530 LT3 - Looking Back, Moving Forward Artifact

Itoro Tobias Igwe

For our artefact, we created a compilation of strategies, resources and pedagogical

plans to promote Indigenous worldviews and foster the success of all students. We intend to
use this document as a reference and inspiration for our future practices.

Critical Analysis of a Text:

THE BLACKFOOT NATION | Canada’s First Nations: https://youtu.be/icE-xPDDDKM
This 2-3 day lesson is modelled after LT 2 in this course together with Alberta Education
(2005) “Evaluating Resources about Aboriginal Peoples” and is intended for students in a
secondary context. Just as educators need to research the authenticity of a resource, students
need to critically think about the information they receive. Vlogging is a popular trend in
YouTube that shares personal narratives. In the Vagabrother’s (2015) video promoting the
exploration of Blackfoot people, Alex and Marko document their personal experience and the
things they learned during the trip. Story-telling is an essential part of learning for Aboriginal
children (McKeough, A., et al. (2008). This activity will allow students to understand the impact
of a personal narrative. Using careful analysis, students can begin to consider the implications
of a story, the biases and the authenticity of a narrative.

Introduction

Class Discussion: What do you know about Aboriginal Peoples of Canada?

Exit Slip: Write down 3 things you already know.

Learning/Activity Sequence

What is the TEACHER doing? What is What are the STUDENTS doing? How are they engaged
your plan for the body of the while you are teaching the lesson?
lesson? What steps are taken during the
lesson?

Day One: Introduction to critical Students will engage in a class discussion on how we
analysis/using critical lens theory. know what we know.
· Collective thought bubble on
what makes an authentic
source.
Hand out Exit Slip: Students will begin filling out their sheet with what
they already know about Aboriginal Peoples of
3 things you know about Aboriginal Canada
people, culture and/or ways of life:
1. Think-Pair-Share: Students will share their prior
2. knowledge with other students. Then have a 5mins
3. discussion on how do you know this information?
3 things you learned about your How can you trust your knowledge?
connection to Aboriginal people,
culture and/or ways of life:
1.
2.
3.

Play YouTube Video Watch YouTube Video

Go through the collective thought Students will engage in class analysis of the video’s
bubble with the class, analyzing the credibility.
video’s credibility.

JIGSAW:
· Who is the narrator? (Details)
· Why was this video created?
· What happened in the video?
· Who was in it?
Class Discussion: Why are these questions important? What does it say about this narrative?

As a class, we will go through Alberta Education’s (2005) Checklist for “Evaluating Resources
About Aboriginal Peoples”.

Students will write a short personal reflection on how their perception of authenticity has
changed and why narratives matter.

· Comparing how this list is similar or different from the one we made as a class to
support the reflection.

Conclusion
 Exit Slip: Write down 3 things you learned about Aboriginal culture and way of life.

Strategies to promote Indigenous worldviews and foster the success of all students:

 Foster respect and appreciation for Indigenous worldview; teach all students the
immense value of Indigenous worldviews to each of them and to our world
 Help Indigenous students believe in themselves and feel proud of who they are and of
their cultures (personal communication, Jillian Harbour, Indigenous Learning Leader,
Youth Forum, October, 2019)
 Advocate for Indigenous peoples’ autonomy over their own education (Batiste, 2013)
 Advocate for equitable educational funding for Indigenous Schools and Universities
(Batiste, 2013)
 Respect diverse learning styles of Indigenous students based on physical, emotional,
intellectual, spiritual selves (personal communication Ahstanskiaki Manyfeathers,
October 2019, and Batiste, 2013)
 Encourage and support the involvement of elders, parents, and communities (Batiste,
2013)
 Respect, foster, and support Indigenous languages, heritages, and communities (Batiste,
2013)
 Give students time to articulate thoughts and find ways to help them express
themselves clearly and comfortably (personal communication, lecture, Patrick Loyer,
October, 2019)
 Use humor (personal communication, lecture, Patrick Loyer, 2019)

Language Arts / Fine Arts Unit Plan

Week 1: Introduction to Indigenous Artists

Indigenous artist(s) visit(s) the class. The teacher then leads the class in an
exploration of Indigenous artists and models research and reflection methods.
Ongoing formative assessment includes observations, conversations with
students, and student reflections.

Week 2: Student-directed research

In groups of their choosing, students research Indigenous artists and their work.
Each group prepares an analysis and presentation of one artistic work and
presents it to the class. Ongoing formative assessment includes observations,
conversations with students, the co-creation of a presentation rubric, self-
assessment, and peer-assessment. Summative assessment assesses students’
written analysis and multi-modal presentations.

Week 3: Original student work

In groups of their choosing, students create original works. These works may
include, but are not limited to poetry, spoken word, music, short films, visual art,
 theatre, and sculpture. Students will present their work at a showcase with
invited community guests including Indigenous artists. Ongoing formative
assessment includes observations, conversations with students, the co-creation
of a presentation rubric, self-assessment, and peer-assessment. Summative
assessment assesses students’ written analysis, multimodal presentations, and
self-reflection.

