The eduction in the communities taught to the children is for them to learn by doing and being helped by the entire community. The people of the community are expected to know the history, spiritual requirements, and important skills. The education was taught in a way that everyone would learn from their mistakes or make their own choices on how they learn best. They were taught in a way that there well- being was a big part. If they were mentally, physically, emotionally, or spiritually unwell they would find a way to fix it so they can learn better. Next we learned about the justice and conflicts and how it was handled. The entire community had to work together to make the best decision and what would be the best for the situation they were in. Whoever broke the requirements of the community was considered to be out balance in one of the four areas of their well-being. Individuals who were accused were counselled by the elders to bring back harmony to their well-being. If their offensive was serious it was brought in front of the entire community. They could be have to be under supervision, need guidance or put in isolation for a certain amount of time.
1) social structure/ leadership (2007). Uploaded by Canada’s First Peoples
http://firstpeoplesofcanada.com/fp_groups/fp_plains6.html
2) social structures/ leaderships Eastern woodlands (2007). Uploaded by Canada’s First Peoples
http://firstpeoplesofcanada.com/fp_groups/fp_wf6.html
Hey Payton, great job on your blog post! If I hadn't been in class for this lesson, I would definitely feel very up to date on the information I would have missed out on. You were very detailed in the information you provided, making it very easy to fill in the notes if need be.
ReplyDeleteI personally think it would have been very helpful if you had gone into to a little more detail on how the communities were made up. In class we discussed how the people have the mind set that, "It takes a village." Because communities were made up of extended families ( kids, parents, grandparents, aunts/uncles, cousins...), everybody helped each other out whenever needed. When it came to raising a child, it was not only the parents of the child that taught them the skills necessary for life, but everybody in the village helped out in the teaching.
When explaining how they determined community size, it may have been very helpful to include the example we were given in our notes on the Blackfoot Nations. this example showed that it was common for First Nations People to live in many small clans durning the winter, but joined back into larger groups for the summer. This made it so that in the summer when they had jobs requiring lots of people like bison hunting, their were mare people around. But in the winter when resources were in lower quantities, there would be less people in each clan to provide for.
One thing I think you missed out on, was the fact that the roles with the community were very flexible. While there were jobs that typically were for men and jobs that typically for women, if a women felt that she would rather do the "men's jobs" and that she would be good at it, there would be no problem with her doing those jobs instead. Same goes for if a man wanted to do the "women's jobs", nobody was entitled to do a certain job based on their gender. The following link is for Mackenzie's blogpost for this month. Personally I think she explained the topic of gender roles and their flexibility very well. https://canadianhistorytoldbyus.blogspot.ca/2017/09/in-todays-news_25.html
Hey Payton, well done on your first blog post. If i was absent for this day in class which I tend to be a lot for sports I definitely would of been able to figure out what we talked about in class that day.The blog post was very detailed and would make it easy for someone who was missing the notes to fill it out.
ReplyDeleteWhen explaining the community size it would of been more helpful to include an example such as the the Blackfoot Nations. This was given in our notes to show that it was a very common thing for the community size to very depending on the seasons. They would split up in the winter and join back together as the weather started to warm up. This would make t so that there were less people to provide for in the winter and so that they would have more people to help with the many jobs in the summer, and get well prepared for the next long winter.
I also think that it would have been more helpful if you added more on the structure of the community itself. Such as how important extended families were in the First Nations point of view. They believed that the more people in the family the better because they taught their own children, the kids would be exposed to so many different perspectives and they would have a lot of help when it came to raising children. In general they just had help wherever they needed it all thanks to the structure of their family. This is where the mindset of "it takes a village" came into play.
Something that could of been touched on more is that their lifestyle overall was pretty flexible. This was definitely an important part of our notes and I would of liked to of seen it more preset in your post. Because the gender roles were enforced very loosely people got to choose their path and even if something was considered a man's job, a woman was not frowned upon for doing so and vice versa.
The following link is for Jason's blog post for this month,I personally think that he explained the gender roles very well https://canadianhistorytoldbyus.blogspot.ca/2017/09/in-todays-news_30.html