Background Knowledge:
Prior to starting the project, the teacher will hold a session with the students to explore local Indigenous groups and their cultures. Awareness should be directed to learning about local Indigenous peoples as contemporary and progressive societies and not with a ‘museum approach’ (i.e. living in the past).
Community Connection: If the teacher is not familiar with local Indigenous communities, they can contact their local Friendship Centre; local or district school board’s First Nations, Métis, and Inuit representative; or Indigenous organizations to inquire if there is someone interested in coming to the class to hold this session.
If possible, students will be working with local Elder(s) or Knowledge Keeper(s) to learn more about how culture is passed down from generation to generation. (It is important to note that there are aspects of Indigenous culture that are sacred and cannot be shared). If there are no Elders or Knowledge Keepers available, students can ask senior family members such as a grandparents, aunties, and uncles (also referred to in this lesson plan as ‘guests’).
Once a community connection has been made for guests, the project details and any protocols and permissions for Elders or Knowledge Keepers are established. Teachers may also want to use class time to discuss the specific Indigenous culture of the Elder(s) or Knowledge Keeper(s) in preparation for their visit.
Activating Prior Knowledge:
Teachers should consult with someone in their local Indigenous community (suggestions listed above) about Elder protocols and, if an Elder or Knowledge Keeper is visiting the class, to learn about their specific culture and protocols. Information on the definition of ‘Elder’ and ‘Elder Protocols’ can be found in the following links:
https://www.ictinc.ca/blog/indigenous-elder-definition
https://www.ictinc.ca/blog/first-nation-elder-protocol
Activity #1: Discussion (60 Minutes)
Once the teacher and students have a foundational knowledge of local Indigenous groups, the teacher can work with the class to develop a KWL chart (included with this lesson - handout #8). This chart explores: ‘K’ - what students know; ‘W’ - what they need to know, and ‘L’ - what they want to learn through the project.
In small groups of 3 to 5, students: i) decide what the final product is that they want to produce with the guest, for example a slide show or a video (some guests may not be comfortable being filmed, in which case they can be involved with a slide show that does not include using their image); and ii) determine a list of devices needed, such as iphones, video cameras, ipads, digital cameras, etc. Students can write their ideas down in their notebooks or use a 'Thought Web' (included with this lesson plan) to help guide their ideas.
Handout #1: Thought Web
Activity #2: Active Listening Strategies (15 minutes)
Prior to guests visiting the class, the teacher will review active listening strategies with the students. These strategies include ways to clarify meaning, give feedback, and summarize what has been said. The teacher will also discuss the definition of ‘Inquiry Questions’ and suggest that during the project students write down any “I wonder” questions that come to mind while working with the guests. (Refer to the 'Inquiry Questions' document attached to this lesson plan).
As students are working with classmates and guests throughout the Elder Digital Storytelling project, teachers can make observations and anecdotal notes to use to assess students’ active listening strategies.
Handout #3: Teacher Checklist - Active Listening Skills
Activity #3: Getting to Know our Elders (60 minutes)
Prior to this activity, teachers can create a list of “I wonder” questions as a whole class, derived from Activity 2. Doing so allows teachers to talk about respectful questions to ask an Elder or senior family member (i.e. guest) before they visit the classroom. Throughout the activity, students can continue adding “I wonder” inquiry questions for the guests to the 'Thought Web'.
Guests can be made welcome by being invited to the classroom in advance of the project to get to know the students and teacher, such as a casual “meet and greet” to develop relationships over refreshments.
Students will work with the guests in small groups of 3-5. Depending on how many guests are taking part in this project, there can be one guest per group or guests can move amongst the groups. Small group work such as this enables students to get to know the guests personally through sharing a conversation and listening to their stories. Students will use active listening strategies during this time.
Handout #4: I Wonder - Inquiry Sheet
Resource: Inquiry Questions
http://blogs.ubc.ca/stevemcg/files/2014/09/inquiry-questions.pdf
Activity #4: Homework Reflection Activity
Students will be given the ‘Self-Reflection’ worksheet (handout # 6) and 'Making Connections' worksheet (handout #5) as homework. They will be asked to: i) reflect on the experiences of the digital project; ii) discuss elements of culture that have been passed on to them within their own homes; and iii) to reflect on the importance of tradition and culture.
Handout #5: Making Connections; Handout #6: Self-Reflection
Activity #5: Creating a Story Board (60 Minutes)
The teacher introduces the concept of a Story Board (see handout # 2) as a means to organize illustrations that students use to plan the visualization of the Elder Digital Storytelling project. Students will be working with the guests to develop a story line from start to finish, allowing the guests to take the lead on the story they wish to tell. Students can use some of their inquiry questions to add to the storytelling process, e.g., “I wonder when the Elder first started to practice smudging”.
The Story Board includes the location for where the project will be shot and clothing or materials to be used in the video or slide presentation. If the slide presentation option is chosen, students work with the guests to decide which pictures to use (these may be pictures from their home, community, or the location of the project shoot).
When choosing a location, to ensure the production has a connection to land, educators, students, and guests can brainstorm ideas as to where students feel most connected in the area of their school or community. Suggestions may include a forested area near the school, a trapper’s tent, or in a Wigwam. Teachers allow students and guests the opportunity to decide which setting best fits their personal story and final production.
Handout #2: Story Board Worksheet
Activity #6: Video or Slide Presentation Production (60-120 minutes)
In Activity 5, students decided on a location for the video shoot or for photographs for the slide presentation option. Once a location has been decided as a whole class, permissions need to be confirmed ahead of the shoot. Teachers must confirm with their school administration that the appropriate travel protocols and procedures are in place. Media Consent forms (handout # 7) are required from Elders, students, and family members who are to in the video or slide presentation.
Once all requirements have been met, the teacher, students, and guests can visit the location. They will start the filming process with the device of choice and use their Story Boards to guide the process.
Supporting guests:
- Some guests may need the support of a script therefore the option of reading cue cards or notes will be made available.
- Some guests may appreciate having a support person with them. Throughout this process, the Elders and guests may become more comfortable with the concept and experience of making a video.
Handout #7: Media Consent
Activity #7: Video or Slide Presentation (60 minutes)
(Students may want to use flip charts to support their presentation. If so, they will work collaboratively with their classmates and the guests to do so).
Students and guests will present their finished 'Elder Digital Storytelling' project to the class, and the teacher may decide to invite other classes to view the presentations as well. Other Elders, Knowledge Holders, and family members can also be invited to the presentation, which will be a celebration of the students’ and guests’ work and also an opportunity to continue and expand learning.
Teachers can hold a talking circle as a culminating activity for this project. For more information on talking circles, please see the following links:
http://www.rpiassn.org/wp-content/uploads/2015/04/2015_Armstrong_Classroom-circles-building-positive-relationships.pdf
http://www.edu.gov.on.ca/eng/aboriginal/strategygr05lancircle.pdf
