Theme 15: FNMI Recognition as an Integral Part of the School

1. Goal #4:Parents of FNMI students are involved in the school community and perceive the school as inviting and engaging to parents. Theme 15: FNMI Recognition as an Integral Part of the School

2. Activity: Four Questions Divide the participants into groups. Use questions such as: • What do you hope to learn from this workshop? • What does “recognition” mean to you? • What are your favourite pastimes or hobbies? Each group member takes a turn answering the questions for the rest of their group. FNMI culture needs to be recognized and respected as an integral part of the school. Sit in a sharing circle and share stories and opinions about the recognition of FNMI students in their school and community. Activity: Sharing Circle

3. Activity: Brainstorming Brainstorm the various achievements of the FNMI students and people of your community. What talents, skills, and goals do they have? Remember that displaying and celebrating FNMI achievements in the local and world community helps to make the school more inviting for FNMI parents.

4. National Aboriginal Achievement Awards From www.naaf.ca The National Aboriginal Achievement Awards were established in 1994 to pay tribute to United Nations International Year of the World's Indigenous People. The NAAA is an awards system recognizing career achievements by Aboriginal people in diverse occupations. In total 14 awards are presented to recognize twelve occupational achievers, one lifetime achievement recipient, and a youth achiever who receives a $10,000 prize to further their education. The awards were created as a way to build self-esteem and pride for the Aboriginal community and to provide role models for Aboriginal youth.

5. National Aboriginal Achievement Awards (continued) For the general public, the awards cast the capabilities and aspirations of Aboriginal people in a new and powerful light. They serve to inform this audience of the strides that can be made when an individual has the discipline, drive and determination to accomplish their goals. The Awards are bestowed to individuals of First Nations, Inuit and Métis heritage who have reached a significant level of achievement in their respective occupations. To date 140 outstanding men and women have been recognized for their career achievements. Sample of Previous Recipients: • Pearl Calahasen – Minister of Aboriginal Affairs and Northern Development, first Métis woman ever elected in Alberta, MLA since 1989 • Osuitok Ipeelee – sculptor • Tina Keeper – actor

6. National Aboriginal Achievement Awards (continued) Special Youth Award The National Aboriginal Achievement Awards will bestow a special youth award upon a young achiever between the ages of 15 and 24 who is of First Nations, Inuit or Métis ancestry. The youth recipient will receive a $10,000 scholarship to further their education and/or career, and will be recognized at the gala event. To nominate a youth achiever, complete the official nomination form and send to the NAAA Secretariat with two letters of support and a résumé or biographical equivalent. The nomination form and letters should articulate a strong and coherent argument as to why the nominee would merit the youth award.

7. Activity: Awarding FNMI Achievement Review the material presented about the National Aboriginal Achievement Award. In groups, discuss the following questions: • What is the value of these types of awards? • How could this award be promoted in the classroom or school? • Are there local awards for Aboriginal achievement in your school or community? • If there is no such award locally, could you create such an award? How? Volunteers from each group present the highlights of the group’s discussion to the others.

8. FNMI Role Models Adapted from Safe and Caring Schools for Aboriginal Students, the Alberta Teachers’ Association Why are role models important? • help FNMI students see the possibilities for their own success • counter negative stereotypes that feed prejudice and discrimination • is important in the development of self-esteem and self-respect How can I recognize and promote role models in the classroom? • Use FNMI role models to illustrate success, pride and accomplishment • Use a bulletin board, posters or a class website to feature FNMI success stories • Integrate FNMI role models into language arts (autobiography, poetry, literature, etc.) and social studies (historic figures, political activists, etc.) • Have FNMI role models visit the class and describe how they worked towards their accomplishments

9. FNMI Role Models (continued)

10. FNMI Role Models (continued)

11. Activity: FNMI Role Models Review the material on FNMI roles models from summary sheet 2. Discuss and brainstorm the importance of having positive FNMI role models for FNMI students. Divide into groups and create action plans for: • Finding positive FNMI role models from the community • Using role models in the classroom • Incorporating these role models into the school community Each group then presents its action plan to the other groups.

12. Elders’ Thoughts on Education From Western Canadian Protocol Framework for Aboriginal Language and Culture Programs K-12, June 2000. Quotes on Education from Elders “We came from a system of laws and relationships. The laws were the parameters of acceptable behaviour within each relationship. Our lifestyles have changed a lot but the necessity to survive with integrity is still with me. We must elevate our discussion in a way that we can identify the principles.” Wes Fineday, Regina “We need Elders to provide us with the guiding principles and to interpret for us how the traditional principles are to be translated in the contemporary urban context.” George Calliou, Sucker Creek, Alberta

13. Elders’ Thoughts on Education (continued) “Business cannot be separated from the environment. The environment cannot be separated from the government. Government cannot be separated from social and economic issues. People cannot be separated from all of the above. Perhaps it is time to recognize this and make efforts to reinstate a whole-life perspective in education.” Patrick Kelly, Sto:lo Nation “What will happen a hundred years from now? We depend on the wage economy but nothing much is going on. There are not a lot a jobs for our people. Our trapping is being extinguished slowly. Our young people don’t eat wild meat. They want peas and pork chops from Edmonton. It is a mixed up lifestyle. We have to give our kids independence. Something is missing from the education system.” George Blondin, Rae-Edzo, NT

14. Elders’ Thoughts on Education (continued) “I could master some of the things that were fed to me, but I didn’t know how to place them internally. Tell me and I will spit it out back to you, but how it fits in my perspective, it didn’t make sense.” Yaqui voices “Under self-government we are able to bring things back to our people, develop our traditional laws. We are trying to put ourselves back together. We speak with one voice. We try to bring back as much as we can into our life, into our own future. When the government paddles the other way, we know why. We make them straighten up the boat so that nothing will go against us no more.” Roddy Blackjack, Little Salmon/Carmacks, YT

15. Activity: Quotes and Letters Take turns reading an Elder’s quote to the rest of the group. Then divide into groups and choose one of the quotes as inspiration for a “letter to the editor” for the school or local paper. The letter should address “recognizing FNMI culture as integral to the community”. Each group then shares their letter with the others.

16. Activity: Group Achievement Each group decides on an award for each of its group members based on his or her achievement and contribution during the workshop. The awards are then presented to each group based on their input and progress during the workshop, for example, “imagination award”, “creativity award”, “hard work award”, or “cooperation award”. Write: • one thing you LEARNED today • one thing that HELPED you learn today • one thing the you CONTRIBUTED to the learning today • one thing you feel you can TRY • how you FEEL Activity: 5-minute Reflection Poem