As per course,
T1:
I will start each module with a video from the N'we Jinan project to help situate the content of the module. These videos accomplish the following:
a bird's-eye view into Indigenous communities across Canada, including their land and water
hearing what concerns Indigenous youth, including their hopes
cultural sharing, including language
Watch the following video: Feather the Flame from Sioux Lookout, Ontario.
Why is it important to learn about Indigenous peoples? What does this mean for students (Indigenous and non-Indigenous)?
1. Review the following documents:
National Center for Truth and Reconciliation website
Truth and Reconciliation Calls to Action - (Education calls #6-12 on pages 1-2, Education for Reconciliation calls #62-65 on pages 7-8)
Statistics Canada. (2016).
Canadian Charter of Rights and Freedoms (Scroll down to review Section 25 ONLY)
Ontario Human Rights Code (Review Part 1, Freedom fromDiscrimination 1 through 9)
2. Read the following article:
Truth and Reconciliation in Your Classroom
3. Here is a handout that captures the TRC's education calls to action for your files.
TRC Education calls to action HO.docx TRC Education calls to action HO.docx - Alternative Formats
4. After reviewing the above documents, respond to the following questions:
Why is it important to learn about Indigenous peoples?
What does this mean for students (Indigenous and non-Indigenous)?
What does this mean for your teaching practice?
T2:
Learning and teaching about First Nations, Métis, and Inuit peoples and their experience in Canada requires addressing some topics that learners may find emotionally, mentally, spiritually, and physically triggering. Particular care needs to be take when addressing such topics as residential schools, missing and murdered Indigenous women and girls, and suicide. Please take care of yourself throughout the learning in this course, and contact me if you need any help processing any reactions you may be having to the content, activities, or learning process in the course.
Let's self-assess our general knowledge as it relates to First Nations, Métis, and Inuit peoples. This will give you a sense of what you know and what you need to know to be able to teach in this subject area. This course is designed to teach you how to teach First Nations, Métis, and Inuit Studies, rather than teaching you the content of this discipline.
1. Watch the following video, 500 Years in 2 Minutes, by Wab Kinew as an introduction to the Indigenous experience in Canada.
500 Years in 2 Minutes
2. Watch the following video by Dr. Susan Dion, titled The Historical Timeline As Lesson to get a deeper look at the Indigenous experience in Canada.
The Historical Timeline As Lesson
Consider the gaps in your knowledge in relation to the grand story of the Indigenous experience in Canada, and plan to fill these knowledge gaps. Be prepared to share these gaps, and your plan to fill them, in your learning portfolio submission for this module.
A good resource to help you do this work, outside of this course, is Visions of the Heart: Issues Involving Indigenous Peoples in Canada by Starblanket, Long, et. al. (2019).
T3:
It is always important to remember and recognize the land we live and work in and on. There has recently been a movement to give land acknowledgements in education, which is extending this traditional practice between nations. This task will provide us an opportunity to acknowledge the land we are living and learning on, and its caretakers.
1. Review the Trent University Michi Saagiig Protocol Guidebook which contains a Land Acknowledgment from Trent, and was included in the introduction module of this course.
2. Review and use the following resources to help you create a personal land acknowledgment for the land you are on, and learning from, for this course.
-Whose Land
-Native Land
-Local Love
-Going Beyond the Land Acknowledgment
First Nations, Métis, and Inuit peoples do not acknowledge their traditional territory, but rather welcome others to it. If you are a First Nations, Métis, or Inuit person, please introduce us to your traditional territory instead of doing a land acknowledgment.
You will post your personal land acknowledgement/welcome in Task 5 in the northern direction of this module.
For futher learning beyond this course, see We All Go Back to the Land: The Who, Why, and How of Land Acknowledgments by Suzanne Keeptwo.
T4:
Task 4: WEST: figure it out - think - knowledge - reason - Our Local Indigenous Communities
In addition to acknowleding the land and its caretakers, knowing the local Indigenous community and engaging them in the education of all learners assists with the reconciliation work needing to be done. Take some time to learn about the local Indigenous community in your area. Some topics you could research are:
who the Indigenous people are in your area (First Nations, Métis, Inuit)
traditional territories
languages spoken
cultural knowledge/practices/annual events
treaties
community organizations
resources/services
Places you could search include:
First Nations community websites
Ontario Federation of Indigenous Friendship Centers or your local Friendship Centre website
Indigenous organization websites
You will share your research and learning in Task 5 in the northern direction of this module.
T5:
Task 5: NORTH - do it, act, wisdom, movement - Sharing Our Connections to Land and People
Post your personal land acknowledgment (from task 3), along with a profile of your local Indigenous community (from task 4) to the Task Board. Be sure to review your colleagues' posts to learn about other Indigenous communities. Please remember that you have the freedom to post your response in a format of your choosing (ie; chart, diagram, infographic, slide deck, etc.)
