ELA B10: Equity & Ethics, Lesson 1

Equity & Ethics: Introduction

Equity and Ethics Lesson One Introduction

Life presents us with many problems and doing the right thing is not always easy or obvious. We are empowered when we (and our ideas) are appreciated, when our wants and needs are listened to and addressed, when we clarify our goals and values, and when we take action to achieve our goals. Expected to exercise rights and to address equity, we must consider our responsibilities to ourselves and to others. It is in this consideration that our ethics are sometimes questioned, and we must decide what is right, what is just, and what is fair. Justice and equality have been and continue to be part of life, and we dedicate ourselves to their achievement.

Sub-ThemesCalvin and Hobbes Ethics

  • Who and What is Right?
  • Empowerment
  • Degrees of Responsibility
  •  Justice and Fairness

Unit Questions

  1. What are some of the factors that create inequality? How have inequalities shaped our world?
  2. What is my role and responsibility in addressing inequalities?
  3. What is the relationship between rights and responsibilities?
  4. Who decides what is right? Why should we do the right thing? How can I act on the right thing?
  5. How does one become an ethical person?

Introduction

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 Definitions

  1.  Ethics:
    • The study of values, of how we should live.
    • Used interchangeably with morals and values; beliefs; standards by which we live and make decisions.
    • Denotes systematic, rational reflection upon a particular behaviour.
  2. Values 
    • Standards or ideals which serve as guides to conduct and decision-making.

 

House of the White Elephant Book Review

House of the White ElephantIn Byrna Barclay’s most recent novel House of the White Elephant, the character Lewis Hutchinson says to his young daughter, Jesse Emma: “You cannot replace one person with another” (367). Yet, the compulsion to replace his first wife drives Lewis and, at first, it secures his posterity but, ultimately, alienates his children. Not only is Lewis impassioned about having an Elizabeth in his life, he is equally obsessed with compensating for his dark skin and questionable parentage. These compulsions are the metaphorical rivers that dominate the lives of the characters in the novel: at times, the rivers are life-giving and freeing, but mostly they are frozen rivers that keep the characters from moving on. In this historical novel, Barclay extends the river metaphor across continents and generations to reveal the steady-flowing influence of ancestry, history, and ethnicity on subsequent generations.

The opening line of the novel—“The ice on the river is breaking up”—establishes the river metaphor that flows throughout the novel. The river of this novel is not a literal river, not the Ganges, not the Thames, not the North Saskatchewan; it is the river of the human experience, whether in Bengal, India in the mid-19th Century, London, England in the late-19th Century, or Prince Albert, Canada in 1953. The river is memory and it is history and it is loss and it is all frozen under layers of illegitimacy, disgrace, and the forgotten. Yet, the narrator, Jesse Emma, plunges into this river for the sake of narrative. And she, like her father Lewis, is under a compulsion, but her compulsion is “to tell the tale as it must be told, finally” (15). And so Jesse Emma—in the beautiful prose that characterizes Barclay’s work—writes her father’s story.

During the height of Britain’s control in India, Lewis Hutchinson is born to a British woman, Helen Hutchinson, and an Indian male servant. Helen sacrifices her maternal desire, for she must agree never to see the child, to ensure that her son is granted the surname of Helen’s dead husband, the esteemed Captain Frederick William Hutchinson of the 17th Light Dragoons. Because of his mother’s selfless love, Lewis is given a definitive status within the rigid Indian and British class system. A chaplain deposits the child in the Company’s Orphanage where he receives British schooling and is granted a place in the Uncovenanted Civil Service, the inferior service for those without the means to purchase a commission in the Queen’s or Company’s Army. Lewis will spend his life trying to surmount barriers imposed on him because of “the loss of his birthright” (111).

