As per Course,
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T1:
Task 1: EAST: see it, see, awareness, vision - First Nations, Métis, and Inuit Studies Curriculum Document
We started getting familiar with the First Nations, Métis, and Inuit Studies curriculum document in module 3. Now we will take a closer look at the program.
Review The Program in First Nation, Métis, and Inuit Studies in the curriculum document on pages 16-27, which addresses the following:
Overview of program
Types of courses as the secondary level
Courses in the program
Prerequisites
Descriptions of curriculum expectations
Disciplines and strands
Role of research and inquiry
FNMI Studies Curriculum Document
The courses in the grade 11 First Nations, Métis, and Inuit Studies program are as follows:
English: Understanding Contemporary First Nations, Métis, and Inuit Voices - available at university, college, and workplace levels
Contemporary First Nations, Métis, and Inuit Issues and Perspectives - available as university/college
World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada - available at college and workplace levels
The courses in the grade 12 First Nations, Métis, and Inuit Studies Program are as follows:
Contemporary Indigenous Issues and Perspectives in a Global Context - available at the university/college level
First Nations, Métis, and Inuit Governance in Canada - available at the university/college level
T2:
Storytelling is culturally relevant Indigenous pedagogy. I believe there is a storytelling tradition in every culture; however, some nations have done a better job at retaining them. The tradition of storytelling was, and still is, a profound educational practice in Indigenous communities.
Storytelling As Tradition:
Used to teach the children and everyone
Common practice in the winter because there was more time in the winter because of reduced light
Nations had storytelling societies to ensure the integrity of the stories and their transmission throughout the generations
Stories were repeated which provide meaning throughout the life stages
Some Types of Stories:
Creation story
Scary – to instill discipline
Teaching stories – sweat lodge, 7 ancestral teachings
Oral tradition – historical record
Personal/family stories
Birth stories
Trickster stories
Nanaboozhoo (Anishinaabe Trickster Figure):
Equally spirt as human
Trickster and a teacher
Walked the earth and gave everything its name and identified its gift
Trickster Resource - comprehensive list of trickster characters and stories
Considerations For Planning Using Stories and Oral Tradition:
Honor the seasons in which stories were traditionally told.
Identify the nation from which the story comes.
Only use stories that have been written down or seek permission for the use of oral stories, or better yet, bring in an Indigenous storyteller.
Expose students to the diversity of stories which include local stories, creation stories, humorous stories, everyday stories, traditional teachings, trickster stories, and historical stories.
Always situate stories in their cultural context by stating their purpose and addressing the values, beliefs, and worldview embedded within them.
Acknowledge oral history as equitable to written historical accounts.
Don’t use terms like myth/legend as many Indigenous peoples believe the stories to be true.
Ensure a recognized Indigenous storyteller shares sacred stories as they have earned the right as a storyteller.
Try to remain as true to the story as possible to preserve its teachings and respect its cultural integrity.
You might want to consider using storytelling as pedagogy in your planning tasks for the northern direction of this module.
T3:
Here are some resources you can consider using for your planning.
You might want to consider becoming a member of the First Nations, Métis, and Inuit Education Association of Ontario (FNMIEAO).
Explore their website as they offer some resources you might consider for your classroom and the planning tasks you will be doing in the northern direction of this module.
FNMIEAO
You might also consider becoming a member (it is free) of the English Language Arts Network (ELAN).
Explore their website which offers resources particularly for the English focused grade 11 course.
ELAN
This website by CBC contains a list of 35 Indigenous-authored books that you might find helpful for the English focused grade 11 course.
Indigenous Authored Books
Review the document Full Circle: FNMI Ways of Knowing: A Common Threads Resource by the Ontario Secondary School Teachers’ Federation (2012). This resource is a collection of lessons addressing themes of land, residential schools, health, identity and is organized around the medicine wheel teachings of physical, emotional, mental and spiritual. The lessons address the following secondary school courses: civics, history, geography, family studies, social sciences, physical education and health, careers, guidance, English, business, law, and arts.
Full Circle - scroll down to open the pdf
T4:
Review the course Contemporary First Nations, Métis, and Inuit Issues and Perspectives offered in Grade 11 on pages 191-211. Course type is identified as a combination University/College preparation course.
Ontario Curriculum (2019) Grades 9 to 12 First Nations, Métis, and Inuit Studies
Investigate this course further by reviewing the strands and expectations in the curriculum document.
Choose a current Indigenous issue and create an outline of a lesson for this course, consisting of the following components:
strand(s)
overall expectation(s)
specific expectations
summary description of a lesson that contains activation, implementation, and consolidation (or try using the medicine wheel learning process or some other cultural framework).
Post your lesson outline to the Task Board.
T5:
Review the course, English: Understanding Contemporary First Nations, Métis, and Inuit Voices offered in Grade 11 on pages 111-190. This course is offered at the university, college, and workplace levels. Some boards of education have adopted this course as the mandatory English credit for grade 11. This has been a strategy to ensure that all secondary school graduates get some understanding of the Indigenous experience in Canada.
Ontario Curriculum (2019) Grades 9 to 12 First Nations, Métis, and Inuit Studies
Investigate this course further by reviewing the strands and expectations in the curriculum document.
Select a level (university, college or workplace), strand and expectations that you will cover in a unit outline.
Choose a piece(s) of Indigenous-authored literature (andy genre) appropriate for study in this course and which you will use/reference in your unit outline. You probably don't have enough time to read a new novel, so choose a novel you are already familiar with, or a smaller piece of literature such as a poem.
An excellent resource for this course is: Dreaming In Indian by Charleyboy & Leatherdale. It is a highly-acclaimed anthology of growing up Indigenous.
Develop your unit plan outline. Remember that you are not designing a unit in full detail, just provide enough information to overview the unit such that another teacher could take your ideas and develop the unit in detail. Be sure to include the following:
identify level (university, college, workplace)
identify strand(s)
identify overall expectation(s)
a brief description of the literature (because we may not be familiar with it)
a brief description of the culminating task that addresses all four categories on the achievement chart found on pages 32-33 of the curriculum document
a brief outline of some learning activities for lessons
Post your unit outline to the Task Board.
T6:
Review the course, World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada offered in Grade 11 on pages 213-242. This course is offered at the college and workplace level.
Ontario Curriculum (2019) Grades 9 to 12 First Nations, Métis, and Inuit Studies
Investigate this course further by reviewing the strands and expectations in the curriculum document.
Create an entire course overview/outline for this course, consisting of the following components:
unit titles
brief description of what will be addressed in each unit
brief description of unit culminating tasks
description of course culminating task to incorporate the 30% final assessment mark for the course.
T7:
Review the course First Nations, Métis, and Inuit Governance in Canada on pages 263-281. This course is offered at the combined university/college level.
Ontario Curriculum (2019) Grades 9 to 12 First Nations, Métis, and Inuit Studies
Investigate this course further by reviewing the strands and expectations in the curriculum document.
Find a case study, which references First Nations, Métis, or Inuit governance. You can find a case online, or write one on your own.
Prepare an outline for using the case study in this course, consisting of the following components:
a description of the case that gives everyone an understanding of the situation
identify a strand(s) and overall expectation(s) that can be addressed with this case
share a few ideas on how teachers could explore this case against the expectations you have identified
Post your case study ideas to the Task Board.
T8:
Review the course Contemporary Indigenous Issues and Perspectives in a Global Context on pages 243-262. This course is offered at the combined university/college level.
Ontario Curriculum (2019) Grades 9 to 12 First Nations, Métis, and Inuit Studies
Investigate this course further by reviewing the strands and expectations in the curriculum document.
Choose an Indigenous contemporary issue of an Indigenous nation outside of Canada.
Find a digital resource that could be used to teach about this issue at the grade 12 level.
Prepare the following components:
the link to the digtial resource
a brief overview of the Indigenous nation and the issue
a brief description of how this issue could be included/addressed in the course
Post your global issue components to the Task Board.
T9:
Learning Portfolio
As per discussion"
T4:
Link to the lesson-->
https://www.teacherspayteachers.com/Product/DRAFT_FNMI_Clean-Water-Lesson-and-Read-A-Loud-8348671
T5:
For this module I actually got to work on the course outline first and worked backwards through the planning. I wanted ot create something that I might actually use in the future as well, thus why I have gone a little over the top. At the same time, these are draft documents some yes, there are some mix-ups or unclear connections between lessons, but given the resources provided, the general direction of the unit, I'd like to believe this may help you.
I have designed this unit to be the introduction unit to NBV, as the unit is literature based, I want to be full of light fun fictional reading as well as non-fictional experiences of advocates. From this unit onward, students would learn about topics as they chose (inquiry). The unit utilizes texts based on what is available and what students would like to read. I listed a few or the sake of the task itself, but would generally need to consider what is available in the library.
