# data[].attributes.headline
I think that cultural knowledge and engagement starts with the teacher.  I started a Coursera course about Indigenous ways of knowing and I wondered why there was so much that was new to me about the history of Canada, as told by Indigenous peoples.  Another book to read or listen to is called Braiding Sweetgrass: 

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I think that cultural knowledge and engagement starts with the teacher.  I started a Coursera course about Indigenous ways of knowing and I wondered why there was so much that was new to me about the history of Canada, as told by Indigenous peoples.  Another book to read or listen to is called Braiding Sweetgrass: 

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Indigenous knowledge scientist wisdom and the learning of plants.  I am listening to the audio of this book and I understand now more completely why the settler's view of things and the Indigenous people's view of the land was so different and the elders had a lot of tough choices to make.  Leila Knetsch

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Subject specific indigenous content - Teachers can join FNMI groups and use their content so that we can use things from them/by them once per week maybe. Leila Knetsch

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Subject specific indigenous content - Teachers can join FNMI groups and use their content so that we can use things from them/by them once per week maybe. Leila Knetsch

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High expectations - use things like Reciprocal Teaching to help close the achievement gap while providing choice in content which includes indigenous content - increase your input.  Have you met an indigenous person?  Read the thoughts of an indigenous author? - Leila Knetsch

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High expectations - use things like Reciprocal Teaching to help close the achievement gap while providing choice in content which includes indigenous content - increase your input.  Have you met an indigenous person?  Read the thoughts of an indigenous author? - Leila Knetsch

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Indigenous cultures have beautiful music in their own languages, as well as in french and in english. Exposing students to this music could create new appreciation and interests.
-Wil

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Many junior-aged students love crafts. Beading is a beautiful indigenous craft which is accessible for everyone.
-Wil

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Even in French, there are many age appropriate books and stories which students can learn from. Developing both their reading skill and their cultural awareness.
-Wil

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Taking students on a walk through wild lands and waterways after having them learn about the ways the land and water is viewed by Indigenous people. Have them look to find both the beauty and the use of these places as they once were.
-Wil Summers

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Field trips are the greatest! If possible, your class should attend an Indigenous community's event to see its vibrance and beauty! I have been lucky enough to live near such a community and I am truly grateful.
-Wil Summers

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Seeking out Indigenous people to work in our schools so that their voices are not far away. 

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Seeking out Indigenous people to work in our schools so that their voices are not far away. 

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Wil Summers

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Eliminating the fear and hesitation of participating in indigenous activities though inclusion and education. 

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Eliminating the fear and hesitation of participating in indigenous activities though inclusion and education. 

# data[].attributes.body
Wil Summers

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Including Indigenous ideologies in our lessons on religion and making comparisons between them. 

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Including Indigenous ideologies in our lessons on religion and making comparisons between them. 

# data[].attributes.body
Wil Summers

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Prioritizing Professional Development in Indigenous Culture to the same degree as other subject areas (i.e. math, writing, science)

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Prioritizing Professional Development in Indigenous Culture to the same degree as other subject areas (i.e. math, writing, science)

# data[].attributes.body
Wil Summers

# data[].attributes.body
To foster cultural awareness, teachers and students can visit an indigenous lodge for art and craft workshop.

Aisha Dako

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Invite an indigenous facilitator to serve as a guest speaker to enrich understanding and promote cultural reconciliation with the school community.

Aisha Dako

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Having the relevant resources to teach the indigenous student is key when setting high expectations. Adhere to the ethical standards for the teaching profession when reaching out to the indigenous student before setting high expectations.

