The past two decades have seen a dramatic increase in the number of resources with a First Peoples theme or focus aimed at young people. This guide has been created to help BC educators make appropriate decisions about which of these resources might be appropriate for use with their students. The annotated listings provided in this guide identify currently available authentic First Peoples texts that students can work with to meet provincial standards related to literacy as well as a variety of specific subject areas. The 2nd edition of this guide is intended to help BC educators introduce resources that reflect First Peoples knowledge and perspectives into classrooms in respective ways. The inclusion of authentic First Peoples content into classrooms
► supports all students in developing an understanding of the significant place of First Peoples within the historical and contemporary fabric of this province and ► provides culturally relevant materials for Indigenous learners in British Columbia. This guide lists resources (story and informational text) written for a student audience. It is recognized that a rich learning experience for students includes opportunities to work with oral, visual, and written text. This article focusses on the ways western educations systems have been unsuccessful for Aboriginal students, on and off reserves. This source also speaks toward the generalizations that are made through addressing that the “Native peoples encompass hundreds of different nations across Canada and the United States, each with its own teachings, stories, language, and beliefs. As a result, no one epistemology is shared by all”. This statement shows how important it is within education to adapt the curriculum based on the culture of the students, using knowledge from local reserves, Elders, and community members. Thus, there can not be a completely standardized system for teaching about Aboriginal culture, as there are many cultures and histories within the title of “Aboriginal”. Saunders and Hill suggest that there needs to be extensive data collected, and a reworking of curriculum needs to be made, in order to reduce the learning gap between FNMI students, and their peers. Saunders and Hill also argue that “we must not turn away from outward coalition work, but teach others our strengths and grow from other's knowledge.” They believe that “this process is especially important for First Nations schools because many educators may not be Native and may not hold the same mores as the students and community”, creating a disconnect between students and how they are being taught. This article is advocating the right to quality education that is adaptable and culturally aware and sensitive, in order to give FNMI students equal opportunities.
Across Canada September 30th is Orange Shirt Day, a day where Canadians can show support to the survivors and victims of residential schooling by wearing an orange shirt. This is inspired by Phyllis Webstad, who went to her first day of residential schooling in a new orange shirt from her grandma and having it be the first of many things stolen from her in residential school. By sharing Phyllis’s story with your students and encouraging their participation in September, teachers have an opportunity to start this discussion early in the school year.
I included this source because I believe everyone has a story and that it is through stories that we can break boundaries. This is why I teach ELA, to share the experience with my students, of jumping into someone elses shoes and considering how they feel.
This learning guide is designed for use by Professional Learning Communities, learning coaches and teacher leaders or as a self-paced study. This guide is intended to facilitate conversation after viewing the video clip, Storytelling: Understanding Who We Are. This video explores the power of stories in engaging students and helping them better understand themselves and the human condition. The central role of stories in First Nations, Métis and Inuit (FNMI) worldviews is discussed, as well as the role stories play in reflecting our universal experience. Key understandings • Stories can act as a bridge to literacy development. • Stories can help students develop self-confidence and identity. • Stories are central to First Nations, Métis and Inuit world views, yet also transcend culture to shed light on universal experience. • Stories are key to understanding the human condition. • By engaging students through plot and characters, stories convey information and help students reflect on their own lives. Quote: Christa Henderson, Alberta teacher shares : “… no matter what culture you are from there are commonalities that come out when we tell our stories.” This resource looks at all aspects of the Alberta curriculum and identifies the value in bringing FNMI perspectives into all areas of education. On top of this, it also has a toolkit feature that makes incorporating reconciliation possible and accessible.
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This resource “Walking Together: First Nations, Metis, and Inuit perspectives in the Curriculum” provides teachers with an introduction to FNMI pedagogy and history using visual and auditory, interactive elements. The source outlines multiple FNMI perspectives and relates them back to the curriculum.This resource is relevant for teaching, learning, and professional development as it uses audio and visual modalities to relay FNMI connections with classroom scenarios. For example, under the category “Healing Historical Trauma”, the source provides a scenario explaining how a teacher who is learning about residential schooling may find a new perspective from hearing more about the effects of inter-generational trauma. This part of the resource also outlines other historical implications of colonialism such as: epidemics, displacement, and the banning of ceremony. Following this is a video of an Indigenous person’s personal story in the classroom, which provides valuable perspective for teachers. The resource goes through many aspects of FNMI culture and connects them back to education in a way that deepens empathy and understanding and promotes their theme of “walking together”. The resource represents diversity shows respect towards FNMI peoples in a holistic way. The source is easy to navigate and touches on subjects like: worldview, language, and symbolism/traditions. By including perspectives from multiple tribes, the source teaches how diverse and distinct each group is, while also showing the similar impact that Canada’s unfortunate legacy has had on all FNMI people. This shows both the magnitude of suffering and the magnitude of strength of Indigenous peoples. The source is developed through “Learn Alberta” with FNMI people from Alberta. It includes testimonies from Elders and knowledge keepers, as well as many reservation community members from many different FNMI groups within Alberta.
The Four Directions Teachings is an amazing interactive website that was developed by elders to teach about Canada’s main FNMI groups. Being created and voiced by elders allows the teacher to be confident that they are using an ethical source and are not teaching material that is sacred. As well, it brings in the voice of an elder which may otherwise be out of reach for your school.
The medicine wheel symbolises the balance and circulatory belief set of FNMI groups. Having a medicine wheel, or other symbols of FNMI culture (such as a dreamcatcher), in the classroom is a physical reminder for everyone in the room that this is a space of reconciliation. As well, the medicine wheel is a symbol of our history. People often lust to travel to Europe and to "see the history"; to me this statement suggests our history only began 150 years ago. Despite this misunderstanding, our FNMI people have been on these lands for much longer than 150 years, and evidence of their history, the longest history within our nation, can be seen everywhere. Alberta has medicine wheels as old as the coliseums, and much older than the Eiffel Tower. Teaching the deep rooted history of the nation we call home should look at the thousands of years that are often forgotten about. Making this history validated could bring validation to our FNMI students.
The website, from Library and Archives Canada, gives teachers ideas of how to introduce storytelling into the classroom using the Story Blanket. There are ideas for activities, assessments, etc that can be used to help students understand storytelling in the Indigenous culture.
This website's intent is for elementary and high school students. It was created to show them how math is utilized everyday and how it is needed in "many of our daily decisions and life-long choices". It uses First Nations storytelling, pictures, models, and hands-on activities to make math interesting. There are animated films in several First Nations languages (Blackfoot, Cree, Squamish, Heiltsuk, Nisga’a, Sliammon, Halq’em ́eylem, Hul’q’umi’num’, and Huu-ay- aht), in addition to bilingual picture books in Blackfoot/English, Cree/English, Squamish/English, Nisga’a/English, and Sliammon/English.
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