Grades: Kindergarten, 1, 2, 3, 5, 11, 12
Subject Areas: Social Studies
Artefact /Place/ Skill: Museum Field Trip
How might teachers prepare their students to work with this content? What background knowledge might be required?
- Bring Knowledge Keepers of local Indigenous people to speak about their traditional practices to speak about how they lived and how they learned from the community, family, and oral histories that were passed down. Examples of community museums that I would bring the students to could be Quesnel, Williams Lake, or even Xatsull. Have Knowledge Keepers from each surrounding community that are Chilcotin, Carrier, and Shuswap.
How might non-Indigenous teachers sensitively work with this subject? What might they need to consider in their own positionality?
- Knowing that a classroom is going to be diverse and that every culture has to be respected.
- They may not have the knowledge of the culture and the subject that is going to be learned. Be open to helping the teacher understand the content.
- Giving a non-Indigenous teacher an overview of Chilcotin, Carrier, and Shuswap, and offering an invitation to attend gatherings & culture camps to learn the similarities and differences between the cultures.
What can teachers do to find good supporting resources? How should they be cited, especially when it comes to Indigenous knowledges?
- If teaching in Indigenous schools, ask the principal or other teachers from the community to see if there are contacts to bring in an Elder or Knowledge Keeper.
- Stanley Stump could come in as a public speaker to share stories and cultural teachings.
BC Curriculum Connections
How does it relate to BC Curriculum?
Click on the subject area below to expand the section.
- The identities, worldviews, and languages of B.C. First Peoples are renewed, sustained, and transformed through their connection to the land.
- Cultural expressions convey the richness, diversity, and resiliency of B.C. First Peoples.
- Assess the significance of people, events, places, issues, or developments in the past and present (significance).
- Assess the connectedness or the reciprocal relationship between people and place (cause and consequence).
- Explain different perspectives on past and present people, places, issues, or events, and distinguish between worldviews of today and the past (perspective).
- Using appropriate protocols, interpret a variety of sources, including local stories or oral traditions, and Indigenous ways of knowing (holistic, experiential, reflective, and relational experiences, and memory) to contextualize different events in the past and present (evidence).
Concepts & Content:
- Traditional territories of the B.C. First Nations and relationships with the land.
- Role of oral tradition for B.C. First Peoples.
First People’s Principles of Learning
Which First People’s Principles of Learning apply?
- Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
What is one way that teachers could work with community members for this project?
- Knowledge Keepers from Chilcotin, Carrier, or Shuswap Communities: