a) understanding the historical, social, economic, and political implications of:
-treaties and agreements with First Nations;
-legislation and agreements negotiated with Metis; and
-residential schools and their legacy
-treaties and agreements with First Nations;
-legislation and agreements negotiated with Metis; and
-residential schools and their legacy
Example 1:
Help participants understand how the colonization of the land we know as Canada has impacted the people who lived here long before the settlers arrived. They will learn how this relationship has been damaged over the years and how they can work towards reconciliation (KARIROS blanket exercise)
Help participants understand how the colonization of the land we know as Canada has impacted the people who lived here long before the settlers arrived. They will learn how this relationship has been damaged over the years and how they can work towards reconciliation (KARIROS blanket exercise)
b) supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Metis and Inuit education
Example 1:
For my second professional semester I was at F.P.Walshe in the town of Fort Macleod. This grades 6-12 school is full of wonderful students who travel from two reserves: the Kainai reserve to the south, and the Piikani reserve from the west. The school is fortunate to to have an Elder in Residence Program. This was a wonderful resource to have during my placement and provided sharing of FMNI cultural beliefs and practices, culturally appropriate crisis support for FMNI students, modeling cross cultural understanding at FP Walshe, and culturally appropriate advice and guidance for FMNI students.
For my second professional semester I was at F.P.Walshe in the town of Fort Macleod. This grades 6-12 school is full of wonderful students who travel from two reserves: the Kainai reserve to the south, and the Piikani reserve from the west. The school is fortunate to to have an Elder in Residence Program. This was a wonderful resource to have during my placement and provided sharing of FMNI cultural beliefs and practices, culturally appropriate crisis support for FMNI students, modeling cross cultural understanding at FP Walshe, and culturally appropriate advice and guidance for FMNI students.
c) Using the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First nations, Metis and Inuit
Example 1:
A talking or sacred circle is a traditional way for First Nations, Métis and Inuit people to communicate. It is a very effective way to remove barriers and to allow individuals to express themselves with complete freedom, while promoting equality, inclusiveness and interconnectedness.
The symbolism of the circle, with no beginning and with no one in a position of hierachy, serves to encourage people to speak openly and honestly about things that are on their minds (Gerrissen, 2008). The circle implies community, connection, inclusion, fairness, equality and wholeness (Costello et al., 2010). When everyone has their turn to speak, when all voices are heard in a respectful and attentive way, the learning atmosphere becomes a rich source of information, identity, and interaction.
The circle is a natural symbol that echoes the movement of the Sun, the Moon and the Earth. It can also be seen in the construction of sweat lodges, tipi, the medicine wheel and the dream catcher.
A talking or sacred circle is a traditional way for First Nations, Métis and Inuit people to communicate. It is a very effective way to remove barriers and to allow individuals to express themselves with complete freedom, while promoting equality, inclusiveness and interconnectedness.
The symbolism of the circle, with no beginning and with no one in a position of hierachy, serves to encourage people to speak openly and honestly about things that are on their minds (Gerrissen, 2008). The circle implies community, connection, inclusion, fairness, equality and wholeness (Costello et al., 2010). When everyone has their turn to speak, when all voices are heard in a respectful and attentive way, the learning atmosphere becomes a rich source of information, identity, and interaction.
The circle is a natural symbol that echoes the movement of the Sun, the Moon and the Earth. It can also be seen in the construction of sweat lodges, tipi, the medicine wheel and the dream catcher.
d) supporting the learning and experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Metis and Inuit.
Example 1:
An important topic of learning in many FNMI cultures is an individual’s connection to the land. Taking learning outside as often as possible will help grow this connection. The connection can be encouraged by engaging in a nature walk or by using outdoors as the setting for a sharing circle or storytelling activity, or you could develop a more in-depth study of a nearby ecosystem, habitat or environment.
An important topic of learning in many FNMI cultures is an individual’s connection to the land. Taking learning outside as often as possible will help grow this connection. The connection can be encouraged by engaging in a nature walk or by using outdoors as the setting for a sharing circle or storytelling activity, or you could develop a more in-depth study of a nearby ecosystem, habitat or environment.
Example 2:
Students used leather and animal furs to make coasters, purses, belts, wallets, moccasins, just to name a few.
Students used leather and animal furs to make coasters, purses, belts, wallets, moccasins, just to name a few.
Example 3:
I taught a class for 5 students from diverse FMNI backgrounds. Below is an example of my student's artwork. The assignment was to create a tag and image that defines you. The student's mother was Cree and his father Blackfoot so his tag was CREEFOOT. This opened up the chance for me to learn more about him, his background, and we indulged in a rich discussion, from a shy boy, that sparked his passion.
I taught a class for 5 students from diverse FMNI backgrounds. Below is an example of my student's artwork. The assignment was to create a tag and image that defines you. The student's mother was Cree and his father Blackfoot so his tag was CREEFOOT. This opened up the chance for me to learn more about him, his background, and we indulged in a rich discussion, from a shy boy, that sparked his passion.