Aisha Dako

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I'm finding this one to be the most difficult to follow through on. Not in terms of implementation - there could be committees, councils, clubs, appointees, trustees, etc. for almost any issue that you like involving community leadership. The thing I find difficult to wrap my head around is in a school like mine, who are you leading? The answer can't be "Indigenous students" (there simply aren't many to lead) - it has to be "all students". These leadership groups need to find a way to resonate with all groups of people and frankly, I'm going to have to give this a lot more thought before I have a really good answer as to how to do that! (Chris Price)

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I believe that differentiated Instruction might be the easiest way to embed cultural issues into curriculum in a way that is meaningful and experiential to students. As many have stated here, token acknowledgements are just the beginning (and frankly thinks like the daily land acknowledgement over the PA quickly become ignored and almost counterproductive.) (Chris Price)

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Pathway 1 and 3 are very entwined with each other, so I'm going to discuss them both here. The more educators are exposed to the indigenous culture,  the more they will be able to understand the knowledge and  issues. Once there is a comprehensive understanding, then we can start implementing these ideas into curriculum in a way that is more culturally meaningful. A very simple example for instance, would be to look at the issues surrounding native and commercial fishing rights (particularly on the east coast). This topic includes human rights, law, hunting, trapping, conservation and stewardship, ecology, etc. Any of these topics could be worked in to curriculum, but the knowledge of the issue's existence needs to be there first. (Chris Price)

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Welcome Indigenous speakers to present PD to teachers. Also, ensure there are plenty of Indigenous resources promoted in your school library.

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Welcome Indigenous speakers to present PD to teachers. Also, ensure there are plenty of Indigenous resources promoted in your school library.

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Tanya P

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In addition to commemorative days such as orange shirt day, host Indigenous celebrations with guest speakers to teach and celebrate the rich culture and traditions. 

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In addition to commemorative days such as orange shirt day, host Indigenous celebrations with guest speakers to teach and celebrate the rich culture and traditions. 

# data[].attributes.body
Tanya P

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Invite an Elder speak to the class about the importance and purpose of the Land Acknowledgement.  

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Invite an Elder speak to the class about the importance and purpose of the Land Acknowledgement.  

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(Christina)

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Make Indigenous education part of the curriculum for each grade level so that is is not just a "token" unit here and there but rather, embedded into student education each and every year. 

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Make Indigenous education part of the curriculum for each grade level so that is is not just a "token" unit here and there but rather, embedded into student education each and every year. 

# data[].attributes.body
Tanya P

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Make connections to science with the help of the local First Nation, Métis, and Inuit community Elders.

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Make connections to science with the help of the local First Nation, Métis, and Inuit community Elders.

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(Christina)

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Ensure the classroom walls reflect First Nation, Métis, and Inuit people, knowledge and teachings.

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Ensure the classroom walls reflect First Nation, Métis, and Inuit people, knowledge and teachings.

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(Christina0

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If feasible field trip. I still remember my field trip to Pioneer Village as a Junior Learner why not have the same to other communities. (Amreen)

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If feasible field trip. I still remember my field trip to Pioneer Village as a Junior Learner why not have the same to other communities. (Amreen)

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I feel PD days could be used to invite community leaders to speak to staff. It is one thing to learn about someone's culture for a book and another to learn it from the source. Having them come and speak can be an opportunity to build bridges and connections as well, it could be so powerful. 

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I feel PD days could be used to invite community leaders to speak to staff. It is one thing to learn about someone's culture for a book and another to learn it from the source. Having them come and speak can be an opportunity to build bridges and connections as well, it could be so powerful. 

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(Amreen)

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I believe it is important to connect with community partners and have them shed light on how they can help. (Amreen)

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I believe it is important to connect with community partners and have them shed light on how they can help. (Amreen)

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Give students that opportunity to show case their culture by encouraging them to find connections between it and the concept being told. For example, in language art students could showcase the oral storytelling tradition. 

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Give students that opportunity to show case their culture by encouraging them to find connections between it and the concept being told. For example, in language art students could showcase the oral storytelling tradition. 

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(Amreen)

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Find areas of the curriculum that can highlight student culture. Here is a great article by Dr. Ruth Betty that give some ideas on how to do so specifically in a math class: 

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Find areas of the curriculum that can highlight student culture. Here is a great article by Dr. Ruth Betty that give some ideas on how to do so specifically in a math class: 

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(Amreen)

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Decolonizing Mathematics Education: An Interview with Dr. Ruth Beatty

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Ruth Beatty (PhD) is Associate Professor at Lakehead University with a research interest in Anishinaabe and Métis ways of knowing mathematics and culturally relevant educational practices. This interview explores a 10-year ongoing initiative aimed at decolonizing mathematics education with a community-based research approach.

