Cultural Perspective In Mind:
In what ways do these tasks help to foster ethical relationally?
Student will engage in age-appropriate curriculum on residential schools in Canada.
TRC Calls to Action:
#62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:
#63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:
Resources:
Shi Shi Etko by NicholeCampbell
When I Was 8 By Christy Jordan- Fenton
Fatty Legs by Christy Jordan-Fenton, and Margaret Pokiak-Fenton
Shin-Chi's Canoe by Nicola Campbell
We Are All Treaty People by Betty Lynxleg
Dreams of Freedom picture book
The Way to School book by Rosemary McCarney
First Lesson:
Who are Indigenous People?
https://www3.sd71.bc.ca/School/abed/resources/teacher/Pages/Who-is-Aboriginal.aspx?login=430959601
“...the fact of the matter is that there has never been a good collective noun
because there never was a collective noun to begin with.” - Thomas King
Talk points: Discuss what this term collective noun means. What is a collection? What is a noun? Discuss how “Johnny” is an individual, there may be other Johnny’s in the school but he is a one and only. Now if I called you all students of “room 13” what have I done with all of you? I have collected you or categorized you into a group. Johnny still exists but we don’t see him as a part of a collective group. Now how does the group change when I say students of - School?
Discuss terminology: There are many different names, languages and locations for each nation throughout North America. In India do all people have the same language? In Asia do all people have the same celebrations? There are different groups or nations within the collective noun or larger group. If you know an individual’s nation, for example Elder Randy Bottle who told us stories last year at the tipi belongs to which Indigenous nation. (Blackfoot) - then recognize their nation. Otherwise, the terminology you should be using or hear your teachers use is Indigenous. You may also hear other collective nouns used when referring to Indigenous peoples but many are used incorrectly sorting people or excluding others into nations or groups that they do not belong. In Canada most Indigenous people prefer to be called by their nations.
Like other cultures around the world, Indigenous Peoples are composed of many unique Nations with differences in language, customs and locations.
Refer to the acknowledgement statement schools says at the opening of important gatherings such as the first assembly of the year. Why do we say this and what do the words mean. Do you recognize individual nation names in the statement? This was written in consultation with Elders of each of the nations and decided through consensus, storytelling and discussion. No one voice. It was a process that took time and evolved.
“Acknowledgement: Our Elders have shared that it is important to acknowledge the land where we gather and the first peoples who traditionally lived here. It shows respect for people, their contributions and their ways of knowing, which are reflected through the stories and songs that have lived on this land for thousands of years. We would like to acknowledge the traditional territories and oral practices of the Blackfoot Nations, which includes the Siksika (Seeg-see-kah), the Piikani (Pee-kah-nee), and the Kainai (Gay-nah). We also acknowledge the Tsuut’ina (Soot—tenna-a) and Stoney Nakoda (Na-ko-da) First Nations, the Métis Nation (Region 3), and all people who make their homes in the Treaty 7 region of Southern Alberta”
Lesson Idea:
Students will be able to understand ways Indigenous cultures connected with the land and the natural environment prior to residential schools.
Students will begin to develop a deeper understanding of:
First Read: Teacher will read the story Shi-shi-etko. Students will listen for evidence of the characters relationship to the land and what is important about the teachings from the land.
Teacher will review the placemat process, students will return to their table groups and during the second reading of Shi-shi-etko.
Teacher will follow up with a class discussion
Refer to Qs and task design p. 11-13 in the link below BC FNMI Lessons from Indigenous Perspective (Shi-shi-etko lesson ideas 11-13) Page 22 Learning from Generation to Generation
Shi-shi-etko by Nichole
Video of Book link (https://www.youtube.com/watch?v=tKErhCGjSDE)
Short Film of Shi-shi-etko (https://www.youtube.com/watch?v=tKErhCGjSDE)
Lesson Idea:
Freedom to Learn?
Dreams of Freedom picture book
Show several quote pages “What does this quote mean?”
What is learning?
Students use post-it notes to share where learning comes from in their lives. Is learning only happening at school?
