FNMI Integration

Ethan, Shelby, Jordan, Jackson

Land Acknowledgment.
Oki, our University’s Blackfoot name is Iniskim, meaning Sacred Buffalo Stone. The University
is located in traditional Blackfoot Confederacy territory. We honour the Blackfoot people and
their traditional ways of knowing in caring for this land, as well as all Indigenous peoples who
have helped shape and continue to strengthen our University community.
Land Acknowledgement
The ATA has several resources that can be used in the classroom, they have posters, graphics, and ideas for helping
develop a land acknowledgement. Below is information taken from the ATA website.
“Acknowledging the land is a demonstration of respect and gratitude for Indigenous peoples as
the original stewards of the land. To acknowledge the land is an act of reconciliation and
contributes towards renewing the relationship between Indigenous and non-Indigenous peoples.
Providing a land acknowledgement is not something you just do before an event, but rather a
thoughtful and intentional process.”

The following are suggested guidelines for acknowledging the traditional territory:
● If possible, the land acknowledgement should be provided as part of the daily opening event (prior to the
national anthem) by the host.
● Consider sharing the land acknowledgement specific to your area.
● Consider viewing the Acknowledging Land and People Map resource to determine the appropriate land
acknowledgement.

https://www.teachers.ab.ca/For%20Members/Professional%20Development/IndigenousEducationandWalkingTogeth
er/Pages/Land-Acknowledgements.aspx
Critical Question
How can we effectively integrate FNMI concepts and knowledge across a
variety of subjects in a respectful, relevant, and meaningful manner?

Canadian native flag by Curtis Wilson

vision for a unified Canada and to
showcases the history rooted by the
Indigenous Peoples and First Nations
Tribes.
TQS 5
Applying Foundational Knowledge about First Nations, Métis and Inuit

5. A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all
students.

Achievement of this competency is demonstrated by indicators such as:

(a) understanding the historical, social, economic, and political implications of:
• treaties and agreements with First Nations;
• legislation and agreements negotiated with Métis; and
• residential schools and their legacy;

(b) supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First
Nations, Métis and Inuit education;

(c) using the programs of study to provide opportunities for all students to develop a knowledge and understanding of,
and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts
of First Nations, Métis and Inuit; and

(d) supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the
strength and diversity of First Nations, Métis and Inuit.
ATA
“In 2016, the Alberta Teachers’ Association (ATA)—along with representatives of the
Government of Alberta, the National Centre for Truth and Reconciliation (NCTR) and
other education organizations in Alberta—signed the Joint Commitment to Action (JCTA)
to ensure that all K–12 teachers receive additional training related to First Nations, Métis
and Inuit histories and cultures.” (Alberta Teachers Association)
https://www.teachers.ab.ca/For%20Members/Professional%20Development/IndigenousEducationandWalkin
gTogether/Pages/WalkingTogether.aspx
Importance of FNMI Integration
-
Truth and Reconciliation Calls to Action
● Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal
peoples’ historical and contemporary contributions to Canada a mandatory education
requirement for Kindergarten to Grade Twelve students
● Developing and implementing Kindergarten to Grade Twelve curriculum and
learning resources on Aboriginal peoples in Canadian history, and the history and
legacy of residential schools
● Sharing information and best practices on teaching curriculum related to
residential schools and Aboriginal history.
● Building student capacity for intercultural understanding, empathy, and mutual
respect
● Identifying teacher-training needs relating to the above
Integrating FNMI into Various Subjects
As we integrate FNMI topics into different subjects, consider these three key Issues at hand:
- Is FNMI integration relevant to the curriculum?
- Would teaching FNMI topics and viewpoints be meaningful for students?
- Can we be respectful and honor the culture we are teaching?

We will explore these key issues within the context Social, Art, Science, and English, but across all subjects:
- FNMI information is relevant across all subjects as it functions either in parallel to other knowledge or offers a
new methodology for students to compare, contrast and explore to deepen their understanding.