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Incorporating Indigenous knowledge into the classroom/lessons (with the expertise and support of the Indigenous community).

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Incorporating Indigenous knowledge into the classroom/lessons (with the expertise and support of the Indigenous community).

# data[].attributes.body
RR

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Encourage community service at local Indigenous community spaces.

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Encourage community service at local Indigenous community spaces.

# data[].attributes.body
RR

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Reciprocal Learning Partnerships where students engage in experiential learning with Indigenous communities and invite Indigenous speakers, elders, etc. to the school to engage classes.

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Reciprocal Learning Partnerships where students engage in experiential learning with Indigenous communities and invite Indigenous speakers, elders, etc. to the school to engage classes.

# data[].attributes.body
RR

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Create/support Indigenous schools, K to 12.

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Create/support Indigenous schools, K to 12.

# data[].attributes.body
RR

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Incorporate Indigenous Studies into all subject areas in addition to dedicated pedagogy.

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Incorporate Indigenous Studies into all subject areas in addition to dedicated pedagogy.

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RR

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Invite Indigenous artists, story tellers into the school/classroom, to share in the creation of art from an indigenous perspective. Guest speakers, should be regularly invited as well.

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The could act as a community hub, inviting local indigenous groups to use the space for their meetings or events, in the hopes of invited greater collaboration, and educational opportunities.
Fly local Nation's flags, participate in orange shirt days and bring focus December 6th, Day of Remembrance and Action on Violence against women to focus on missing and murdered Indigenous women.

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Utilizing PDSB's Indigenous resources team of teachers, to provide inservice to staff, to help boost confidence in teaching FN, Metis, and Inuit perspectives, and how to filter out anti-indigenous teachings.

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Edito Lago

Teachers' knowledge about the Indigenous curriculum and people would provide them a brighter picture about the overall traditions and culture of the Indigenous communities. Both Indigenous and non-indigenous students need to learn rich knowledge from the teachers thereby promoting higher respect and appreciation of cultural realities.
The students must learn from their teachers that Indigenous knowledge, rich cultural traditions and native languages are big components of the global knowledge. Their relevance and great value must, therefore be preserved.

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Edito Lago
As embodied in the Ontario First Nation, Metis and Inuit Education Policy Framework, Leadership governance in collaboration with other public sectors must work hand in hand to make sure that the First Nation, Metis and Inuit peoples are autonomous in planning and implementing their education and fiscal policies.
The Policy Implementation Recommendation which is embodies in the First Nations Control of First Nations Education also mandates that all government in Canada must fulfill their Constitutional, Treaty and international obligations to First Nations peoples by supporting the design and implementation of First Nations Comprehensive Learning Systems with adequate and sustainable resources. Likewise, leadership governance need to establish a strong linkage with some private sectors in order to acquire investments that would provide more educational and employment opportunities to the First Nations peoples

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Edito Lago
Ethical standard for the Teaching Profession emphasizes:
Care:
Care includes compassion, acceptance, interest and insight for developing students' potentials. Members express their commitment to students' well-being and learning through positive influence, professional judgement and empathy in practice.
Integrity:
Honesty, reliability and moral action are embodied in the ethical standard of integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.
Trust
The ethical standard of trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust.

Based from these expectations, teachers must make sure that they grow professionally and be effective change agents. They disseminate knowledge and skills that the learners can put into practice in their respective communities .

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As a member of the YCDSB, I think that inviting the Indigenous Leaders into the Religion classrooms every year lead to strengthening the relationships between the culture and community, the religious retreats can incorporate visiting and participating in cultural awareness activities to promote and strengthen the Catholic pillars of faith with the Truth and Reconciliation Act.