Students will understand human rights and freedoms and connect this understanding to their personal experiences. Are you being mindful of not taking away other people's’ freedoms?
Going to Indian Residential School: Shin-Chi’s Canoe by Nicola Campbell
What is the bridge between the pre and post contact or colonialism? (learning from elders, parents, ways to survive, live off the land etc… then colonialism - sent to schools)
Residential Schools came about as one of the forces of the assimilation of Aboriginal people.
What was lost?
What is the bridge between the pre and post contact or colonialism? (learning from elders, parents, ways to survive, live off the land etc… then colonialism - sent to schools)
Residential Schools came about as one of the forces of the assimilation of Indigenous people.
Compare and Contrast Photos: Whose truth is this?
https://nationalpostcom.files.wordpress.com/2015/06/thomas-moore.jpg?quality=75&strip=all&w=620
Child Comparison Photo to compare child in two cultures (a boy in his Indigenous dress and then school uniform
Compare book covers, book contents (T chart)
From ATA Resource Guiding Questions:
- Thomas Moore, admitted to the Regina Industrial School, 1897
- Thomas Moore, after tuition at the school
- Notice/Wonder
What words would you use to describe the child in the “Before” image and the child in the “after” image?
**NB: This is an actual advertisement to market the concept of training and civilizing benefits of the schools.
Reconnect to Culture - Who am I? What is my culture?
Groups will look at a book called We Are All Treaty People, Betty Lynxleg
Students will create poetry using pronouns
We are all treaty people..
You are..
She is..
He is…
They are…
Apologies
The truth about reconciliation is this: It is not a second chance at assimilation. It should not be a kinder, gentler evangelism, free from the horrors of the residential school era. Rather, true reconciliation is a second chance at building a mutually respectful relationship.
Wab Kinew
We have learned a little bit about residential schools but now what?
What will you do now that you know? (as a citizen, how will you treat other people)
Own the action, say the words, but then not to repeat (are there books on changing actions?)
School yard examples: Bully, bullied, bystander
What does Sorry mean?
Acknowledge the history, celebrate culture, moving forward together
How do we treat other people? How do we make sure that we respect people’s rights?
How are traditions and Indigenous culture still alive and celebrated today?
Symbolizing resiliency of the human spirit.
Jingle Dancer
Current Events- 17 year old Jingle Dancer
http://www.powwows.com/great-honor-saddle-lake-first-nation-jingle-dancer-chosen-head-dancer/
Long Pow Wow Nights!!!
Long Powwow Nights takes you on a wonderful journey, honoring these mystical dancers who keep their traditions alive through dance and song. In its poetic verses, David Bouchard skillfully narrates the story of a mother's dedication to her roots and her efforts to impress upon her child the importance of culture and identity.
Pow Wow Dancing Style
Walking Together and moving forward:
Truth and Reconciliation
You have the freedom to learn ( this is not the case around the world) The Way to School book by Rosemary McCarney.
Compare and contrast their own experiences with school vs. what they see and learn from the story and short video.
More Resources:
Natural Curiosities: https://wordpress.oise.utoronto.ca/naturalcuriosity/making-the-shift-a-newsletter-by-natural-curiosity/
Braiding Sweetgrass -https://milkweed.org/book/braiding-sweetgrass
Here are some specific resources and ideas around residential schools in Canada:
These students made a 'kid version' of the calls to action:
https://www.cbc.ca/news/canada/manitoba/%C3%A9cole-laura-secord-reconciliation-1.5188523
In what ways do these tasks help to foster ethical relationally?
- Reflects authentic indigenous perspective, voice, and/or knowledge
- Honours foundational Indigenous philosophies
- References and uses Indigenous artifacts, symbols and/or knowledge in respectful and appropriate ways
Student will engage in age-appropriate curriculum on residential schools in Canada.
TRC Calls to Action:
#62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:
- Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.
#63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:
- Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
- Building student capacity for intercultural understanding, empathy, and mutual respect.
