INTRODUCTIONSFirstCome in - Biindigen

ThenFind a seat -Maadabi

ThenIntroduce yourself -Gigido shinikaazyin

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Join us on Twitter!

◈ #YRDSBQuest◈ #FNMIQuest

connect with us and share your thoughts about your learning today!

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Making iNDigeNous ConnectionsWays for integrating content, culture, understanding, and points of view into your work

4LAND ACKNOWLEDGEMENT

Truth and Reconciliation Commission's Call to Action #63

◈Sharing information and best practices on teaching curriculum related to residential schools and Indigenous history

◈Building student capacity for intercultural understanding, empathy, and mutual respect.

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ACTIVITY #1BESHIGLook at the materials on your table; you have several examples of things related to Indigenous people

NIIZHWhat sorts of connections can you make between the materials you have at the table and curriculum that you currently teach or have taught

NSWIDiscuss with the table the connections you can easily make and / or the problems you are having

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SHAREOne person from each table share a significant understanding that you came to through discussion

Why FNMI and English?◈ To expand our knowledge of FNMI history

and culture

◈ To find a way to integrate FNMI material into our existing 11U English course wherein it would be meaningful and authentic

◈ Enhance our Novel Unit with an important learning experience and help students make connections with Indigenous truths and histories

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11U English - Orwell’s Nineteen Eighty-Four, Residential Schools, and Oral Storytelling◈ George Orwell’s Nineteen Eighty-Four Unit: a focus on the

similarities between the effects that the Ministry of Love has on Winston and the Legacy of Canadian Residential Schools

◈ Co-planning and collaboration with the FNMI team

◈ Lesson introduced and addressed following topics: conformity, Canadian Residential Schools and their lasting impact on Indigenous people, an examination of real Survivor stories, and the importance of Oral Storytelling 9

11U - Orwell’s Nineteen Eighty-Four, Residential Schools, and Oral Storytelling

◈ #SaylesQuinnFNMI

◈ Assignment was to create Winston Smith’s Survivor Story of Room 101

◈ Post assignment: reflection on an event that left a lasting impact on their respective lives

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In Action -Students share their ideas about conformity and components of Oral Storytelling

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In Action -Students share their ideas about their learning experience

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ACTIVITY #2BESHIGThank your table mates and change locations

NIIZHIntroduce yourself to your new table mates

NSWIRepeat the process of looking at the materials and finding connections to something you teach

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SHAREOne person from each table share a significant understanding that you came to through discussion

HOW AND WHAT CAN YOU INTEGRATE?

◈Content◈Worldview (change the point of view)◈Ways of teaching◈Environment

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16NOT EVERYBODY’S HERO

ONCE UPON A TIMEElders have a habit of teaching through storytelling

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GET OUTSIDE

ACTIVITY #3BESHIGThank your table mates and change locations

NIIZHIntroduce yourself to your new table mates and look at the handout on Indigenous ways of teaching

NSWIDiscuss with your table how you could apply these ways of seeing and teaching to non-Indigenous content that you are already doing

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SHAREOne person from each table share a significant understanding that you came to through discussion

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Ap·pro·pri·a·tionəˌprōprēˈāSH(ə)n/

the action of taking something for one's own use, typically without the owner's permission.

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THE MEDICINE WHEEL

http://connectability.ca/2010/11/10/wikwemikong/

23https://files.ontario.ca/books/edu_the_kindergarten_program_english_aoda_web_oct7.pdf

24TEACHING IN A GOODWAY

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Q & ADo you still have questions?We will take time for an open discussion about this presentation and other Indigenous issues