Name: Chanel Wynja (Tsilhqot’in Nation) Grades: Kindergarten, 1, 2, 3, 5, 11, 12 Subject Areas: Social Studies Artefact /Place/ Skill: Museum Field Trip
Making Space
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.
Practice Humility
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.
Acknowledge Sources
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?
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Canada is made up of many diverse regions and communities.
Curricular Competencies:
Explain why people, events, or places are significant to various individuals and groups (significance).
Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (perspective).
Concepts & Content:
Diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples community and culture.
Relationships between people and the environment in different communities.
Diverse features of the environment in other parts of Canada and the world.
Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
Indigenous knowledge is passed down through oral history, traditions, and collective memory.
Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors.
Curricular Competencies:
Explain why people, events, or places are significant to various individuals and groups (significance).
Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (perspective).
Concepts & Content:
Cultural characteristics and ways of life of local First Peoples and global indigenous peoples.
Interconnections of cultural and technological innovations of global and local indigenous peoples.
Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures.
Relationship between humans and their environment.
Immigration and multiculturalism continue to shape Canadian society and identity.
Curricular Competencies:
Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change)
Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes.
Concepts & Content:
The development and evolution of Canadian Identity over time.
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.
Curricular Competencies:
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.
Inviting Community
What is one way that teachers could work with community members for this project?
Knowledge Keepers from Chilcotin, Carrier, or Shuswap Communities:
Big Idea(s):
Curricular Competencies:
Concepts & Content: