identity

constructions that are inherently perpetuated through these

naming practices. This recognition of bias toward whiteness

and avoidance of FNIM rights will aid students in furthering

their understanding of their racialized community. Following

the above described task which has students researching

street names and touring the streets themselves, the class will

move as a group (teacher-led) toward reaching a suggestion

for renaming of streets to better incorporate multiculturalism

and representation of our populations.

What will be an important step in prefacing this task,

however, will be attempting to have an elder (or Cree expert)

come into the classroom to discuss First Nations’ naming

practices and respects with the students. Following our

lessons on racialized histories

Focusing on the Social Studies 6 curriculum, several

outcomes are directly related to the learning and exploration


that will occur throughout this task. The two most prevalent

outcomes from the social curriculum are:

IN6.2 Examine the social and cultural diversity that exists

in the world, as exempli ed in Canada and a selection of

countries bordering the Atlantic Ocean.

DR6.4 Relate contemporary issues to their historical

origins in Canada and a selection of countries bordering

the Atlantic Ocean.

Aside from the social curriculum, this task will draw on

tenets present in other curricula, such as english as students

will expand their research abilities and understandings of

FNIM content in their community:

CR6.4 View, respond, and demonstrate comprehension of

visual and multimedia grade-appropriate texts including

traditional and contemporary texts from First Nations,

Métis, and other cultures containing special features (e.g.,

the visual components of magazines, newspapers, websites,

comic books, broadcast media, video, and advertising).

Overall, this task will encourage students to relate to

place more explicitly, to better understand historical

connotations associated with their neighbourhood, and to


utilize critical thinking skills in exploring what a more

equitable naming of streets would/could look like. Based on

student interest and areas of interest, teachers can proceed

further to guide students in presenting possible options or

proposals for the renaming or rethinking of street names in

the Fairhaven area.

*** Notes:

- Assignment by Kassidy MacPherson, Greg Morrison, Tyson

Pylypow, and Brad Schnitzler (letter is written from Brad’s

perspective as he is the only one of us actually placed at

Fairhaven school).

- Document is set up as a letter template therefore rendering the

margins and alignment of the rationale section of the document

slightly off. The written portion is equivalent to 1.5-2 pages

despite the odd formatting in this document.