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Include many voices and authors into the curriculum, if the indigenous voice is absent in the textbook integrate other material into the curriculum. Make changes to the school culture, question what is being taught and include those voices that are not heard.  Explore the culture that was already here before colonialism.   Include the Scope and Sequence of Expectations Relating to Treaties and Land Claims (2020) into the Junior Classroom.

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Creating community within the schools, having cultural awareness picnics on a Sunday, host an Evening Art Show and Performance.  Involve the community to increase the learning and awareness.

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Find ways to align traditional knowledge with cutting edge technologies and processes, as a way of explicitly demonstrating the strength, resilience, and flexibility of Indigenous ways - example being relationship between beading and coding:(https://www.cbc.ca/radio/unreserved/exploring-the-intersection-where-indigenous-tradition-and-technology-meet-1.5032894)

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Utilize resources like a school board's Community Partnership database to identify appropriate resources that have already been vetted and approved. This helps streamline the search process, eliminates unsuitable vendors, instills confidence immediately.

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High expectations are the right goal, but this also needs enough time to be able to get up to speed to accomplish that: time to align Indigenous Elders and other genuine resources into regular school and classroom culture/activities/perspectives so this isnt just a one-off

# data[].attributes.subject
High expectations are the right goal, but this also needs enough time to be able to get up to speed to accomplish that: time to align Indigenous Elders and other genuine resources into regular school and classroom culture/activities/perspectives so this isnt just a one-off

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(Jim Corbett)

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Cultural Knowledge & Engagement -- Michael Verde

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Cultural Knowledge & Engagement -- Michael Verde

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Literature suggests that effective teaching depends on the relationship between teachers and students. Teaching does not stop when the bell rings and is not constrained by the walls of a classroom. Thus, teachers must play an active role and participate in extra-curricular activities / community gatherings .

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Cultural Knowledge & Engagement -- Michael Verde

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Cultural Knowledge & Engagement -- Michael Verde

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-In the classroom, teachers need to demonstrate cultural competence. For example, one strategy is to greet the class in the language of our indigenous leaners. Another example would be to  make a deliberate effort to learn and pronounce their native names correctly.

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-Actively engaging in respectful relationships with indigenous learners and their parents/guardians, while simultaneously showing integrity, sincerity and respect towards their beliefs and culture is absolutely fundamental.

# data[].attributes.body
-Since curriculum is dynamic in nature, one can draw the underlining conclusion that the curriculum is subjected to change in congruence with students’ diverse learning needs. The teacher must play active role in his/her professional development.

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There is no one size fits all teaching method or strategy. The practice of teaching is entering a revolutionary era with new research constantly being published. Thus, it is important that the teacher learns how to implement, cope, and grow with contemporary literature. This will allow teachers to successfully reach all their students regardless of their skill set, culture or past.

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Make connections to Indigenous culture through the study of Indigenous art (past and present - invite artists, writers, poets, dancers, etc. to present and work with students) throughout the year (not just in September)
Explore the differences in cultural celebrations among First Nations, Metis and Inuit peoples - choose an aspect of culture (language, food, art, traditions, story-telling) and examine how they compare to one another. Students will build an appreciation for the rich culture of Indigenous peoples by learning just how diverse regions of Canada are (and were).
Paula Vittiglio

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-PD for teachers and admin from Indigenous educators
-start local: invite Indigenous leaders from the local community into schools and classrooms, incorporate field trips and connect with other leaders in schools that have had success in building community partnerships
Paula Vittiglio

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-Reflect on lessons, assignments and activities and examine how they can be improved to support high expectations as a pathway to reform: perhaps by incorporating Indigenous perspectives, ensuring information is accurate and current, ensuring material is inclusive
Paula Vittiglio

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Make use of community partnerships as much as possible to connect students with Indigenous writers and/or activists.
Paula Vittiglio

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-use Indigenous resources (literature, artwork, language etc.) during the year throughout the curriculum; integrate as much as possible with all subjects rather than have indigenous studies be an isolated topic or project
Paula Vittiglio

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Celebrate awareness days (Orange Shirt Day, for example) but ensure a follow discussion in all classes about residential schools and ther continuing challenges of First Nation communities. 

