Ginette Toivonen and Angela Faught return to review two secondary lesson plans from the NCCIE website. For the lesson plan Indigenous Settler Political Relations in Canada: An Overview (from northeastern Ontario), Angela applies this lesson plan designed for Grade 10 Canadian World Studies to her course, NBE 3U English. For the Kainai Land Learning lesson plan (from Alberta), Angela and Ginette discuss how to adapt this lesson plan to their classroom contexts in northeastern Ontario. See the checklist they followed, showing how they adapted the lesson plan from Kainai territory to Anishinaabe territory from the perspective of teachers in northeastern Ontario. This checklist is available for you to use and adapt to your purposes and contexts.
Leisa Desmoulins opens chapter 4 by re-introducing Ginette Toivonen and Angela Fraught, two teachers from Sudbury, Ontario. Leisa then previews the first lesson plan featured in this chapter, Indigenous-Settler Political Relations in Canada from Grade 10 Social Sciences curriculum, which Angela applies in her grade 11 NBE 3U course.
An In-Depth Walk through an NCCIE Lesson Plan: Indigenous-Settler Relations in Canada: An Overview
Ginette and Angela walk viewers through an NCCIE lesson plan, Indigenous Settler Political Relations in Canada: An Overview, which was created for grade 10 Canadian World Studies. Angela shares her experience weaving the lesson plan into the NBE 3U course entitled, Understanding Contemporary First Nation, Métis, and Inuit Voices. Angela and Ginette highlight important components of the NCCIE lesson plan and offer guidance for weaving NCCIE lesson plans into their own courses. As Angela shares her experience, Ginette reminds teachers of the Ministry of Ontario document, First Nation, Métis, and Inuit Connections: Scope and Sequence of Expectations, as a support for teachers in elementary and secondary grades.
Introduction to Adapting a Lesson Plan from Alberta for Ontario: An On-the-Land Lesson Plan – Kanai Land Learning
Leisa Desmoulins briefly recaps the three lesson plans that Ginette and Angela have highlighted so far and introduces the last lesson plan, which was created in Alberta. Leisa shares her learning about wild rice harvesting and Dr. Paul Cormier’s concept of Kinoo’amaadawaad megwa doodamawaad (translated as “they are learning with each other while they are doing”). Leisa thanks the Kainai Peoples and the Alberta NCCIE team that created the lesson plan with the guidance of Regional Lead Dr. Linda Many Guns, who provided permission to share it in this chapter. Leisa concludes by reminding viewers of protocols and good practices for adapting lesson plans from other regions, which were first shared in Chapter 1 of this guide.
Adapting a Lesson Plan from Alberta for Ontario: An On-the-Land Lesson Plan – Kainai Land Learning
Ginette and Angela describe the process of adapting an NCCIE lesson plan from a different region. Angela shares an overview of the Kainai Land Learning lesson plan. She discusses with Ginette how to weave this lesson into regional contexts, to make learning authentic and meaningful. Ginette describes how teachers can build their knowledge through relationships with local knowledge keepers and through the stories from Elders and knowledge keepers found on the NCCIE site. The chapter concludes with a conversation about considerations for community-based learning protocols.
References for Chapter 4
(in order of appearance)