Teacher Toolkit Of Indigenous Resources

Teacher Toolkit of Indigenous Resources

by: Kristie Burhunduli, Katherine Ferrao, Samantha Jones, Jamila Khalif, Alyssa Navarra, Marianna Priori

course: PED 3138 D

date: March 26, 2019

Culturally Responsive Teaching for Indigenous Students Culturally responsive pedagogy is crucial step in integrating Indigenous students in mainstream classrooms. In order to foster an inclusive, safe environment within schools, students must be taught to accept and welcome not only Indigenous cultures, but all other cultures as well. Exposure to diversity scaffolds a positive, respectful attitude among all students and helps to ensure that Indigenous students have an equal place within the Western education system. In order for a teacher to teach Indigenous culture and history it is necessary for them to have the adequate knowledge and resources available to create a culturally responsive classroom. The purpose of this tool-kit is to provide teachers with authentic resources that will contribute to the success of Indigenous students in the classroom. There are several examples of teaching in a culturally responsive manner. To begin with, educators can introduce children’s books related to Indigenous culture that relate directly to the traditions of their Indigenous students. These books are a great way to open up the conversation and allow students to make connections to their lives. In addition, the Indigenous peoples solely learned through the teachings of nature (Land), creation, and their ancestors. To honour our Indigenous students, educators can look for opportunities to incorporate nature, the Land and traditional practices. For example, a snowshoeing field trip where students are able to see, hear and feel their natural surroundings, can be linked to The Arts, Science, Writing, Social Studies, Physical Education, and more. Lastly, Indigenous Elders traditionally used Talking Sticks to ensure fairness and impartiality in meetings. In this culture, a person only speaks when holding the Talking Stick while the rest of the group listens quietly. This is an excellent practice to use with students with the purpose of bringing an old Indigenous tradition into a contemporary classroom. Through these culturally responsive teaching examples and the resources provided, educators can ensure the preservation of the Indigenous culture and worldviews. These actions contribute to the reconciliation and elimination of stigmas associated with Indigenous cultures.

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Classroom Teaching that Responds to TRC’s Calls to Action As Canadian teachers, it is our duty to take initiative in being proactive in educating young minds. We are encouraged to do our research, reflect, and analyze in order to become informed citizens. That being said, it is important that we mend the severed relationships with the Indigenous peoples of Canada as reconciliation has been long overdue. As stated in Recommendation #62 of the Truth and Reconciliation Commission (TRC), the Ministry of Education has made initiatives in creating an “age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada” (2017) from Kindergarten to Grade 12. While this change has been recent, it’s ‘better late than never”. This is a major improvement in the TRCs visions, as many university students claim to have little to no knowledge on Indigenous influences until they attended post-secondary education. However, as JJ Neepin states “It’s ok to be ignorant if you’re willing to learn.” (2017). As educators, we have a huge responsibility to integrate Indigenous practices to teach intercultural understanding, empathy, and mutual respect. Through art, music, and nature, we can immerse our students, young and old, with Indigenous knowledge, teaching methods, and culture. When this document states “iii) building student capacity for intercultural understanding, empathy, and mutual respect” , it shows the necessity of us as teachers, students, and Canadian citizens to learn and understand because of the sheet ignorance and judgmental behaviours of this country.

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Checklist of Criteria for Choosing Indigenous Resources Credible Indigenous resources should… • • • •

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Be created by Indigenous authors, or authors who are in close collaboration with Indigenous people Not be funded by any organization that has been the topic or supports topics of Indigenous protest Support Indigenous people and their beliefs Not appropriate Indigenous culture o Avoid creating Indigenous objects that are sacred and whose meaning was given by and is held by Indigenous people Not conduct Indigenous ceremonies without the presence of an Indigenous resource person that can conduct the ceremony authentically Be accurate to the history of the community on which they are providing information Not paint Indigenous people with a broad brush, as not every nation has the same cultural and spiritual beliefs Be based in Indigenous values (e.g. 7 Grandfather Teachings)

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RESOURCES



1. Indigenous-Focused Teaching Approaches

The 7 Grandfather Teachings The Gifts of the Seven Grandfathers. (n.d.). Retrieved from http://ojibwe.net/projects/prayers-teachings/the-gifts-of-the-seven-grandfathers/ The website Obijwe.net provides information on the 7 Grandfather teachings which are stories that consist of traditional knowledge passed on by the Anishinaabeg people. The 7 Grandfather teachings are a gift and they outline the seven principles for living a good life (respect, love, truth, bravery, wisdom, generosity, and humility). The 7 stories symbolize values that are part of everyday life and skills that are needed.