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Celebrate awareness days (Orange Shirt Day, for example) but ensure a follow discussion in all classes about residential schools and ther continuing challenges of First Nation communities. 

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Include indigenous art creation appreciation, and learning in all classes. Engage with a first nations community to come to your school to demonstrate their culture through a Pow Wow or in class presentation. 

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Include indigenous art creation appreciation, and learning in all classes. Engage with a first nations community to come to your school to demonstrate their culture through a Pow Wow or in class presentation. 

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Jamie

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Ensure inclusive and representative hiring practices for all cultures, especially first nations people. Engaging with groups for exchange between communities for first hand experiences in indigenous communities. Commit to frequent professional development to ensure that teachers continue to include reconciliation, first nation cultures, and inclusivity into their classrooms.  

# data[].attributes.subject
Ensure inclusive and representative hiring practices for all cultures, especially first nations people. Engaging with groups for exchange between communities for first hand experiences in indigenous communities. Commit to frequent professional development to ensure that teachers continue to include reconciliation, first nation cultures, and inclusivity into their classrooms.  

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Jamie

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- look more closely at FNMI language, https://www.lakeheadschools.ca/aboriginal-education/anishinaabemowin-words-phrases/,

And poems about losing their language; https://www.poetryinvoice.com/poems/i-lost-my-talk

Roze Pottage

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- incorporate FNMI spirit and creation stories into the curriculum as a way to learn about and know “Turtle Island” and FNMI history.  For example, https://www.youtube.com/embed/K8beBEQQrR0

Roze Pottage

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- looking at the treaties closely and the events that led to them and how colonialism and white supremacy led to systemic racism in this country

Roze Pottage

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- providing opportunities for students to learn about various young FNMI artists through inquiry and create pieces in that style based on what they have learned

Roze Pottage

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- linking FNMI organizations with teachers so that they can learn and understand how to better support Indigenous students and to help them teach Indigenous ways of knowing more meaningfully

Roze Pottage

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-incorporating Indigenous speakers and organizations into schools to teach students about various aspects of their culture

Roze Pottage

# data[].attributes.body
- providing choice in products to demonstrate their knowledge

Roze Pottage

# data[].attributes.body
- incorporating indigenous ways of knowing into the classroom (Weaving Ways) http://empoweringthespirit.ca/classroom-supports/

Roze Pottage

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- providing choice for topics/books in their learning that include indigenous writers and experiences

# data[].attributes.subject
- providing choice for topics/books in their learning that include indigenous writers and experiences

# data[].attributes.body
Roze Pottage

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Incorporating Indigenous historical events and modern-day teachings related to Indigenous peoples in lessons all year round (rather than specifically focusing on it in the month of September.) Ongoing instruction, activities, and emphasis on Indigenous culture and history.

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Having Indigenous staff, workshop hosts, and staff that have experience in Indigenous communities to enlighten both students and staff on Indigenous life, experiences, and experiences.

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Having a workshop specifically focusing on a cultural tradition. For example; Story telling Ceremony.

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Visit Woodland Cultural Centre in Brantford.  This field trip can be for all ages and can incorporate art, science, and the historic and current impacts of residential schools.https://woodlandculturalcentre.ca/

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Visit Woodland Cultural Centre in Brantford.  This field trip can be for all ages and can incorporate art, science, and the historic and current impacts of residential schools.https://woodlandculturalcentre.ca/

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Invite an elder to the classroom to practice and participate in storytelling.

# data[].attributes.subject
Invite an elder to the classroom to practice and participate in storytelling.

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Ensure that indigenous perspectives are embedded throughout the year, instead of as an add on.  Combine this with community and leadership by inviting and involving an indigenous leader to your class.

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Ensure that indigenous perspectives are embedded throughout the year, instead of as an add on.  Combine this with community and leadership by inviting and involving an indigenous leader to your class.