Yet, this dark-skinned man has the exoticism of Othello. Elizabeth Vertannes (his first wife) confesses: “He didn’t just look different, with those startling black eyes and the goofy lank of unruly hair . . . When I discovered his mother’s circumstances my heart went out to him. And oh, the scars on my beloved’s back” (156). Later, Elizabeth says: “Lewis had told me the most imitate details of his horrid life in the orphanage—the poor diet and the beatings. How sad and sorry I was for him” (158). How reminiscent is their relationship to that of Desdemona and Othello, who says: “My story being done / She gave me for my pains a world of sighs. . . . She wished she had not heard it . . . She loved me for the dangers I had passed, / And I loved her that she did pity them” (1.3.160-70). Certainly Lewis and Elizabeth’s story is not the full story of Othello/Desdemona even if Elizabeth’s bigoted father is a Brabantio of sorts, but it is about an interracial marriage in a society built on white supremacy. There is no Iago in this narrative, but there is hatred and tragedy that, ultimately, leads to Elizabeth’s murderous death.

Elizabeth Vertannes gets caught in the upheaval that breaks out with the 1867 Indian Mutiny. The author traces the history of the Mutiny through its inciting events and into its violent uprisings. Barclay describes the army’s route to Chittagong: British officers in umbrella-covered baskets strapped to the sides of camels; mahouts atop elephants, lugging the cannons; the horde of servants and loose women trailing the elephants; and a small contingent of soldiers bringing up the rear. The author paints this colouful, lively journey with the same vividness she brings to the Indian bazaar—the elephants and sacred cows and green vegetables and drums and acrobats and snake charmers and incense—beating, chanting, pungent, musty, copper, red—a conflation of images. It is through Barclay’s poetic imagination that the reader sees and hears and smells each of the dramatic scenes created in the novel.

The travelling army camps near Chittagong; Mothy—Lewis’s orphanage friend and company drummer—hears a song: “Swing, swing, Rani Raja, till the flowering of the rose” (213). Barclay draws from her poetic impulses to build up this poignant scene: two children, doubled-up face-to-face on a wooden swing, back and forth to the lines of the song. The children swing and the singer sings and with this song continuing in the background, Mothy’s attention shifts to another scene: European men and women and children, fettered, bayonets driving them forward and then a fire being lit and breaking out and setting aflame many of these prisoners. And to the lines Swing, swing, Rani Raja, elephants are ordered first to trample the feringhee (the white foreigners) and then to grab the bodies in their trunks and swing them around and around. If Mothy looks one way, there is the swinging and hurling of victimized bodies; if he looks the other way, there is the swinging of happy children. And the cadence of the song sets the rhythm of this poignant account of a piece of history that Mothy confesses—again and again–that he will always remember. The juxtaposition of the children swinging with the massacre is just one instance of Barclay calling on the reader to witness such horrific events and to understand such evil against an innocent and alluring Indian culture—India, where the main characters long to return.

House of the White Elephant is not just a poetic masterpiece, it is a riveting narrative that opens up like the river’s breaking spring ice with tumultuous emotion and gushes of a messy history. The narrative flows rapidly at times and, other times, it moves with a slow, steady current, only to change into white water rapids that pull the characters into tragedy and loss and pain.

Byrna Barclay has outdone herself in this beautiful and honest rendering of a historical period. This is not a political book; Barclay tells the story from a number of perspectives. And, while the narrative follows history, the characters’ emotions and experiences are not confined to one time and a place; like the waters of a river that move across time and space, these characters are universal—characters who have ever lost a spouse or felt the shame of family line or had to come to terms with memory and self.

ELA A9: All that I Am–The Search for Self

All that I Am–The Search for Self

Your identity is who you are. It has been built by you and shaped by your family, friends, and community. By exploring who you are and finding out more about your friends, classmates, and others as individuals you gain a stronger sense of self. In turn, by knowing
yourself, you can also consider who you want to become and be open to the changes (and conflicts) that you will encounter as you journey through life.

Possible Questions for Deeper Understanding:
• From where does our sense of identify come?
• What makes each person unique and interesting?
• How do people express their individuality?
• How do people change as they journey through life?
• How do we keep our self-identity yet, at the same time, become
part of a community?