- FNMI topics, examples, and viewpoints are meaningful as they make a unit of study richer and more diverse
with real world applications, case studies, and stories, that reinforce concepts for students.

- In order to be respectful when bringing in FNMI aspects into teaching, research and effort must be done to
find valid and authentic resources. Guests speakers, such as Elders, Knowledge keepers, or other cultural
members can be invited to come speak, the university curriculum lab is a reliable source, and school
Indigenous liaison can point teachers in the right direction.
Breakout Room- 7min
Share stories in breakout rooms about your experiences with FNMI
integration:

-Did you teach an FNMI based lesson in PS1? If so, how did you make sure
it was relevant, meaningful, and respectful?

-If you’d like, go through the resources with someone screensharing to

discover new resources as a group
Science

How is FNMI knowledge relevant within Science?

- It is important for students to be aware that there are different views/types of science in the world to enrich
their experience and that Indigenous science is neither more or less important than other types of science
(Aikenhead & Elliot 2010).

- FNMI science is not only relevant for non-Indigenous students to broaden their knowledge but for Indigenous
students making them feel valued, comfortable and included.

- When students learn about the area in which they live and build on Indigenous knowledge and other
traditional knowledge of the area, students form a relationship and appreciation for their surrounding area
and the natural world (BC Curriculum).
Science

How is FNMI knowledge meaningful in the science context?

- Aikenhead & Elliot 2010 discusses that science has a tendency to force students to think, act, and react like
scientists which is unappealing to many students. Giving a holistic and varied experience, like incorporating
Indigenous aspects, makes science more inclusive and approachable.

- “Linking traditional and contemporary Aboriginal understandings and current scientific knowledge enables us
to make meaningful connections to our culture, society, and everyday lives.” - BC Curriculum for Aboriginal
Education.
Science

How can teachers be respectful and honor the FNMI science material we are teaching?

- It is important to always remember and recognize that First Peoples’ science knowledge is held by communities
and we as teachers need to honor the protocols for obtaining knowledge from a Knowledge Keeper, Elder, etc
and to take responsibility for learning that knowledge (BC Curriculum).

- For example, a teacher may learn a story related to seasons but may only be granted permission to tell this
story at a particular time of year and in a particular context. This learning context is intentional and emphasizes
the observation of a phenomena in the natural world at a distinct time (Aikenhead & Elliot 2010).
Science Integration Examples
- Elementary
-Grade 3 buildings unit- Have an Elder come in and talk about the function, design, and significance of teepees,
then have students construct a teepee with popsicle sticks and cloth.
- In Grade 6, start the flight unit by observing the flight patterns of birds and insects in collaboration with a
Knowledge Keeper (Aikenhead & Elliot 2010).

- Junior High
-Grade 7, during the Interactions and ecosystems unit, discuss and showcase indigenous traditional knowledge of
changes in the environment and how this knowledge has helped scientists study climate change (First Nations Education
Steering Committee 2016).
-Grade 9, Environmental chemistry unit, describe Indigneous knowledge of interconnectedness of plant ecology
with the sustainability of other spheres (First Nations Education Steering Committee 2016).
-
- High school
-Grade 10 energy flow in global systems, discuss Indigenous concepts of biodiversity within genetic, species, and
ecosystem realms (First Nations Education Steering Committee 2019).
-Grade 11 Bio 20 Ecosystems and population change, present Indigenous practices in resource stewardship,
restoration practices, and understandings of energy flow and matter cycles (First Nations Education Steering Committee
2019).
Language Arts
- Indigenous cultures pass knowledge from generation to
generation through an oral tradition.
- Storytelling is an important activity in Indigenous cultures.
- Participation in Indigenous storytelling and other group
activities requires effective and responsible listening
behaviours.
- Indigenous stories, poems, plays, and legends based on
specific themes.
- Many Indigenous stories, poems, plays, and legends have
been written down and published by Indigenous authors.
(First Nations Steering Committee and the First Nations Schools Association, 2020, pp. 26)
Understanding The Word Story In Indigenous Contexts
● The word story in Indigenous contexts has a different meaning than it does in
Eurocentric contexts.
● Stories are narratives that are used to:
○ Teach skills
○ Transmit cultural values
○ Convey news
○ Record family and community histories
○ Explain our natural world

● The inclusion of Indigenous literature in schools and classrooms is based on the

understanding that this is the land from which that rich literature originates
(Jo-Anne L. Chrona, 2014, Learning recognizes the role of Indigenous knowledge)
Choosing Texts To
Use In Your
Classroom

(Empowering the Spirit, 2022, K-12 Infusing

Indigenous Texts into Classrooms)
Language Arts, Elementary Integration

(Laura Horton, 2015, pp. 7-8)

Language Arts, Secondary Integration

(Christine M. Lot, , 2020) (Sealey Novel Studies)

Language Arts, Secondary Integration

(Longwood Gardens, 2015, pp. 1-6) (Waverly Shreffler , 2020, pp. 14-17)
Social Studies- Relevance

Identity and Citizenship

Social Studies and Aborginal Perspectives and Experiences
For historical and constitutional reasons, an understanding of Canada requires an
understanding….
● of Aboriginal perspectives
● of Aboriginal experiences
● that Aboriginal students have particular needs and requirements
Social Studies- Respectful
Indigenous Learning Principles and Values
• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and
the ancestors.

. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on

reciprocal relationships, and a sense of place).

• Learning involves recognizing the consequences of one’s actions.

• Learning involves generational roles and responsibilities.

• Learning recognizes the role of indigenous knowledge.

• Learning is embedded in memory, history, and story.

•Learning involves patience and time.

• Learning requires exploration of one’s identity.

• Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in
certain situations.
Social Studies- Meaningful
In order to engage with FMNI ways of knowing in a meaningful way we must
do more than integrate…

Curriculum and our class practises can go beyond integration to actually be

shaped and informed by Indigenous values and ways of knowing

What does look like in the classroom?

 Practise Indigenous values of mutual respect and
community to create inclusive and democratic classrooms
- Sharing Circles

Using Indigenous culture as a pathway for students to

engage with their own identity
- Building your own medicine circle

Utilizing nature as an educator

- Relationships that exist in nature as an example
of democracy

Recognizing the value and validity of oral culture and history

- Using Indigenous stories and legends as sources of knowledge/learning in the classroom
- Engaging with oral histories of Indigenous peoples including residential school survivors
Involving students in reconciliation
- Engaging with projects and learning activities that encourage students to become active
agents in the reconciliation process

Being open to Indigenous Perspective

- Circular Philosophy (challenges us to think and teach in a less binary way)
- Time as more fluid and circular rather than linear
- Alternative assessment
Fine Art - Respect
● When teaching students about Indigneous artists
be specific, name their community or nation.
Referring to the artist as only Indigenous can be
generalizing and reductive.
● When teaching about Indigneous culture, know the
difference between ritual/spiritual items and art.
Although this items are beautiful they should not
be recreated in an art classroom. Lubicon, Alex Janvier
● Show respect by using resources that are
approved/created by Indigneous people. Don’t
teach just any project found on pinterest.
Fine Art - Appreciation
● Just like any other artwork,
students should be taught how
to use an artist techniques to
create their own original
artwork, not taught how to
copy an artist own artwork.
● Show students multiple artists,
from multiple
communities/nations.
● Show students multiple
artworks dealing with a verity Healing Spirit, Kalum Teke Dan.
or themes or social issues.
● Make meaningful attempts to
learn proper pronunciation.
Fine Art - Strategies
● Teach student vocabulary. When teaching
students about Indigenous art, a vocabulary
poster could be helpful in teaching them
how to describe and talk about Indigenous
art.
● Teach students pronunciation, of terms they
aren't familiar with.
● Teach students historical, cultural and social
issues that may present in chosen artwork
so they can develop their understanding of
Lauren Crazybull
the context for Indigenous contemporary
art.
Fine Art - Resources.
http://www.our-story.ca/docs/EN_AAAS_TeachersKit_FINAL.pdf
● The resource above is intended to be used as prep material for teachers who which to
prepare indigenous students for an art contest. The contest is only for indigenous youth,
however there is a section with useful information on how to teach indigenous
perspectives in the classroom.