# data[].attributes.body
If successful integration, increased graduation rates for Indigenous students, mutual understandings where Indigenous and non-Indigenous student understand the historical atrocities and mistakes and through this mutual understanding begin to make amends, forgive and forge a united future is ever going to happen, then creating safe, respectful, classrooms where students can listen, learn and understand is essential.
Daryl Wilson

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Principals have to be actively engaged in everything Indigenous. Hiring Indigenous staff, welcoming Elders, ensuring PD for staff, supporting curriculum (cultural knowledge, guest speakers, field trips), and partnerships with Indigenous parents & community.
Daryl Wilson

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Reach out to local (preferably) indigenous leaders to find a longer term connection for students. Artist in Residence or similar has been successful in school I have been in to build a personal connection as individuals.

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Invite Indigenous parents to share their skills and knowledge with teachers and students, and parents. Arrange cultural lessons (drumming, dancing, beading, etc) during school and after school for parent groups.
Daryl Wilson

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Have students work with resources that are current, topical, international in a multi-disciplinary unit.

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Since 1968, IWGIA has cooperated with indigenous organisations and international institutions to promote recognition and implementation of the rights of Indigenous Peoples. IWGIA works to empower Indigenous Peoples through documentation, capacity development and advocacy on local, regional and international level.
READ MORE

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international work group on indigenous affairs

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IWGIA - IWGIA - International Work Group for Indigenous Affairs

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IWGIA - International Work Group for Indigenous Affairs - is a global human rights organisation dedicated to promoting, protecting and defending Indigenous Peoples' rights. Since 1968, IWGIA has cooperated with Indigenous Peoples' organisations and international institutions to promote recognition and implementatio

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Receive guidance and request PD from local indigenous community members.

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We absolutely need to connect with our elders to share cultural knowledge and insight into the origin stories. The importance is that not all first nations origin stories are the same. Also, we need to make sure that our junior learners understand the impact and importance of treaties. For example, how they came to be, what they mean for our indigenous communities and the impact of future generations. Here is a sample of a school wide scavenger hunt we did at my school during Treaty Education Week:

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There are so many opportunities in our curriculum to infuse indigenous ways of knowing. In math, there are countless ways to infuse indigenous ideas. Here is a beautiful example that could be used in the junior classroom.

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Small Number and the Salmon Harvest

Written by Veselin Jungic & Mark MacLean
Illustrated by Simon Roy & Jess Pollard

Small Number is a young boy who gets into a lot of mischief. He lives in a small village by the water with his mother and father. It is a crisp autumn day and Small Number is helping his father to prepare the nets for tomorrow's salmon harvest. " There is a school of salmon by Straight Line Beach. We need to set our net in the morning while the tide is still high," says Small Number's father...

Small Number is a young boy who gets into a lot of mischief. He lives in a small village by the water with his mother and father. It is a crisp autumn day and Small Number is helping his father to prepare the nets for tomorrow's salmon harvest. " There is a school of salmon by Straight Line Beach. We need to set our net in the morning while the tide is still high," says Small Number's father. It is the first time that Small Number will go with his father to catch salmon and he has many questions. " Why are these round pebbles on one side and those pieces of cedar on the other side of the net? Why do we need those two big rocks? What is the weight of those pebbles? How far apart are they? Why are the pieces of cedar cut in this shape? How long is the net? How deep is the net? "

"Be patient, Small Number, you will learn all tomorrow," smiles his father. " Now run and tell your grandfather and your uncle that the net is ready and that they should be at our beach before dawn! "

Small Number is very excited about his new adventure and when he finally gets to sleep, he dreams about a big salmon jumping out of the water and falling back with a splash.

" Wake up, Small Number. Your dad is already down at our beach," Small Number hears his mom's gentle voice. When he steps outside, Small Number stops and looks around. He sees dark sharp peaks of mountains to the north and hears the sound of waves and the squawks of seagulls.

Down on the beach, Small Number sees a group of men and starts running towards them as fast as he can. "Just on time, Small Number," says his grandfather hugging him. " Our canoes are loaded with nets and baskets and we are ready to go."

When they arrive at Straight Line Beach, Small Number's grandpa and uncle pull their canoe out of the water. Small Number and his father stay in their canoe and pass the ends of the net lines to Grandfather. Small Number paddles away from the beach while his dad continues to pay out the net lines.