The Medicine Wheel Beaulieu, K. (2018, August 28). The Seven Lessons of the Medicine Wheel. Retrieved from https://saymag.com/the-seven-lessons-of-the-medicine-wheel/ SAY Magazine is a lifestyle magazine which is owned and published by Native and Indigenous people. Its articles are focused on Native and Indigenous issues and history and are intended to provide its readers with valuable resources in resources. The magazine’s accompanying website also provides educators with several lesson ideas on Indigenous focused teaching approaches such as the Medicine Wheel. The Medicine Wheel is a traditional circular symbol representing peace, unity, courage, harmony and human’s ability to maintain balance in life. The teachings of the Medicine Wheel are based on the four directions and emphasize physical wellness. The teachings suggest that everything in the universe if part of a single whole.

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Storytelling/Oral Traditions First Nations Pedagogy. (n.d.). Storytelling. Retrieved from https://firstnationspedagogy.ca/storytelling.html The website the First Nations Pedagogy Online is aimed at developing resources that support the learning of Indigenous practices. The website provides different insights on First Nation, Inuit, and Metis culture and the different ways that educators can incorporate their teaching approaches into the classroom, teachings such as Oral Storytellings. Oral based-knowledge is a way of connecting landscape and lived experiences through stories. Aboriginal societies rely on oral storytelling to transmit knowledge, lessons and history from generation to generation. Its importance lies the connection between the speaker and the listener and experiences from the past and present.

2. Culturally Responsive Assessment Strategies Oral Presentations and Performances Watch Them Grow: 5 Non-test Alternatives for Assessing English Language Learners. (n.d.). Retrieved from https://www.fluentu.com/blog/educator-english/assessing-english-language-learners/ Oral presentations and performances are strategies for those Indigenous peoples who choose to not write because their culture is oral-based. This resource helps to explain how to assess students with role-play, performances, story-telling, interviews, etc.

Teaching Evolution-Biology to Creationists Origins Education in Public Schools. (2006, July 3). Retrieved from https://www.asa3.org/ASA/education/origins/public2.htm#religion. Indigenous peoples believe in the world being created through intelligent design, by the Creator. However, in public systems, evolution is pushed on everybody. A teacher strategy could be to “explain a basic theory of intelligent design, which proposes that a particular feature in nature was produced by design-directed action during history, not by undirected natural process. The designer and design-action could be either natural or supernatural, so divine creation is possible but is not being proposed and is not explicitly affirmed or denied.

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Going Outside to Learn P. (2019). Nature-Deficit Disorder. Retrieved from https://www.pgpedia.com/n/nature-deficit-disorder Nature-Deficit Disorder is a disorder that is increasing because of children having decreased learning outside. Humans have a natural draw to connect with nature, biophilia, and indigenous peoples thrive on learning from the Earth. This resource explains the pros of going outside to learn and the cons of staying inside to learn. Especially when an indigenous person is in your classroom, using a teaching method that is native to their own ways would be an amazing tool to help them feel connected and included in the classroom.

3. Guidelines or Protocols for Working with Indigenous Community Members Guidelines for Working with Elders Carleton University, Centre for Indigenous Initiatives. (n.d.). Guidelines for Working with Elders. Retrieved 2019, from https://carleton.ca/indigenous/resources/guidelines-forworking-with-elders/ The Centre for Indigenous Initiatives at Carleton University has created a useful page of guidelines for working with First Nations, Inuit and Métis Elders within the community. As Elders are often invited to the University to share stories, speak to classes, and offer guidance and spirituality to students and staff through other various means, it is of great importance that this document serves as a means of establishing the appropriate protocols for working with Elders in a respectful and honouring manner. Elders should be recognized as the keepers of knowledge and held in the highest regard inside and outside of the classroom.

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Elders – Invitation Protocols Ontario Institute for Studies in Education. (2019, January 4). Elders. Retrieved from https://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Curriculum_Reso urces_(by_subjects)/Social_Sciences_and_Humanities/Elders.html The University of Toronto, Ontario Institute for Studies in Education, has provided a detailed protocol for non-Indigenous teachers, staff and students to use as a reference when extending an invitation to Elders to attend an event with an Indigenous focus. This resource offers guidelines for inviting an Elder for a classroom visit, inviting an Elder to perform opening and closing prayers, and inviting an Elder to participate in a meeting or committee. Lastly, this web page includes articles, books, and websites that are useful for those looking to further broaden and deepen their knowledge in terms of Indigenous Education.