As per Discussion,
"This is my first land acknowledgement, I have read about people doing these through the last ABQ (intermediate) that I took. Writing one at first was a bit nerve wrecking because I didn't want it to seem like it wasn't enough or like it was too forced. I read an article by CBC's unreserved 'I regret it': Hayden King on writing Ryerson University's territorial acknowledgement that gave me an interesting perspective on the writing for this task as this is not so much something that "needs" to be done but something we want to do (2019). I think of this in a similar fashion to saying a prayer before dinner, the firsst time it is your turn to bless the table you are a little bit uncertain or nervous about what to say as you feel "on the spot". However, based on the experiences of Hayden King and his writing of the Ryerson university land acknowledgement, I feel a sense of pride about starting what might eventually be my truest sense of thanks for the opportunity to settle as an immigrant on this land.
CBC (2019)
On the other hand, I do feel a sense of embarassment as someone without much to give, I truly respect and applaud the TDSB's motion to offer daily tribute, (2019 )that is something that is more spiritual and intrinsically meaningful, can I offer something that grand? This idea of tribute is one that I know I am overthinking, however it begs the question, "is it enough?"
CBC (2022)
https://www.canva.com/design/DADT5U2qNic/cjFYmBHvnD-XRq6dkIBFFQ/view?utm_content=DADT5U2qNic&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
See my land acknowledgement on canva.com ^
"
Learning Portfolio (M1):
Northbound: To and Fro
In my studies of the past, there have been a lot of knowledge gaps between where I was and where I am now in my understanding. In the intermediate section of this course (when I was studying, I recall a self-inventory on knowledge of history (in particular about the indigenous peoples and how they impact the history and geographical understanding of Canada), this survey (adaptation from Learning about Walking in Beauty) left me wondering why I was unclear on the meaning of “Six Nations” or the reasons for such separation between some of the original tribes, and it was the idea that a lot of what I learned, had not actually been of the people who it was in regards to. This idea makes me feel a deepened sense of responsibility to the subject area, especially in recognition of Dion’s sentiments in her video taped seminar.
A resonating example of knowledge I feel I had were a lot of the larger general topics surrounding ideas outlined in 8th Fire’s Wab Kinew “500 Years in 2 Minutes” (2018), however the details of Dion’s perspective as she presented her workshop on FNMI perspectives discussing the timeline line as pre-contract versus contract as well as the demeaning of the spiritual culture of indigenous folk through the analogy of asking a seven year old to re-create a “myth” or creation story (considered sacred and knowledge rather than myth).
In regards to land claims, it seems like a big statement to make and a lot of people don’t know where (didn’t know) to start. As an example, my parent’s home is (as I understand it) is technically on the Haldimand Treaty and Simcoe Patent Treaty 4 (1973). According to native-land.ca this land is of the Hodenosauneega, Anishnabewaki, Attiwonderonk, Mississaugas and the Mississaugas of the Credit First Nation. (2022) It was after reading Start from the Heart, Going beyond Land Acknowledgement that I began to understand that it is far from a reconciled situation, but people need to realize that what is taken and/or borrowed still needs to be treated with respect as described by etfofnmi.ca (2019) Developing community and cohesion between neighbours is apart of it but stewardship of the earth is the new growing concern. My land, your land, their land, with the way the human race treats the earth-eventually it won’t matter. This is a huge aspect of the message (I feel at least) that the FNMI initiatives are trying to push as well.
After reading “Michi Saagiig: Protocol Guidebook” as published by Trent University, the Land Acknowledgement section is clear in its direction that characterizes Northbound learning and development on the behalf of Canadians and Canadian institutions. (2019) As described in the guidebook, “Curve Lake First Nation, Alderville First Nation, Hiawatha First Nation, and the Mississaugas of Scugog Island First Nation” (2019) are all nations in which have come of the land predating the university. This information is significant because of the fact that the university (Trent) and many others like it, make claim that they want to move forward and beginning their reconciliation with the nations whose treaty they are on. The statement uttered aloud, “We respectfully acknowledge that we are on the treaty…May we honour those teachings” (2019) This statement demonstrates that the universities and participants within that community are using what they know and beginning to seek reconciliation with the nations whose land they are on. When discussing the medicine wheel framework, this is the idea, taking what we have learned and moving forward (doing something with it).
As a teacher, I would like to look into the future school I choose to work with and present to my class a land acknowledgement at the beginning of the semester if not, with the whole during the initial principal’s address alongside the/a IEAC representative (if possible). I feel that there is a lot that can be done to bring to light the ideas of what Indigenous Representatives and Canadian Government officials are trying to work towards.
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