When they reach the beginning of the net, they turn the canoe parallel to the beach and dad throws a big rock that is attached to the net into the water. " This anchor will hold the net in place," he says to Small Number. " Oh, I see," yells Small Number, " the pebbles will keep one edge of the net on the bottom and the pieces of cedar will float and keep the other edge of the net on the surface!"

Small Number sees how a large group of salmon have drifted inshore with the incoming tide. He looks at their large smooth bodies and feels his heartbeat fasten. " How strong and beautiful these fish are!"

The anchor secures the other end of the net and Small Number turns the canoe towards the beach where his dad passes the net lines to Small Number's uncle.

While his dad pulls the canoe out of water, Small Number asks, " How many salmon will we catch today? How are we going to divide the salmon among our families? Will there be enough for everybody? How do we know that the salmon will come back?"

"We have our ways," answers his father. " Now, you stay here to help your uncle pull on the net lines. I'm going to help grandpa. "

They start hauling in the net. Small Number sees that all fish within the area between the beach and the net are captured and says to his uncle, " Good that we came during the high tide. If the tide were low we wouldn't catch this many fish. Our ways are good!"

Question: Why did Small Number think that during a low tide the catch would be much smaller?

Credits and Acknowledgements

Voice: Willard Buddy Joseph of the Squamish Nation
Illustrator: Simon Roy, Victoria, BC and Jess Pollard, Victoria, BC
Sound Recording: David Brigden, SFU
Music: Cameron Tatham, Vancouver, BC and Barry Cardinal of the Bigstone Cree Nation
Sound Design and Animation: Andrew Gavel, SFU
Producer: Veselin Jungic, SFU
Director: Andrew Gavel, SFU
Special thanks to:

Pam Borghardt, The IRMACS Centre, SFU

Ozren Jungic, University of Oxford

Benson Nookemis of the Nuu-Chah-Nulth Nation

Sheena Falconer, West Coast Aquatic

Oshelle, Sliammon Nation

Department of Mathematics, SFU

Department of Mathematics, UBC

Faculty of Science, SFU

Office for Aboriginal Peoples, SFU

Pacific Institute for Mathematical Sciences

The beach seining scene is based on the description given in "Indian Fishing: Early Methods of the Northwest Coast" by Hillary Stewart (Vancouver: J.J. Douglas, 1977)

This movie is part of the NSERC PromoScience project "Math Catcher: Mathematics Through Aboriginal Storytelling"

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Written by Veselin Jungic & Mark MacLean Illustrated by Simon Roy & Jess Pollard Small Number is a young boy who gets into a lot of mischief. He lives in a small village by the water with his mother and father.

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So many students have no idea about the water crisis that is happening here in Ontario. It is important that we acknowledge this need for fairness and justice with the basic right of having clean drinking water. In the junior classroom, I see a place for these conversations and perhaps letters to parliament requesting fair treatment. It would also be lovely to have a Water Walker such as Becky Big Canoe come in to speak to the junior learners about the importance of water.

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It is ever important that our junior learners see and hear multiple voices and representations of indigenous knowledge and ways of being. I also think it's important that residential schools are taught but that we also feature and highlight other stories of resilience and success with the amazing things our indigenous populations are doing in present day.

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Move away from only discussing ceremonies and celebrations but explicitly explain the social inequalities that these communities have experienced in a sociological context.  With a deeper understanding of how communities have been adversely affected by treaties, governmental policies ....which continue to this day only then can we have meaningful discussion about change.  An activity that comes to mind to understand and build empathy is the blanket exercise.  This is great for both staff and students alike

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Move away from only discussing ceremonies and celebrations but explicitly explain the social inequalities that these communities have experienced in a sociological context.  With a deeper understanding of how communities have been adversely affected by treaties, governmental policies ....which continue to this day only then can we have meaningful discussion about change.  An activity that comes to mind to understand and build empathy is the blanket exercise.  This is great for both staff and students alike

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Create a partnership between Indigenous Communities and schools.  For example, there are Indigenous communities in the schools in the north in YRDSB.  

