Facilitated by: Patricia Jamison Melfort October 26, 2010

1. Integrating First Nations and Metis Content, Perspectives and Ways of Knowing into Teaching & Learning Facilitated by: Patricia Jamison Melfort October 26, 2010

3. Instructions for Folding a Cruncher 1.Illustrations Facing Down - Fold all four corners together so that they meet in the middle of the paper, crease firmly and leave them there. 2.Flip Over - Again fold all four corners together so that they meet in the centre of the paper, give a good crease and leave them there. 3.Fold in half in one direction, then in half in the other direction. 4.Finish - Stick your thumbs and first two fingers into the four pockets on the bottom of the cruncher and start crunching.

4. How to Play the Game: 1.Spell out your name, or count out the number of letters in your name, at the same time as you open and close your cruncher. 2.Choose a number from one of the Aboriginal illustrations from one of the inside triangles. 3.Count out the number you've chosen from the inside triangles, at the same time as you open and close your cruncher. 4.Again, choose a number from one of the Aboriginal illustrations from the inside triangles, but this time peek under the flap and read the question at the top. 5.The sentence under the question will tell you where to go to find the answer. Go there and see if you answered right! If not, see what you learned. 6.Go cruncher crazy and repeat the steps as many times as you want!

5. Conversations for Today • What are Ways of Knowing? • Understanding Worldview • What are Aboriginal Perspectives? • Integration of Aboriginal Perspectives • What is Aboriginal Content? • Integration of Aboriginal Content • Curricular Connections and Considerations for Integration • Resources

8. World View Our world view is the pictures and visions we hold of how the world operates. It is also our understanding of how things are connected to each other. It is our belief system, our values, and our understanding of how people relate to each other. Our world view builds up over a lifetime. Our world view guides the choices we make as we move through life, and is changed by the events that happen to us. Our world view gives order and meaning to our lives. Our world view shapes our emotions. We decide what to do and what not to do according to our world view.

9. Effect of World View • Explanatory: our world view explains how things got this way and what keeps things here. • Validating: our actions sanction our institutions, values and the goals of ourselves and others. • Reinforcing: our world view supports us in times of crises and vulnerability. • Integrating: our beliefs about the world organize and systemize our perceptions into an overall design. • Adapting: we constantly adjust our model to new perceptions of reality.

10. Understanding World View:Ways of Knowing As you listen to these 4 short presentations by Elder Mary Lee about the Tipi Teachings: • Note keywords and symbols • Consider the beliefs and values represented in the teachings • Think about questions you might have about the teachings

11. Talking Circle • Arrange the group in a circle for a Talking Circle on the teepee teachings. • Use a suitable object of some sort (feather, stone, etc.) to be held by the speaker and passed on to the next speaker. • Proceed in a clockwise motion. • There is only one rule for the speaker and one rule for the listeners-- to speak honestly and to listen without judgment or interruption. • What is said in the circle stays in the circle. • Each person will have the opportunity to speak in sequence and can pass if preferred. • The point of discussion for each person will be what the 15 poles mean to you.

12. Four Directions of the Medicine Wheel What connections can you make between each direction of the Medicine Wheel and the experiences of students in your classroom?

13. Metis History and Culture What are some of the symbols of Metis culture? What does these symbols represent in Metis history, culture, and perspectives?

14. Aboriginal Content • On the chart paper provided, list as many examples of Aboriginal (First Nations, Métis or Inuit) content as your group can come up with. Some examples might be teaching about the Treaties, the Riel Rebellion, etc. • Where might these connect to the subject areas you are teaching? • You will be asked to share your information with large group

15. The Contributions Approach

16. The Additive Approach

17. The Transformation Approach

18. The Social Action Approach

20. What are some of the current issues you are aware of with respect to First Nation, Métis, and Inuit people? • What are some ways in which we can increase our own background knowledge to better support students in understanding these issues?