Live Lines Poetry Lessons
Live Lines Poetry Lessons

ELA A9: Conflicts, Issues, and Choices Weeks 5-6

“Bugs” Short Story
Conflicts, Issues, and Choices Bugs

“Little Rock Nine” Textual Analysis
Conflict, Issues, and Choices Little Rock Nine
http://www.history.com/topics/black-history/civil-rights-movement/videos/little-rock-nine-rev
“Warriors Don’t Cry” Analysis
Conflicts, Issues, Choices Warriors Don’t Cry

“The LabyrintThe Labyrinthh” (Heroes of Zeros, Livelines 12-3)

Activating Background Knowledge Theseus
Synthesizing Activity

 

 

“Theseus and the Minotaur”
Conflicts, Issues, and Choices Theseus and the Minotaur
Visualizing Activity

ELA A9: Conflicts, Issues, and Choices Literature Circles

Literature Circles

That was Then, This is Now                      That was Then, This is NowThe Breadwinner The Breadwinner

 

 

 

Parvana's JourneyParvana’s Journey                                     Loser's ClubThe Loser’s Club

 

 

 

The Bronze BowThe Bronze BowThe Half-Pipe Kid                            The Half-Pipe Kid

 

 

 

Conflicts, Issues, and Choices Literature Circles Outline
Conflicts, Issues, and Choices Novel Projects

ELA A9: Conflicts, Issues, and Choices Week 3

“Ali Baba and the Forty Thieves”
Ali Baba
This trailer to a mini-series of Arabian Nights, a mini-series adaptation that sticks fairly closely to the translation in our textbook.

This abridged version is for students on modified program:
Ali Baba and Forty Thieves Abridged Versions
Assignment below:
Conflict, Issues, and Choices The Forty Thieves

“Jury Deliberates Fates of Vigilante Five”
Conflicts, Issues, and Choices Jury Deliberates Fates of Vigilante Five

Link to the newspaper article: “Jury Deliberates Fates of Vigilante Five” (Canwest News Service, November 18, 2006.)

Newspaper Writing:
Conflicts, Issues, and Choices Newspaper Article of Forty Thieves
Conflicts, Issues, and Choices Newspaper Article of Forty Thieves Newspaper Article Modified

 

 

ELA A9: Conflict, Issues, and Choices Weeks 1-2

Introductory Writing Assignment
Introductory Writing Activity ELA A9

The Short Story: Analysis of “Through the Tunnel” by Doris Lessing. Students who were given an abridged version will read that version; all other students read the story from textbook.

Complete analysis:
Through the Tunnel Short Story Analysis

Through the Tunnel Image

Conflicts, Issues, and Choices The Taste of Melon
Review: Imagery, Symbolism, Characterization, Hyperbole
Read story together, following the before and during active reading strategies.

Watermelons

ELA A9: Conflicts, Challenges, Issues, and Choices – Doing the Right Thing

ELA A9: Conflicts, Challenges, Issues, and Choices–Doing the Right Thing

  • Multi-genre inquiry and interdisciplinary
  • Social, Cultural, and Historical

English Language Arts 9: Saskatchewan Curriculum, Saskatchewan Ministry of Learning, 2008.

Whether at home, in school, or in society, we all face conflicts,
challenges, and issues. They force us to make choices if we are to do the right thing. Doing the right thing is always a challenge. Is it better to do the right thing and fail or do the wrong thing and succeed? By considering how others have dealt with similar conflicts, challenges, and issues, we can learn how to do the right thing.

Possible Questions for Deeper Understanding:
• What is the right thing to do? How do we know?
• What are our rights, responsibilities, and freedoms?
• What causes conflict or makes something an issue?
• How do individuals and groups best deal with and resolve conflicts and address issues?
• What qualities help people deal with conflicts and issues successfully?

Refer to the course outline below:
ELA A9 Course Outline January 2013