Running head: FIRST NATIONS, METIS AND INUIT RESOURCE EVALUATION

7 Generations: A Plains Cree Saga

Aisha Cheung, Landon Jackson, Paula Lee

University of Calgary
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Executive Summary and Critical Analysis

7 Generations: A Plains Cree Saga “follows one Plains Cree family from the early 19th

century to the present day” (Robertson, 2012). The four-part graphic novel series “explores the

life of Stone, a young Cree warrior, the smallpox epidemic of 1870, the residential school system

of the 20th century and its familial legacy” (Robertson, 2012). The effects that colonization had

on this Plains Cree family is depicted through Edwin, the present day character whose attempted

suicide begins the series. Applying the document “Evaluating Resources about Aboriginal

Peoples,” one concludes that this resource is suitable for use in the classroom when teaching

Indigenous content. This is shown by the resource’s cultural authenticity, historical accuracy,

language and terminology, graphics, and being recognized by the Aboriginal community.

The validity of this resource is confirmed, as it is written by David A. Robertson, a

member of the Norway House Cree Nation, about the Cree Nation (David Alexander Robertson,

2019). Further, the resource is culturally authentic as Indigenous traditions and customs are

accurately portrayed. One example of this is the depiction of oral history, and how the lives of

Edwin’s ancestors are passed down to him through stories.

The resource also accurately portrays some of the hardships faced by the Cree nation

following colonization. The first hardship that Edwin’s ancestors face is the smallpox epidemic

that is described as starting in 1763 “in a place called Fort Pitt, [where] a General named

Amherst ordered blankets infected with smallpox to fall into the hands of American Indians”

(Robertson, 2012, p. 46). Smallpox later reaches Edwin’s ancestors in 1870, as told by their oral

history. Another hardship was the residential school system, which was faced by Edwin’s father
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and uncle. These are both significant events that occurred to the Plains Cree people, that reflects

how past contact with other cultures link with life today. Due to the accuracy of how this is

shown, the resource is found to be suitable for use in the classroom.

7 Generations: A Plains Cree Saga makes use of language and terminology that is

accurate and respectful to the Cree Nation. Firstly, the use of Plains Cree and Blackfoot within

the resource is using specific language, which supports the reclamation of their culture. Also,

terminology such as oral history, newcomers, hunting grounds, visions, and thirst dance (an

ancient ceremony) are used throughout the resource in an accurate and respectful manner. The

resource is also free of derogatory terms, except when it comes to depicting the hardships that

they encountered. An example of this is the use of savage by priests in residential schools.

Lastly, the graphics used in 7 Generations: A Plains Cree Saga accurately depicts

traditional structures, items of clothing, and situations. Throughout the resource people are

shown in attire that is appropriate for the situation being portrayed. Further, the graphics are free

of sacred items that should not be displayed. Due to the respectful and accurate nature of the

graphics, one concludes that the resource is suitable for use in the classroom.
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Practical Classroom Applications

The book 7 Generations: A Plains Cree Saga is a graphic novel designed for students in

grades 9-12, and consists of 4-parts: Stone, Scars, Ends/Begins, and The Pact (David Alexander

Robertson, 2019). With this in mind, we thought it would be ideal to utilize the jigsaw technique.

We would divide our grade 10 class into 4 groups and have each group read 1 of the books.

Students would be given 30 minutes to read the book in class before the start of the activity.

Firstly, the groups will summarize their book, and predict what happened before and/or

after the part they read. They are able to write this out, or create a mind map of the different

scenarios that they come up with. The students can present one of the perceived scenarios orally,

or even re-enact their perspective of the story. Let the students know that they are not limited to

these two options.

The next day, the students will be provided a short amount of time to prepare their

presentation to the class. They class will gather in a sharing circle, and the teacher will explain

the significance of the circle. Then each group will present their original, and one continuation

part of their story. After all groups have shared, they will debrief the original story as a whole

class, and discuss how it differed from what they thought it would be. As a teacher, we can point

out some distinct features of the graphic novel that they may have missed, and explain how past

events have changed the Cree Nation. Remaining in the sharing circle, students will have the

opportunity to share their thoughts and feelings. This could include thoughts on residential

schools, and maybe some stereotypes that they have heard or have of their own. As not all

students are comfortable with sharing in front of the whole class, they will be provided time to

write down their reflections for the teacher to read.

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As an extension to their learning, students will be asked to research Indigenous culture

and depict an important aspect or something they find meaningful in the form of a graphic novel.

To differentiate learning, they could also choose to write an essay on a similar topic.
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References

Robertson, D. A. (2012). 7 Generations: A Plains Cree Saga. Winnipeg, MN: Portage & Main

Press.

Robertson, D.A. (2019). David Alexander Robertson: Biography. Retrieved from

http://www.darobertson.ca/biography/

Alberta Education. (2005). Our Words, Our Ways: Teaching First Nations, Métis and Inuit

Learners. Evaluating Resources About Aboriginal Peoples. Retrieved from

https://education.alberta.ca/media/3615876/our-words-our-ways.pdf