21. Samples from Curricula Physics 30 Understand the personal, moral, social and cultural aspects of physics Biology 20 Recognize the interconnectedness of agriculture and the environment Social Studies 8 Know that every right has a corresponding responsibility Grade Six – Nine ELA Comprehend and Respond CR1: students will extend their ability to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest and enjoyment. CR61: view, listen to, read, comprehend and respond to a variety of texts that address identity Elementary Health Students will develop attitudes necessary for healthy living

22. Grade Six Health Students will develop the life long practice of making health-enhancing decisions Elementary PE Students will exhibit a physically active lifestyle Elementary Science Describe the structure of the Earth Grade Four Social Studies First Nations’ people have inhabited this region for many thousands of years Grade Seven Science Develop the ability to describe and evaluate ideas and processes which involve the environment Grade Two ELA Speak to share and explain information about topics of interest to familiar audiences, and answer questions Grade Seven Math Students should demonstrate a knowledge and understanding of the concepts of probability and their applications to real life

23. Renewed Curricula:Information is embedded • Career Education outcomes and indicators: • Outcome – investigate the influence of a positive self-image on one’s life (Career Education 6,7, & 8). • Indicators: • Grade 6: Demonstrate openness and appreciation to the diversity of Saskatchewan cultures and people (eg – ages, socioeconomic status, sexual orientation, spiritual beliefs). • Grade 7: explain how personal behaviours and attitudes influence the feelings and behaviours of others in school, community, and family situations. • Grade 8: Examine how personal attitudes and behaviours are influenced by environmental factors such as economic conditions, geographic location, and cultural experience within the Saskatchewan context.

24. Consider how some of the other examples of Aboriginal content you generated earlier at your tables might also be aligned with curricula.

25. Debrief • What challenges/opportunities are presented when considering Aboriginal content?

26. Integrating Content • In your handout is a document entitled, “Guidelines for Representing Aboriginal Knowledge in Cross-Cultural Science and Technology Units” • Designate a partner at your table. • You and your partner are going to read this information using a process called “Say Something”. • Both partners read, and after completing a section, look up, make eye contact and “Say Something” about what you just read. It could be a comment, a connection, or a question. • Then read the next section, look up and “say something”. • Continue with this process after each section. • As a table group discuss – what was new to you? What was interesting? What questions do you have?

27. Aboriginal Education - Important Understandings • Aboriginal peoples of the province are historically unique peoples, occupying a unique and rightful place in society • the Aboriginal perspective is a fundamental part of Canadian multiculturalism • Aboriginal world view is a valid way of knowing and understanding the world • Aboriginal content and perspectives are in Saskatchewan’s Core Curriculum for the benefit of all students • each area of study should reflect the legal, cultural, political, social, economic, and regional diversity of Aboriginal peoples • each area of study should concentrate on positive and accurate images of Aboriginal peoples • each area of study should include resources by Aboriginal authors, artists, etc. • each area of study should include historical and contemporary issues related to Aboriginal peoples • it is important to recognize possible cultural and linguistic influences on discourse patterns and communication styles (proximity and other non-verbal cues, pauses, appropriateness of when and how to talk) • oral and literacy traditions differ in their system of maintenance, their delivery conventions, ownership rights, and cultural values.

28. Other Considerations in Planning • When planning, first take a look at the unit you will be teaching and then determine how best to integrate Aboriginal content or perspectives. • Considerations: • Will I use content material? • Will I offer differing perspectives? • Will I use teaching strategies such as critical thinking, identifying bias, experiential learning, cooperative learning? • Will I create an open, inclusive classroom culture? • Will I use a holistic perspective? • Will I consider interconnectedness? • Will I use consensus when needing to make decisions? • Can I place the oral tradition in perspective? • Can I use a talking circle as an integral part of my classroom? • How might I support connections between the community and the land? • Will I use excellent First Nations or Métis resources (including human resources)? • How will I model anti-racist perspectives? • How will I differentiate for student needs, interests, ability and readiness?

29. Resources

30. Final Reflection • What have you learned? • What else do you want/need to know? How will you go about doing this?