June was Indigenous History Month. Throughout the entire year, we recognize how important it is to be striving towards meaningful inclusion of Indigenous histories, knowledges, ways of being and contributions.
This video is the first part in a four part webinar series featuring Jasmine Wong in conversation with Lorrie Gallant.
This series of blog posts explores stories and teachings that Lorrie Gallant shares about the purpose and importance of territorial acknowledgments and treaties. They are based on a recorded webinar from March 18 2020. Lorrie is a writer, illustrator, storyteller, visual artist, educator, Expressive Arts Practitioner, born and raised on Six Nations of the Grand River Territory in Ontario.
These posts and activities have been written for students to explore as part of a virtual learning community.
If you have ever travelled to Brantford Ontario Canada, you might have been excited to visit the home of Alexander Graham Bell to learn about the invention of the telephone. You might have come for a hockey tournament and had the privilege of meeting Hockey Legend Wayne Gretzky’s father Walter, who loves hanging out at the rinks. You may have picked up brochures with beautiful pictures of the Grand River or did research about Joseph Brant, who was the negotiator between the Mohawk and British during the American Revolution. But you might not know that Brantford is the home of the first residential school in Canada; that the building still stands with the names of children carved into the bricks and that it is one of the few residential school buildings still standing in Canada.
Topics: Truth and Reconciliation, Indigenous History, Culturally Responsive and Relevant Pedagogy, Indigenous, difficult conversations, trc, stolen lives, settler eucators, Treaty, Sacred Circle Teachings, Decolonizing Schools, Facing Canada
A Mindful Classroom: Establishing A Safe Space for Sensitive Topics
Many of us have seen the importance of mindfulness in our classrooms and personal lives. Being present and aware are integral to truly absorbing what is around you. How mindful are we of exactly what is around us in the classroom? The physical space we build for our students is often an afterthought to efficiency and more intangible metrics of behaviour and dynamics. This year, I made it my goal to be mindful of the materials within my classroom and how well they represent the values I hope we exercise within these walls.
Topics: Art, Student Work, Indigenous History, Social and Emotional Learning, Middle School, Culturally Responsive and Relevant Pedagogy, facing history pedagogy, Treaty, Facing Canada, cross curricular teaching and learning
When I moved away from being a classroom teacher to the role of Instructional Coach I knew my passion was in equity work. In Peel we have a five year School Success Plan with one branch of focus dedicated to equity and inclusion. Within the equity and inclusion branch of the plan there are four communities identified as a focus for teachers to gain additional knowledge about in order to better teach and support those students to learn and be successful in Peel schools. The four groups are: students who identify as a part of the LGBTQ+ community, First Nation, Metis and Inuit students, black male students, (this year the focus shifted to all black students) and students living in poverty.
Students love music so, when I tell my grade 11 College English classes that they are going to be creating CDs as their first project, students get excited. Inspired by Facing History’s approach to teaching about genocide, I started the “Tracks Of My Life Project” to engage students in exploring the concept of identity that is foundational to our first novel, Indian Horse by Richard Wagamese.
In my grade 10 Canadian history class, I often used excerpts from Joseph Boyden’s Three Day Road to explore what life was like for soldiers during WWI. In this novel, protagonist Xavier Bird returns to Northern Ontario in 1919 after fighting in France and Belgium. He is met by his aunt Niska, an Oji-Cree woman, and the two travel back to their village. On this journey, the two recount traumatic experiences from their past - Xavier as a soldier returning from the front and Niska as a survivor of residential schools.
Topics: Canada, Canadian History, Truth and Reconciliation, Indigenous History, Book, Indigenous, English Classroom, big paper, English, Grade 10 History, CHC, difficult conversations, trc, stolen lives, settler educators
My name is Angela Nardozi and I am a guest on Turtle Island (what we now call North America), with both sides of my family originating in Italy. I grew up in Markham, Ontario, where I attended Catholic Elementary and Secondary schools. I am a certified teacher, and have spent time living, working, and researching in a Treaty Three First Nation, and my experiences there have propelled me on the path to learn more about Indigenous perspectives on history and current events, and the history and present of colonization on Turtle Island.