GRADE 10-12 TEACHER RESOURCE GUIDE
GRADE 10-12 TEACHER RESOURCE GUIDE
Copyright 2018,First Nations Education Steering Committee and First Nations Schools Associationcopyright noticeNo part of the content of this document may be reproduced in any form or by anymeans, including electronic storage, reproduction, execution, or transmission withoutthe prior written permission of FNESC.contact informationFirst Nations Education Steering Committee and First Nations Schools Association#113 - 100 Park Royal South West Vancouver, BC V7T 1A2604-925-6087 / 1-877-422-3672 info@fnesc.ca
AcknowledgmentsThe First Nations Education Steering Committee (FNESC) has prepared this 2018 English First Peoples10, 11, and 12 Teacher Resource Guide to provide support for the 2016-18 revision of British Columbia’sEnglish First Peoples 10-12 curriculum. This guide amalgamates and replaces two previous FNESCresource guides: the English First Peoples 12 Teacher Resource Guide (2008) and the English FirstPeoples 10 and 11 Teacher Resource Guide (2010). It includes new material that reflects changes to thecurriculum, more recently published First Peoples literature, and evolving educational practice.FNESC would like to thank all those dedicated educators contributed to the development of this document,including reviewers and pilot teachers, along with the original EFP Advisory Committee members.English First Peoples 12 Teacher Resource Guide Development Team, 2006-2008Starla AndersonSchool District No. 39 (Vancouver) – retiredJo-Anne (Jo) L. ChronaSchool District No. 52 (Prince Rupert)David EllisonSchool District No. 36 (Surrey)Nora GreenwaySchool District No. 39 (Vancouver) – retiredStephen NaylorSchool District No. 83 (North Okanagan-Shuswap) – retiredChelsea PrinceSchool District No. 91 (Nechako Lakes) andSchool District No. 83 (North Okanagan-Shuswap)Donna Ellwood FlettSchool District No. 68 (Nanaimo-Ladysmith)GT Publishing Services Ltd.Project Coordination, Writing, and Editing (2006-2007)Adrian HillProject Coordination and Editing (2007-2008)English First Peoples 10 and 11 Teacher Resource Guide Writing Team, 2010Karmen BrillonProject Manager: First Nations Education Steering CommitteeAnne HillProject Manager: Ministry of EducationCarol ArnoldSchool District No. 64 (Gulf Islands)Starleigh GrassSchool District No. 74 (Gold Trail)Joyce JohnstonFirst Nations Schools Association – Maaqtusiis School, AhousatJackie LeverSchool District No. 71 (Comox Valley)Gordon McMahonSchool District No. 71 (Comox Valley)Chelsea PrinceSchool District No. 83 (North Okanangan-Shuswap)Suzanne WinstonSchool District No. 22 (Vernon)FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide3
AcknowledgmentsEnglish First Peoples 10, 11, and 12 Teacher Resource Guide Writing Team and Contributors, 2016-18Jo-Anne (Jo) L. ChronaProject Manager, First Nations Education Steering CommitteeBen ParéSchool District No. 41 (Burnaby)Chelsea PrinceSchool District No. 83 (North Okanangan-Shuswap)Naryn SearcySchool District No. 67 (Okanagan-Skaha)Anne TenningSchool District No. 68 (Nanaimo-Ladysmith)Jillian WalkusSchool District No. 85 (Vancouver Island North)Heidi WoodSchool District No. 36 (Surrey)Additional Contributors, 2016-18Barbara BathgateSchool District No. 36 (Surrey)Patricia BurridgeFirst Nations Schools Association – Maaqtusiis Secondary School,AhousahtMike CarsonSchool District No. 57 (Prince George)Copyright AcknowledgmentsJo-ann Archibald. Excerpt reprinted with permission from the Publisher from Indigenous Storywork by Joann Archibald. University of British Columbia Press 2008. All rights reserved by the on Highway. “A Note on the Trickster” excerpted from Kiss of the Fur Queen. Used by permission ofAnchor Canada.Lee Maracle. “Yin Chin” excerpt used by permission of the author.Eden Robinson. Excerpts from Monkey Beach reprinted by permission of Knopf Canada. Copyright 2000 Eden Robinson.Gerald Vizenor. “Up Close with Gerald Vizenor” redit: University of Minnesota Foundation, Legacy Magazine, Summer 2015Richard Wagamese. Excerpts from Keeper’n Me reprinted by permission of Doubleday Canada. Copyright Richard Wagamese 1994.Special thanks to Aboriginal Education, School District No. 68 (Nanaimo-Ladysmith) and the Mid IslandMétis Nation for permitting the use of materials developed by Donna Elwood Flett when she served asMétis Liaison 1999-2001.4FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide
ContentsAcknowledgments . 3Planning for InstructionAbout This Teacher Resource Guide . 9About English First Peoples . 9Teacher Professional Learning and Reflection . 10Learning About and Using First Peoples Pedagogy . 11Themes and Topics . 13Interconnectedness . 13Connection to Place and Land . 13First Peoples Languages . 14The Power of Story . 14Definition of Key Terms and Terminology . 15Inclusion of Local Community Resources. 16Communicating with Parents . 18Establishing a Positive Classroom Climate . 19Dealing with Sensitive Topics . 20Encouraging Inquiry-Based Learning. 20Literature Circles . 21Text RecommendationsSelection and Use of Learning Resources . 25Authentic First Peoples Texts . 25Recommended Resources . 27Instruction and Assessment UnitsOverview. 43Grades 10-12: Introduction to English First Peoples . 45Grades 10-11: Challenges with Representation . 57Grades 11-12: In Search of Authentic First Peoples’ voice . 65Grades 10-12: First Peoples’ Oral Traditions . 75Grade 10: Childhood through the Eyes of Indigenous Writers. 85Grade 10: First Peoples’ Story . 93Grades 11-12: We Are Our Stories . 103Grades 10-11: Beats and Bytes . 111Grades 10-12: Place-Conscious Learning – Exploring Text through Local Landscape . 123Grade 10: Identity . 141Grades 10-11: Understanding Character. 181Grades 10-11: How Do We Define Ourselves? . 189Grades 11-12: The Politics of Identity. 209Grade 10: Belonging . 219Grades 11-12: What Creates Family? . 247Grade 10: First Steps – Exploring Residential Schools and Reconciliation throughChildren’s Literature . 257Grades 11-12: Further Steps toward Reconciliation – Understanding Residential Schoolsthrough Text . 265FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide5
ContentsGrades 10-11: Relationships – Families, Friendships, Communities, and the Land . 287Grades 11-12: Lost People. 309Grades 11-12: “You Want Me to Write a What?” – The Literary Essay. 325Grades 11-12: Yes, There Is Funny Stuff – Humour in First Peoples Literature . 333Grades 10-11: The Trickster – A Recurring Presence in First Peoples Literature . 359Grades 11-12: The Trickster – A Hard Character to Pin Down . 369Grade 12: Digital Trickster – The Complex Interaction of New Media and First Peoples . 383Index: Instructional Approaches and Content Themes & TopicsIndexed Themes and Topics . 399Indexed Instructional Approaches . 4036FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide
Planning for InstructionEnglish First Peoples 10-12FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide7
Planning for InstructionAbout This Teacher Resource GuideThis document is designed to provide support for teachers of English First Peoples (EFP) 10-12. It has beendeveloped by the First Nations Education Steering Committee, as a part of the curriculum developmentprocess for English First Peoples 10, 11, and 12. The original development process was undertakenpursuant to a jurisdictional agreement between the Province of British Columbia and the First NationsEducation Steering Committee. This distinctive development process is intended to ensure that: teaching and learning with respect to First Peoples in British Columbia’s school system is based onauthentic knowledge and understanding, as articulated by Elders, educators, and other content expertsfrom within British Columbia’s First Nations and Métis communities decisions affecting teaching and learning with respect to First Peoples in British Columbia’s schoolsystem take appropriate account of the advice and opinion of community leaders from within theprovince’s First Nations and Métis communities there is representation of diverse First Peoples’ cultures from across BC.Goals of this guide: to contribute to reconciliation for all by building greater understanding of the skills, knowledge, andperspectives of First Peoples for all students to ensure the inclusion of First Peoples knowledge and perspectives is done respectfully and withoutappropriating First Peoples knowledge to encourage and support the respectful development of local teaching and learning resources to provide support for the implementation of the BC English First Peoples 10-12 provinciallyprescribed curriculumAbout English First Peoples 10-12English First Peoples 10-12 courses are a suite of provincial course available for students to satisfy thesenior secondary English Language Arts graduation requirement in British