We are Water protectors, Carol Lindstrom
Lindstrom introduces the banding together to fend of the pipeline projects with her clan and the world
There There, Tommy Orange
This is a novel about what it means to inhabit a land both yours and stolen from you, to simultaneously contend with the weight of belonging and unbelonging. (amazon 2022)
Stolen Words, Melanie Florence
The story of the beautiful relationship between a little girl and her grandfather. (amazon 2022)
The White Wampum, Pauline E. Johnson
Johnson coming from Haldimand County, a mixed race woman is one of the earliest contemporary indigenous writers with a lot of wonder in regards to her intentions as an indigenous writer. Personally, one of my favourite poets/writers.
Son of a Trickster, Eden Robinson
Everyday teen existence meets indigenous beliefs, crazy family dynamics, and cannibalistic river otters (amazon, 2022)
These are indeed tales I would like to read for myself and do more with as some of them being close to the ideas of speculative fiction and magical realism, I am deeply intrigued in the function of these readings above others in the classroom
T7: First Nations, Métis, and Inuit Governance in Canada, Grade 12(NDG4M)
Overall and Specific Expectations:
Treaties and Land Claim Agreements, B1.1/B1.3/B1.4
Task-
Students will be tasked with researching a nation and investigating the nations sovereignty. Students will answer the following questions about the nation,
1. Which nation is being and examined and where are they currently located?
2. What treaties do they have claim to in those locations?
3. Has the government sign a "Self-Government" Agreement with them or not? If not, why not?
Exemplar:
The Metis of Manitoba have had their declared sovereignty since the early 1800's (namely after a battle of the Seven Oakes) however it was not until 1982 that The constitution recognized their sovereignty. The Metis of the Land which Canada is built on, have since been working towards declaration of sovereignty and self-governance to this point in which the MNO and the Government have signed the Self-Government Agreement in 2019. (2022) The Metis have claim to land in, and are located in Parts of Manitoba, Saskatchewan, Alberta, BC, Ontario, Nunavut, and The Northwest Territories, (namely in, Rupert's Land).
https://www.metisnation.org/governance/self-government/
T8:
Link to resource-->
http://www.atlas101.ca/pm/wp-content/uploads/2018/02/Sandy_Lake_BN1_DT.pdf
Supporting Example of "Completed Project":
https://www.sac-isc.gc.ca/eng/1614716988749/1614717212189
Political Inquiry A1.1
Connections to the Land B2.1
Human Rights, Social Justice, and Cultural Survival C2.1Carmelo Bono
July 19th, 2022
EDUC S829E
Professor Bell
Module 4-Mastery of Curriculum
The Ontario Curriculum Grades 9-12 First Nations, Metis, and Inuit (2019), describes the purpose of itself being “today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community”. In this, it needs to be understood that the material should not only reflect that of a perspective, but many. Students will need to be prepared to relate to the world as the teacher and content relate to them, in preparation for their journey forward.
The first part of this course felt as a bit of a refresher to previous experience with subtle differences, however in this module the course content has flipped itself out of my expectation. It was empowering to watch the development of a perspective, course, unit and lesson (in the opposite order). It allows a teacher to grasp what it is educators should be aiming for. There is emphasis that Dion (2018) makes in a video shown at the beginning of Module 1 which resonates with me and it is the analogy of asking a seven year to recreate a myth (sacred knowledge, or in another manner epistemological thinking) which is in itself a little bit misconstrued because the word “myth” implies falsehood to the story of say, “Creation”. In that it feels like a transition has been made as an educator taking this course from Module 1 to now in (Module 4) in being able to build off of what was understood as “inclusion” of first nation perspectives to sharing perspectives and developing content that allows for access for someone in culture A to access the view of someone in culture B.
After completing Module 4, there is a redeveloped sense of globalization felt. In that as an example, music from First Nations, Metis or Inuit People is more mainstream and accessible than it once was, if it was ever a “big enough” scene to be a stream. On a level there was but it was very much different in regards to tone and message than it is seemingly becoming based on the shared artist spotlights by Professor Bell (see artists Wabaseemoong First Nation-Ontario, Lac Le Croix First Nation, Ontario and Lac Seul First Nation, Ontario).
The big picture, in regards to an educator taking this Senior ABQ is that one will be prepared and comfortable to tackle big issues, develop rapport on a meaningful level in unfamiliar learning experiences that take students outside of traditional classroom and content of Ontario Mainstream Education. To say that the big picture is seen and welcomed by an educator is something that feels appropriate and correct as it not only demonstrates one’s mastery of this subject area but path of self-driven reconciliation.
Ultimately, it is not until an educator walks into the classroom and looks at their students in their eyes during introductions that the teacher will feel a personal bubble that they will need to pop. An educator of this subject area who has taken instruction from Professor Bell, it is certain that the bubble will metaphorical pop on the teacher’s own terms and however novel the situation may be, an educator will be able to handle it.
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