Interviewing Elders National Aboriginal Health Organization. (n.d.). Interviewing Elders[PDF]. Ottawa. Retrieved from, https://icwrn.uvic.ca/wp-content/uploads/2013/10/InterviewingEldersFINAL.pdf The National Aboriginal Health Organization has written an article on specific community guidelines for interviewing Elders. They remind the community to be mindful and aware of the protocols outlined when approaching Elders and determining how the information acquired can be used. It discusses tobacco and offerings, ceremonies, and general protocols pertaining to how to ask permission, seek clarification and use respect when collaborating with Elders and talking about the Indigenous culture.

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4. Community Based Resources Field Trip to a Pow Wow! Odawa Native Friendship Centre. (2018). Retrieved from http://www.odawa.on.ca/powwow.html This indigenous community resource is for Ottawa locals. This website explains everything for a teacher to be able to find Pow Wow events in their own city throughout the entire year. Great resource to learn about what Pow Wows are and what they mean and for the students to be easily integrated by participating! Learning from videos or textbooks is nothing compared to being there and learning with all our senses.

Indigenous Artwork and Cultural Objects Museum of History. (n.d.). Retrieved from https://www.historymuseum.ca/event/grandhall/ The Museum of History in Hull, Quebec, offers a permanent exhibit on the First Nations people from Canada’s Pacific Coast. This is an opportunity to look at cultural objects and artwork as well as dive into learning about their culture. The Museum’s children’s section also provides arts and crafts that relate to Indigenous cultures and are offered in both English and French.

Indigenous Walks in Ottawa Indigenous Walks Ottawa. (2015). Retrieved from https://indigenouswalks.com/ This organization offers walking tours around Ottawa to explore Indigenous landmarks and artwork and delve into the history behind them. There are different types of walks that can be scheduled that cover different distances and topics, and they can be accommodated to the age of the group. This event is paid, but there are opportunities for free walks as well.

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Aboriginal Experiences Ottawa Aboriginal Experiences. (2018). Retrieved from https://www.aboriginalexperiences.com/ This organization is based out of Victoria Island in Ottawa and offers various events at a range of price points for groups to visit and participate in Indigenous ceremonies and activities. Aboriginal Experiences takes place on a recreated site that includes wigwams, tipis, and longhouses, and the Odawa Friendship Centre collaborates with Aboriginal Experiences in order to provide an authentic experience for visitors. Indigenous Community Projects First Nations Child and Family Caring Society. (2018). Retrieved from https://fncaringsociety.com/welcome This organization offers resources to support to Ottawa’s Indigenous communities, as well as hosts educational campaigns to bring awareness of political Indigenous initiatives into the classroom and the greater community. The Caring Society also offers guidelines and Indigenous resources to incorporate into your classroom. Lastly, they offer an Indigenous Knowledge portal with further community-based resources, and you may book a presentation on various topics with Dr. Cindy Blackstock, who is a member of their team.

5. Action-Oriented Resources Project of Heart What is Project of Heart? (n.d.). Retrieved from http://projectofheart.ca/who-has-usedproject-of-heart/ Project of Heart is a Canadian initiative anyone to participate in across the nation. The project is inquiry-based, hands- on, collaborative and intergenerational using the arts to seek the truth about the history of Aboriginal people in Canada. Project of Heart has been used by teachers who are seeking the truth and want to inspire their students to take action in society. The project is divided into 6 steps, the first two steps are an investigation regarding the history and legacy of Indian Residential School. Steps 3-6 involve, a gesture towards reconciliation, a survivor visit and involvement in a social justice cause.

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Orange Shirt Day Orange Shirt Day: Every child matters. (n.d.). Retrieved from http://www.orangeshirtday.org/ The Orange Shirt Day legacy began in Williams Lake, BC the event was a commemoration of the St. Joseph Mission residential school. The symbol of the orange shirt was based on Phyllis Webstad’s story, she was gifted an orange shirt from her grandmother and wore it to the residential school she attended in BC. The shirt was taken away from her without her consent. September 30th is the date chosen to commemorate the children that attended residential school. This campaign is a great way to get students implicated and the opportunity to participate in a collective act of reconciliation. Have a Heart Day Have a Heart Day. (n.d.). Retrieved from https://fncaringsociety.com/have-a-heart Have a Heart Day is a child/youth-led campaign aimed at bringing together Canadians to ensure that First Nations children have the services they need to grow, get a good education and have a healthy lifestyle. Their goal is to raise awareness and to appeal to the government about the issues surrounding First Nations children/youth. There are numerous ways for students to contribute to the Have a Heart day campaign. For example, students can write letters to the Prime Minister or a Member of Parliament, host an event at the school leading up to Have a Heart day, participate in the Have a Heart day event on Parliament Hill. This website has several more suggestions for teachers to get their students involved with this campaign/event.

