Indigenizing Social Studies: One Teaching Story Starleigh Grass

About me Tsilhqot’inStone Canoe MA UBC Okanagan Minor obsession with integrating Aboriginal curriculum and pedagogy in Canadian classrooms Stickgame queen, handdrummer, community

Methodology En’owkinwix

One story (principles, activities, essential elements) Opportunities to collaborate and build upon what already exists

Teaching SD23, SD22 SD74 – Lillooet, DART, Lytton Literacy coach - NVIT EFP12 support, EFP10/11 Curriculum DevelopmentSupporting Dr. Leyton Schnellert with UBCO STEP, Post BacBCTELA, FNESC

Writing Twinkle’s Happy Place

iLit Strength and Struggle iLit Rattling the Stage

iLit Digital Collection TRC Unit on Residential Schools It’s all about thinking (Chapter 6)

About youTeaching Learning Community

Decolonization Colonialism: economic, social, political, religious, intellectual dominance and control of one group over another Decolonization: the revitalization and restoration of Indigenous sovereignty Indigenization: the revitalization and restoration of Indigenous thought in all aspects of educational institutions

The questionWe learn about all these other cultures, but nothing about St’at’imc culture. We’re on St’at’imc territory. I don’t get it. Why aren’t we doing anything on St’at’imc culture?

What would you do?

Existing structures

The Power of PlaceHow can we integrate St’at’imc Knowledge and Culture into Lillooet Area K-12 Schools?SPARC BC Community/staff/researcher collaboration identifying community knowledge, curricular connections, necessary structures Teacher toolkit

Enhancement Agreement

Elders Teas Celebrating our Success FNSW MoneyData

First Peoples Principles of Learning (selected)

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors Learning is holistic, reflexive, experiential, and relational Learning is embedded in memory, history, and story Learning involves generational roles and responsibilities

What would you do?

What are the existing structures in your district?

Step 1: Content Stories via storytellers Pictographs/Petroglyphs/Culturally modified trees Technology – hunting, fishing, clothes Stories – selected based on PLOs

Step 2: Form Story Place RelationalExperiential High expectations Continuity Distinct

Step 3: Team!Admin FNSWLanguage and culture teacherElders Hydro guest

Step 4: Roles, responsibilities,

scheduleSchedule Booking eldersHonoraria forms Greeting eldersSupervising pods Booking bus/field trip forms

Step 5: AssessmentExisting poster presentation rubric Community interaction self-assessment Final product – reflection and presentation

Implementation! Jigsaws Storytelling circles Hydro presentation with mapping Pictograph field trip with community guideCelebration/sharing/bannock!

How do you decide whether or not it went well?

Essential elements

Administrative support Time (admin’s time) Time (additional staff for planning and supervision)Money Time (student time to go on field trip)

Existing community relationships

Elders TeasCommunity dinners FNSWCulture and Language Teacher Community events – IILG, St’at’imc Declaration Myself

Existing relationships between your school

and community Existing?Opportunities to build?Events?

Print resources The Lil’wat World of Charlie Mack Lillooet Stories USLCESBC Forestry HandbookLibrary/bookroom The Internet

Print resources in your area?

Commitment - EAAdministratorsStaffCommunity Students Classroom teacher

IMAGINE!

Support?