https://oaggao.ca/learn/educational-programs-and-resources/contemporary-indigenous-artist
s-in-the-classroom/
● The above resources has lesson plans created by two indigeouns artist. These lesson
plans give good examples of activities to do with your class at a variety of ages. The
lesson plans may need to be edited or changed to suit your class.
Resources
Contemporary Indigenous Arts in the classroom: Ottawa art gallery. Ottawa Art Gallery |. (2022, January 11). Retrieved February 7,
2022, from https://oaggao.ca/learn/educational-programs-and-resources/contemporary-indigenous-artists-in-the-classroom/

Discussion and question guide braiding sweetgrass. (n.d.). Retrieved February 9, 2022, from
https://media.mywtdivi1.com/wp-content/uploads/sites/10/2021/09/30094447/Discussion_And_Question_Guide_Braiding_Sweetgra
ss.pdf

First Nations Education Steering Committee and First Nations Schools Association. (2015). Indian Residential Schools & Reconciliation:
Teacher Resource Guide 10. Retrieved February 5, 2022, from
http://www.fnesc.ca/wp/wp-content/uploads/2015/07/PUB-LFP-IRSR-10-2015-07-WEB.pdf

First Nations Education Steering Committee, & First Nations Schools Association. (2020). In our own words: Bringing authentic First
Peoples content to the K-3 classroom.

Gunn, T. M., Pomahac, G., Striker, E. G., & Tailfeathers, J. (2010). First Nations, Metis, and Inuit education: The Alberta initiative for
school improvement approach to improve Indigenous education in Alberta. Journal of Educational Change, 12(3), 323-345.
https://doi.org/10.1007/s10833-010-9148-4

K-12 infusing indigenous texts in classrooms. Empowering the Spirit. (2018, November 1). Retrieved February 9, 2022, from
https://empoweringthespirit.ca/k-12-infusing-indigenous-texts-in-classrooms/
Resources
Learning recognizes the role of Indigenous knowledge. (2019, August 9). First Peoples Principles of Learning. Retrieved
February 6, 2022 from
https://firstpeoplesprinciplesoflearning.wordpress.com/learning-recognizes-the-role-of-indigenous-knowledge/

Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 77-85).
Vancouver, BC: UBC Press

Novel study: Surviving the city by Tasha Spillett and Natasha Donovan. Teachers Pay Teachers. (n.d.). Retrieved February 9,
2022, from
https://www.teacherspayteachers.com/Product/Novel-Study-SURVIVING-THE-CITY-by-Tasha-Spillett-and-Natasha-Donova
n-5420602

Original Environmental Education Lessons and curriculum. (n.d.). Retrieved February 9, 2022, from
https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1368&context=wwu_honors

Prete, T. (2020). How integrating Aboriginal perspectives into the classroom affects students attitudes towards Aboriginal
people. Journal of Contemporary Issues in Education, 15(2), 120-134. https://doi.org/10.20355/jcie29387

Stolen words. GoodMinds.com. (n.d.). Retrieved February 9, 2022, from https://goodminds.com/products/9781772600377

Resources
Surviving the city teacher guide. Portage & Main Press/HighWater Press. (n.d.). Retrieved February 9, 2022,
fromhttps://www.portageandmainpress.com/Books/S/Surviving-the-City-Teacher-Guide

Teachers’ kit: Learning tool - our-story.ca. (n.d.). Retrieved February 7, 2022, from
http://www.our-story.ca/docs/EN_AAAS_TeachersKit_FINAL.pdf

Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action.
Retrieved February 6, 2022, from
https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documen
ts/calls_to_action_english2.pdf
Exit Slip
https://padlet.com/jordankosowan/fdp9hxfu3agfx18z