Resources:

Walking Together: Education for Reconciliation:

https://www.teachers.ab.ca/For%20Members/Professional%20Development/IndigenousEduca
tionandWalkingTogether/Pages/WalkingTogether.aspx

ATA Library: Indigenous Resources

https://teachers-ab.libguides.com/indigenousresources

We Matter
https://wemattercampaign.org

The Good Medicine Show

https://cjsw.com/program/good-medicine/

N’we Jinan
http://nwejinan.com

Reclaimed
https://www.cbc.ca/mediacentre/program/reclaimed

Exposure to and preservation of Language

In an increasingly globalized world it is important to step back and understand the

importance, richness and uniqueness of languages, especially those in danger of dying. The
opportunity they give us to describe and understand things in a different way, enrich our lives
in more ways than one. We as people live and thrive through stories. Languages are what allow
those stories to live on.

When a language dies: https://68voces.mx/nahuatl-cuando-muere-una-lengua

When a language dies

Divine things,
The stars, the Sun, and the Moon
Human things,
Thinking and feeling
Are no longer reflected
In that mirror.

When a language dies

Everything in the World
Seas and rivers, Animals and plants,
Are not thought of nor spoken of
With glimmers and sounds
That no longer exist.

Then, for all the peoples of the World

a window, a door, closes
A glance
In a different way
At divine and human things,
At everything that is and lives on this land.

When a language dies,

Its words of love,
Intonation of sorrow and fondness,
Perhaps old chants,
Tales, discourses, prayers,
Nobody, as they were
Will be repeated.

When a language dies,

Many have already died
And many can die.
Mirrors forever broken
Shadows of voices
Forever silenced:
Humankind is impoverished
(León-Portilla, n.d.)
Exercise: You know more than you think about Indigenous ways of knowing.
More often than not, we do not stop to think about where our knowledge or ways of living
originated from. Not all English words come directly from European roots, a lot of common
English words are of Indigenous origin. For example: avocado and tomato both come from the
Azetc language, Náhuatl (ahuacatl, tomatl).

Resources:

Animikii Apps for Learning an Indigenous Language

https://www.animikii.com/news/apps-for-learning-an-indigenous-language

Indigenous Storybooks (resource under development)

https://indigenousstorybooks.ca/

68 voices, 68 hearts: an animated series narrated in the 68 Mexican indigenous languages,

created under the premise that “No one can love what they don’t know”
https://68voces.mx/

IYIL 2019: United Nations International Year of Indigenous Languages

https://en.iyil2019.org/

Inhabit Media: the first Inuit-owned, independent publishing company in the Canadian Arctic
https://inhabitmedia.com

Land-based Pedagogy

Unit Plan Resources

Week Land Study https://galileo.org/kainai/classroom/

1 1. Floodplain
2. Dry Prairie
3. Parkland
4. Wet Prairie
5. Witnessing/
assessment

Week Plant Study https://galileo.org/kainai/classroom/

2 1. Plant categories
 2. Sweet grass
3. Wild onion
4. Self-heal
5. Outdoor Assessment

Week Water http://www.honourwater.com/

3 1. Children picture
about water.
2. Indigenous songs and
poems about water
3. Water honour Game
4. Discussion on
issues/how human
actions affect water
5. Assessment

Week Re-telling History @ https://www.glenbow.org/programs/school/grade2-

4 Glenbow museum 3.cfm
1. Inuit: The Land,
the
2. People
3. Nitsitapiisinni :
Our
4. Way of life
5. Reading the symbol
6. Exhibiting Energy.
7. Representation
Assessment.
 References:
Battiste, M. (2013) Decolonizing Education: Nourishing the Learning Spirit. Retrieved from:
https://d2l.ucalgary.ca/d2l/le/content/277361/viewContent/3626257/View
Ermine, Willie. (1995). “Aboriginal epistemology” in J. Barman, J.& M. Battiste, (Eds.), First Nations
Education in Canada: The circle unfolds. Vancouver: UBC Press. [eBook: Full text online]
http://ebookcentral.proquest.com.ezproxy.lib.ucal gary.ca/lib/ucalgary-
ebooks/reader.action?ppg=122&docID=3412224 &tm=1503510739016
Galileo Educational Network. (2016). Nitsitapiisinni, Stories and Spaces. Exploring Kainai Plants and
Culture. Retrieved from: https://galileo.org/kainai/classroom/
Glenbow. (2019). School Program Descriptions. Grade 2 - Grade 3. Retrieved from:
https://www.glenbow.org/programs/school/grade2-3.cfm
León-Portilla, M. (n.d) Cuando muere una lengua. Retrieved from: https://68voces.mx/nahuatl-cuando-
muere-una-lengua
McKeough, A., et al. (2008). Storytelling as a Foundation to Literacy Development for Aboriginal
Children: Culturally and Developmentally Appropriate Practices
Pinnguaq. (2016). Honour Water. An Anishinaabe singing game for healing water. Retrieved from:
http://www.honourwater.com/
Sesenta y ocho voces. (2016). Náhuatl. Cuando Muere una Lengua. Retrieved from:
https://68voces.mx/nahuatl-cuando-muere-una-lengua
Vagabrothers. (2015, August 18). THE BLACKFOOT NATION | Canada's First Nations. Retrieved from
https://www.youtube.com/watch?v=icE-xPDDDKM&feature=youtu.be