Applying Foundational Knowledge about First Nations, Metis and Inuit
This is a jícaro that I carved during my Indigenous Studies trip in Costa Rica. Guided by a local Indigenous artist, we carved the shell of this fruit while we learned about the different ways that Indigenous groups use natural materials to live a sustainable lifestyle. Hollowed jícaros are frequently used as a vessel for food and drink in Indigenous communities. Indigenous artisans often carve intricate designs into their shells to create ornaments that are sold to generate income for families.
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The Teaching Quality Standard says:
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A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit for the benefit of all students
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The purpose of participating in the Indigenous Studies trip in Costa Rica was to develop a greater appreciation for the rich history, culture, and traditions of Indigenous Peoples. Experiencing life in the BriBri community has shown me the importance of honouring Indigenous groups in Canada and fulfilling the 94 Calls to Action set forth by the Truth and Reconciliation Commission of Canada. Participating in this trip has made me realize how important it is to provide my students with an education that respects Indigenous ways of knowing and being so that Indigenous culture can flourish in Canada.
Dialectical Notebook
Click the button below to view the entire dialectical notebook!
This is a dialectical notebook that I have created while I was learning more about Indigenous perspectives and ways of knowing. This dialectical notebook highlights my learning about First Nations, Metis, and Indigenous peoples. It also emphasizes important quotes from the book called 21 Things You May Not Know about the Indian Act, and it shares some of my feelings and emotions as I was learning more about the Indigenous culture. My thoughts from each of my land visits are also outlined in this notebook, and I also posed some questions about topics that I would like to learn more about in the future.
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The Teaching Quality Standard says:
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A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit for the benefit of all students
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This artifact demonstrates my commitment to developing strong foundational knowledge of First Nations, Metis, and Indigenous peoples and my continuous dedication to learning more about these groups. This learning journey has supplied me with a wealth of resources and connections that I can use to authentically and respectfully teach my students about First Nations, Metis, and Inuit people. It has also helped me identify other areas that I would like to explore in the future as I continue to strengthen my foundational knowledge throughout my teaching practice.
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Guiding Voices Evaluation Tool
Click the button below to view the evaluation of five different First Nations, Metis, and Inuit resources!
This is an evaluation took that I used to assess several different First Nations, Metis, and Inuit resources. This tool assesses evidence of interconnection, cultural identity, language, worldviews, and history in each resource. It helps educators determine if the resources they find are worthy of use in the classroom based on their representation of First Nations, Metis, and Inuit people. I used to this resource to evaluate books such as A Promise is a Promise, Shi-Shi-Etko, Fiddle Dancer, The Elders are Watching, and digital activities created by the Alberta Native Friendship Centres Association in partnership with the Be Fit for Life Network.
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The Teaching Quality Standard says:
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A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit for the benefit of all students
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This artifact demonstrates my ability to apply foundational knowledge to my teaching in the classroom. I examined the foundational knowledge presented throughout each of these resources and compared it to the guidelines in the evaluation tool to ensure that First Nations, Metis, and Inuit cultures were being depicted accurately and respectfully in each of the resources.