Resources:
Shi Shi Etko by NicholeCampbell
When I Was 8 By Christy Jordan- Fenton
Fatty Legs by Christy Jordan-Fenton, and Margaret Pokiak-Fenton
Shin-Chi's Canoe by Nicola Campbell
We Are All Treaty People by Betty Lynxleg
Dreams of Freedom picture book
The Way to School book by Rosemary McCarney
First Lesson:
Who are Indigenous People?
https://www3.sd71.bc.ca/School/abed/resources/teacher/Pages/Who-is-Aboriginal.aspx?login=430959601
“...the fact of the matter is that there has never been a good collective noun
because there never was a collective noun to begin with.” - Thomas King
Talk points: Discuss what this term collective noun means. What is a collection? What is a noun? Discuss how “Johnny” is an individual, there may be other Johnny’s in the school but he is a one and only. Now if I called you all students of “room 13” what have I done with all of you? I have collected you or categorized you into a group. Johnny still exists but we don’t see him as a part of a collective group. Now how does the group change when I say students of - School?
Discuss terminology: There are many different names, languages and locations for each nation throughout North America. In India do all people have the same language? In Asia do all people have the same celebrations? There are different groups or nations within the collective noun or larger group. If you know an individual’s nation, for example Elder Randy Bottle who told us stories last year at the tipi belongs to which Indigenous nation. (Blackfoot) - then recognize their nation. Otherwise, the terminology you should be using or hear your teachers use is Indigenous. You may also hear other collective nouns used when referring to Indigenous peoples but many are used incorrectly sorting people or excluding others into nations or groups that they do not belong. In Canada most Indigenous people prefer to be called by their nations.
Like other cultures around the world, Indigenous Peoples are composed of many unique Nations with differences in language, customs and locations.
Refer to the acknowledgement statement schools says at the opening of important gatherings such as the first assembly of the year. Why do we say this and what do the words mean. Do you recognize individual nation names in the statement? This was written in consultation with Elders of each of the nations and decided through consensus, storytelling and discussion. No one voice. It was a process that took time and evolved.
“Acknowledgement: Our Elders have shared that it is important to acknowledge the land where we gather and the first peoples who traditionally lived here. It shows respect for people, their contributions and their ways of knowing, which are reflected through the stories and songs that have lived on this land for thousands of years. We would like to acknowledge the traditional territories and oral practices of the Blackfoot Nations, which includes the Siksika (Seeg-see-kah), the Piikani (Pee-kah-nee), and the Kainai (Gay-nah). We also acknowledge the Tsuut’ina (Soot—tenna-a) and Stoney Nakoda (Na-ko-da) First Nations, the Métis Nation (Region 3), and all people who make their homes in the Treaty 7 region of Southern Alberta”
Lesson Idea:
Students will be able to understand ways Indigenous cultures connected with the land and the natural environment prior to residential schools.
Students will begin to develop a deeper understanding of:
- Traditional Education was integrated into daily, ceremonial and spiritual realms of life.
- Education focussed on respect and the relationship with the ancestors and the land.
- Knowledge, skills and beliefs were passed on from generation to generation.
First Read: Teacher will read the story Shi-shi-etko. Students will listen for evidence of the characters relationship to the land and what is important about the teachings from the land.
Teacher will review the placemat process, students will return to their table groups and during the second reading of Shi-shi-etko.
Teacher will follow up with a class discussion
Refer to Qs and task design p. 11-13 in the link below BC FNMI Lessons from Indigenous Perspective (Shi-shi-etko lesson ideas 11-13) Page 22 Learning from Generation to Generation
Shi-shi-etko by Nichole
Video of Book link (https://www.youtube.com/watch?v=tKErhCGjSDE)
Short Film of Shi-shi-etko (https://www.youtube.com/watch?v=tKErhCGjSDE)
Lesson Idea:
Freedom to Learn?
Dreams of Freedom picture book
- Milala Page: Freedom to Learn
Show several quote pages “What does this quote mean?”
What is learning?
Students use post-it notes to share where learning comes from in their lives. Is learning only happening at school?