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Create a partnership between Indigenous Communities and schools.  For example, there are Indigenous communities in the schools in the north in YRDSB.  

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Although many strides have been taken with YRDSB to incorporate the Indigenous voice into the curriculum, more professional development is needed in this area for educators do it it justice. Perhaps devoting a PD session (or two) to better learn about Indigenous cultures and to have an opportunity to explore the resources that are available through our consultants would be beneficial.  I would personally like the opportunity to explore resources so I can incorporate them into my lessons. 

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Although many strides have been taken with YRDSB to incorporate the Indigenous voice into the curriculum, more professional development is needed in this area for educators do it it justice. Perhaps devoting a PD session (or two) to better learn about Indigenous cultures and to have an opportunity to explore the resources that are available through our consultants would be beneficial.  I would personally like the opportunity to explore resources so I can incorporate them into my lessons. 

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Using the Acknowledgement read every day as a launching point, students can explore the rich and varied histories of the Indigenous communities of Canada.
[Christina Papaiconomou]

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Incorporate Indigenous strategies in conflict resolution, like Restorative Justice, when dealing with disciplinary issues.
[Christina Papaiconomou]

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Access resources and work with Indigenous communities to include their perspectives in the classroom. I have done this in grade 12 Organic Chemistry when we analyzed the chemical structures of molecules found in Indigineous medications (willow bark, etc).  In the junior division, I would analyze the curriculum to find fits.
[Christina Papaiconomou]

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Our campus is on the traditional land of the:

Petun

Anishinabewaki

Huron-Wendat

Haudenosaunee

Since half of our entire student body plays lacrosse, the students explored the history of Lacrosse. The students identified the connection that all 4 of these people/tribes have a connection to the Iroquois language, and the Iroquois are traditionally associated with the creation of Lacrosse.
(Tory Merrill)

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Building relationships with community leaders, and having teachers and coaches learn directly from the leaders in indigenous communities.

(Tory Merrill)

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Providing current resources for teachers and students as well as professional development opportunities for teachers.
Within the curriculum it is easy to incorporate indigenous learning, however, resources on how to do so in a meaningful way need to be made more accessible to teachers.
(Tory Merrill)

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Use Inquiry based learning when teaching about Indigenous culture. Students can do their own research on various aspects as a group, bring it all together, and share their knowledge.

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Use Inquiry based learning when teaching about Indigenous culture. Students can do their own research on various aspects as a group, bring it all together, and share their knowledge.

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At the Junior level at least one subject could be studies of Indigenous culture of Canada.

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At the Junior level at least one subject could be studies of Indigenous culture of Canada.

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Promotion of Indigenous languages in higher classes is one way of preservation. Universities offer courses, which could be a good follow up later in life for our students.

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Promotion of Indigenous languages in higher classes is one way of preservation. Universities offer courses, which could be a good follow up later in life for our students.

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Job opportunity by way of co-op to the youth may lead to taking up leadership roles at school and later in the community.

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Job opportunity by way of co-op to the youth may lead to taking up leadership roles at school and later in the community.

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When the teacher incorporates Indigenous studies in her lessons, students are made aware of where they are coming from. A deeper level of appreciation is inculcated in them for all the privileges they enjoy.  

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When the teacher incorporates Indigenous studies in her lessons, students are made aware of where they are coming from. A deeper level of appreciation is inculcated in them for all the privileges they enjoy.  

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Day trips to Indigenous communities, students get to see first the life and culture. This develops into compassion and appreciation.

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Day trips to Indigenous communities, students get to see first the life and culture. This develops into compassion and appreciation.

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Cultures of the First Nations and more should be shared in class. To begin with students should be aware why we read the acknowledgement every day, and later go on share different Indigenous cultures. This will lead to a sense of belonging.

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Cultures of the First Nations and more should be shared in class. To begin with students should be aware why we read the acknowledgement every day, and later go on share different Indigenous cultures. This will lead to a sense of belonging.