Standard: Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning.
Theme: Indigenous Ways of Knowing and Being (First Nation, Métis and Inuit Ways, Traditional Skills and Knowledge)
Growth Phase: Evolving
Growth Indicator: Students learn about Indigenous culture and respectfully apply Indigenous perspectives, ways of knowing and being in the LLC that go beyond residential schools, MMIWG and stereotypes.
Canadian School Libraries partnered with TEACH Magazine and Bibliovideo to develop The Great Canadian Book Project with funding from the Canada Book Fund. A wide range of Canadian-authored books with other resources and activities were created for K-12 students around three themes: Student Well-Being, Indigenous Voices, and Global Issues. “Seven Sacred Teachings” in this exemplar was developed by the Indigenous Education Leader, Rainy River DSB, Ontario, for middle school grades 7-10. Students will be introduced to the legends of the Seven Grandfather Teachings (also known as the Seven Sacred Teachings) and learn how each teaching honours one of the basic virtues that are necessary for a full and healthy life, exploring how in these sacred teachings, animals, man and the environment are all connected.
Kirk, K. (2023). Indigenous Voices: Seven Sacred Teachings [PDF]. Retrieved from https://www.dropbox.com/s/nqgexcz3wpt4jk2/IndigenousVoices_LP_SevenSacred.pdf?dl=0
Two British Columbia teacher-librarians describe the process of conducting a diversity audit of Prince George Secondary School Library Learning Commons in British Columbia. The school is located on the unceded, ancestral lands of the Lheidli T’enneh and is the largest high school in northern BC. Indigenous students number in the five hundreds and make up about 1/3 of the student population. Nine Lheidli students live on reserve, and many more live in the city. A large portion of the Indigenous students are Metis. The authors illustrate, relate, and reflect upon sensitivities, successes and challenges of collection and physical LLC development in the diversity auditing.
Price, M. & Rustad, R. (2022). Our Journey to Decolonize our School Library: Then, Now and Tomorrow. Paper presented at the Treasure Mountain Canada 7 Symposium, New Westminster, Canada. Retrieved from https://researcharchive.canadianschoollibraries.ca/wp-content/uploads/2022/10/TMC7_2022_Price_Rustad.pdf
The First Nations Education Steering Committee (FNESC) was founded in 1992 in British Columbia. “The First Peoples Principles of Learning” are a set of learning principles specific to First Peoples articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the English First Peoples course created by the BC Ministry of Education and First Nations Education Steering Committee in 2006/2007. Includes downloadable poster.
First Nations Education Steering Committee (FNESC). (2008). First Peoples Principles of Learning. Retrieved from https://www.fnesc.ca/first-peoples-principles-of-learning/
Supported by national grants, Canadian teachers partnered with First Nations, Inuit & Métis community members to create introductory learning modules and support materials designed to help students understand important historical, colonial, and social elements affecting Indigenous communities. Designed for easily implementable classroom use, interactive lessons encourage students to develop empathy, interest and the inspiration to participate in Truth and Reconciliation.
Elephant Thoughts Educational Outreach. (2017). Youth Talk Truth. Retrieved from https://youthtalktruth.com/
Created by an associate at Olthuis Kleer Townshend in Ontario, this infographic provides a comprehensive look at the phases of treaty-making historically to the present day, and includes a late 1700-1800’s Territorial Treaties map. It is part of a special issue of Teach Magazine focused on 100 years of the Williams Treaties.
Nerland, K. (2023, November 14). What is a treaty? Teach Magazine 161 (), 4-9.https://issuu.com/teachmag/docs/teach_novdec2023/4