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Ontario
Social Studies
History, Indigenous Ways of Knowing & Being

11
Post-Secondary, 12, 9, 10, Youth (up to age 30)

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live?   Read More

Contributors

Name Role/Job Title Place
Dr. Kevin Fitzmaurice
Alyssa Trick

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. Understand the concept of identity and how we identify ourselves in relations to others.

2. Explore the concept of identity politics and how we name ourselves and others within the context of Indigenous - Settler political relations. 

3. Explore Indigenous - Settler political relations in Canada broadly over time with reference to treaty, nation-to-nation relations, and Indigenous rights in Canada.

4. Understand the concept of 'discourse' and how there is a longstanding discursive struggle between Indigenous and Settler society on the meaning of Indigenous rights in Canada.

5. Develop a creative resource for class peers exploring one's own identity in relation to others and within the context of Indigenous - Settler political relations.

6. Engage in a conversation with a peer through the creation of a podcast or youtube video discussing any of the topics learned throughout this lesson i.e., identity politics, potical relations over time, Indigenous rights, and discourse.

Teachers' Guide

Activities

1:20
  • Spiritual (e.g., Relational) Learners
  • Physical (e.g., Tactile, Experiential, Visual) Learners
  • Intellectual (e.g., Rational, Logical) Learners
  • Emotional (e.g., Feeling, Intuitive) Learners
Title Type
Our Words, Our Ways: Teaching First Nations, Métis, and Inuit Learners Link
1:30
  • Spiritual (e.g., Relational) Learners
  • Physical (e.g., Tactile, Experiential, Visual) Learners
  • Intellectual (e.g., Rational, Logical) Learners
  • Emotional (e.g., Feeling, Intuitive) Learners
Title Type
Identity Politics Framework Link
Voice Thread Talk 1: The Politics of Identity Link
1:30
  • Spiritual (e.g., Relational) Learners
  • Physical (e.g., Tactile, Experiential, Visual) Learners
  • Intellectual (e.g., Rational, Logical) Learners
  • Emotional (e.g., Feeling, Intuitive) Learners
Title Type
Voice Thread Talk 2: Indigenous - Settler Political Relations in Canada - An Overview Link
Resources: Canva or Google Templates Link
1:30
  • Spiritual (e.g., Relational) Learners
  • Physical (e.g., Tactile, Experiential, Visual) Learners
  • Intellectual (e.g., Rational, Logical) Learners
  • Emotional (e.g., Feeling, Intuitive) Learners
Title Type
Materials Supplies and Equipment

Assessment

This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed:

Related resources on NCCIE.ca

Title Type
Baggage Activity: An Exercise in Indigenous and non-Indigenous Reconciliation Link
Maurice Switzer - We are all Treaty People/Polishing the Chain Link
Dr. Emily Farles - Teaching the Truth Link
Dene Resistance to Colonialism: The Berger Inquiry Link
Treaty Education, Mi'kmaw Kina'matnewey, Jaime Battiste Link

Where can I find additional information?

Title Type
National Inquiry into Missing and Murdered Indigenous Women and Girls Final Report, 2019 Link
Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada, 2015 Link
Royal Commission on Aboriginal Peoples, 1996 Link

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

Relationship with the land
Language and Culture
Intergenerational learning with Elders/Knowledge Holders
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Relationship with family, ancestors
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
Participatory and experiential learning activities
Healthy relationship with self and identity
Personal reflection time (connecting with thoughts and feelings)

Lesson Plan Length

Estimated Length (hh:mm): 4:30
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Stream: Academic, General
Meets curriculum expectations or outcomes for: Ontario
Yes

Lesson Plan Topics

Questions?

Please contact Kevin Fitzmaurice  for more information.