I love First Peoples-Shoebox Campaign I Love First Peoples – Shoebox Gifts. (n.d.). Retrieved from https://www.ilovefirstpeoples.ca/shoebox-gifts I love First Peoples is a registered charity aimed to empower Indigenous people and youth to succeed through education. They strive to bridge communities through projects and education that promote reconciliation. One of these projects is their shoebox campaign, they encourage participants to donate fun and educational gifts. This initiative can be implemented in schools and can become a school-wide campaign. The website provides a detailed plan on how to get started.

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First Peoples Hall Field Trip Canadian Museum of History. (n.d.). First Peoples Hall. Retrieved 2019, from https://www.historymuseum.ca/event/first-peoples-hall/ This exhibit at the Canadian Museum of History allows students to explore everyday objects, videos, clothing, tools, ceremonial objects, art, vivid dioramas, and more! It promotes the celebration of diversity and history of Canada’s First Nations, Metis, and Inuit peoples and allows them to explore the creativity behind this beautiful culture, as well as informs the audience of the hardships they have faced throughout Canadian history and how they have endured and overcome. Visitors will discover myths, traditional ways of knowledge, the First Peoples relationship to the land and nature, and the great achievements of Aboriginal peoples in Canada in their role as artists, writers, soldiers, teachers, political leaders, and several other areas of society.

6. Online or Digital Resources We Learn Together WE. (n.d.). We Learn Together: A resource guide for bringing Canadian Indigenous culture into the classroom. Retrieved from https://cdn.we.org/wpcontent/uploads/2015/08/INDIGENOUS_Guide_20161018_FINAL_V4_Nov_15_WEB. pdf The NGO WE, collaborated with a handful of Indigenous people of Canada to create this document in integrating FNMI content into the curriculum. This document also provides teachers with many samples on how to teach lessons about reconciliation. Finally, seven suggestions are offered on ways to take action.

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FMNIAEO First Nations, Metis, & Inuit Education Association of Ontario. (n.d.). Resources. Retrieved from http://fnmieao.com/resources/ This site (First Nations, Métis & Inuit Education Association of Ontario) can serve as a “one-stopshop” for canadians, including educators, who wish to deepen their understanding regarding the Indigenous people of Canada. Educators can use this site as reference to several topics - ex. Orange shirt day, Residential schools, Initiatives, etc. This site also provides teachers with resources such as lesson plans and activities to use in the classroom in order to integrate indigenous perspectives.

Treaty Trivia Kahoot (Treaty Trivia). (n.d.). Retrieved from https://create.kahoot.it/share/b5643f994c62-4300-a9de-df0a2499bde6 This resource benefits both the students and the teachers as it is an interactive Kahoot game for the class. While this game is geared more towards junior/intermediate grades, this game will provide plenty of information on Treaties and the significance behind them.

Orange Shirt Day The Manitoba Teachers' Society. (2018, August 29). Orange Shirt Day Lesson Plans. Retrieved from http://www.mbteach.org/mtscms/2016/09/10/lesson-plans-and-resourcesfor-orange-shirt-day/ Orange Shirt Day: Every child matters. (n.d.). Retrieved from http://www.orangeshirtday.org/ These two links above provide teachers with suggestions on how to introduce/teach about the meaning behind Orange Shirt Day. the second link above provides lesson plans that cater to students from K-12, all varying in detail about residential schools.

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The Blanket Exercise Kairos. (n.d.). Reconciliation through Education and Understanding. Retrieved from https://www.kairosblanketexercise.org/ Kairos Canada is an online organisation which collaborates with Indigenous Elders, Knowledge Keepers and educators to achieve reconciliation through education. The website focuses on The Blanket Exercise activity and the different ways in which educators can incorporate the activity into their classroom. There is information on the history of the blanket exercise, there is a script provided, there are several articles, videos, and different images and blog post made about the different ways that teachers have used the exercise in their classroom. Kairos Canada’s website on the Blanket Exercise is a wonderful reference for teachers looking to incorporate the activity into their classroom as it was created in collaboration with Indigenous Elders and provides teachers with several examples on how they can follow through with the activity.

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