Students will understand human rights and freedoms and connect this understanding to their personal experiences. Are you being mindful of not taking away other people's’ freedoms?
Going to Indian Residential School: Shin-Chi’s Canoe by Nicola Campbell
What is the bridge between the pre and post contact or colonialism? (learning from elders, parents, ways to survive, live off the land etc… then colonialism - sent to schools)
Residential Schools came about as one of the forces of the assimilation of Aboriginal people.
What was lost?
What is the bridge between the pre and post contact or colonialism? (learning from elders, parents, ways to survive, live off the land etc… then colonialism - sent to schools)
Residential Schools came about as one of the forces of the assimilation of Indigenous people.
Compare and Contrast Photos: Whose truth is this?
https://nationalpostcom.files.wordpress.com/2015/06/thomas-moore.jpg?quality=75&strip=all&w=620
Child Comparison Photo to compare child in two cultures (a boy in his Indigenous dress and then school uniform
Compare book covers, book contents (T chart)
From ATA Resource Guiding Questions:
- Thomas Moore, admitted to the Regina Industrial School, 1897
- Thomas Moore, after tuition at the school
- Notice/Wonder
What words would you use to describe the child in the “Before” image and the child in the “after” image?
**NB: This is an actual advertisement to market the concept of training and civilizing benefits of the schools.
Reconnect to Culture - Who am I? What is my culture?
Groups will look at a book called We Are All Treaty People, Betty Lynxleg
Students will create poetry using pronouns
We are all treaty people..
You are..
She is..
He is…
They are…
Apologies
The truth about reconciliation is this: It is not a second chance at assimilation. It should not be a kinder, gentler evangelism, free from the horrors of the residential school era. Rather, true reconciliation is a second chance at building a mutually respectful relationship.
Wab Kinew
We have learned a little bit about residential schools but now what?
What will you do now that you know? (as a citizen, how will you treat other people)
Own the action, say the words, but then not to repeat (are there books on changing actions?)
School yard examples: Bully, bullied, bystander
What does Sorry mean?
Acknowledge the history, celebrate culture, moving forward together
How do we treat other people? How do we make sure that we respect people’s rights?
How are traditions and Indigenous culture still alive and celebrated today?
Symbolizing resiliency of the human spirit.
Jingle Dancer
Current Events- 17 year old Jingle Dancer
http://www.powwows.com/great-honor-saddle-lake-first-nation-jingle-dancer-chosen-head-dancer/
Long Pow Wow Nights!!!
Long Powwow Nights takes you on a wonderful journey, honoring these mystical dancers who keep their traditions alive through dance and song. In its poetic verses, David Bouchard skillfully narrates the story of a mother's dedication to her roots and her efforts to impress upon her child the importance of culture and identity.
Pow Wow Dancing Style
Walking Together and moving forward:
Truth and Reconciliation
You have the freedom to learn ( this is not the case around the world) The Way to School book by Rosemary McCarney.
Compare and contrast their own experiences with school vs. what they see and learn from the story and short video.
More Resources:
Natural Curiosities: https://wordpress.oise.utoronto.ca/naturalcuriosity/making-the-shift-a-newsletter-by-natural-curiosity/
Braiding Sweetgrass -https://milkweed.org/book/braiding-sweetgrass
Here are some specific resources and ideas around residential schools in Canada:
These students made a 'kid version' of the calls to action:
https://www.cbc.ca/news/canada/manitoba/%C3%A9cole-laura-secord-reconciliation-1.5188523
- Walking Together
- Truth and Reconciliation found through the University of Manitoba.
- Project Heart
- Some great resources and ideas from British Columbia
- Map of Residential Schools
- Empowering the Spirit
- National Centre for Truth and Reconciliation
- Education is our Buffalo (from the Alberta Teachers Association)
- Four Directions Website
- BC Education Website, there are many resources and the grade 5 teacher’s guide can be used for about grades 3-5. Great lessons and info with picture book connections
- Dr. Dwayne Donald - On What Terms We Can Speak?
- Imagination: A Social Justice Program of the Canadian Teachers’ Federation