Columbia. The courses provideopportunities for all students to learn about and engage with Indigenous creative expression, and thecultures of First Peoples locally, provincially, nationally, and internationally.Like English 10-12 courses, EFP 10-12 courses are designed to satisfy the entrance requirements for thefull range of post-secondary educational programs. Students are expected to demonstrate understanding ofsophisticated texts of recognized literary merit and complete challenging assignments to rigorous academicstandards.These courses are different from the English 10-12 courses in that they: are based entirely on the study of “texts” representing authentic First Peoples’ voices (“texts” refers tooral, audio, visual, cinematic, and digital media works, as well as written works) incorporate First Peoples principles of learning in the curriculum content and espouse their applicationin the teaching of the course (including pedagogical approaches such as direct learning, learning outsideof the classroom environment, and incorporating a recursive approach to texts) place increased emphasis on the study and command of oral language and on First Peoples’ OralTraditionsFNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide9
Planning for Instruction recognize the value of First Peoples’ worldviews, and the importance of culture in language andcommunication (e.g., the participation of guest speakers from local First Nations or Métis communitiesin learning is encouraged)promote teaching the curriculum through a focus on themes, issues, and topics important to FirstPeoples.Teacher Professional Learning and ReflectionMany non-Indigenous teachers are aware: of limitations in their own knowledge of First Peoples’ cultures, communities, histories, and knowledge that there exists considerable diversity among First Peoples in BC (making it inappropriate to baseteaching on broad generalizations).This resource guide cannot fulfill all the learning needs of educators new to teaching about First Peoplesliterature. Teachers are encouraged to undertake their own professional learning alongside the learning oftheir students. This learning can take the form of formal learning experiences such as professionaldevelopment opportunities or courses focused on First Peoples’ cultures, or informal learning experiencessuch as engaging in professional discussions with colleagues or connecting with local First Nationscommunities or Aboriginal organizations.Teachers are often anxious about perpetuating misconceptions, making mistakes, or giving offence whenapproaching First Peoples topics. And while they may be willing to engage with their local First Nationscommunities and Indigenous organizations, they recognize the importance of keeping their focus on day-today student learning and are acutely aware of how challenging and time consuming the necessarynetworking can be.That is why this guide has been developed. It provides a foundation to support the teaching of EFP 10, 11and 12 courses. By following the suggestions provided here, and remaining open to respectful dialogue andconsultation with members of the local First Nation communities and Aboriginal organizations, teacherswill be able to create engaging, rich learning experiences for their students, and expand their own comfortwith this material. While mistakes will inevitably occur (as in any undertaking), no mistake arising fromapplication of the suggestions provided here will prove as serious as the mistake of failing to work toward amore accurate portrayal of First People in the classroom or a pedagogy that is more inclusive of FirstNation, Métis, and Inuit learners.Teachers are also encouraged to think about their connection to the students, the content of the lesson, andstudents’ development of the curricular and core competencies. The following are among the questions ateacher may ask: How am I creating learning experiences that honour First Peoples Principles of Learning? How is this unit working for me and my students? Am I facilitating students’ learning experiences using my own philosophical perspective as well as FirstPeoples Principles of Learning? How has my own personality and place within society affected my approach to what I am teaching? Am I treating all students inclusively? If there are any issues, how am I dealing with them? Do I need any support, and if so, where can I find that support?10FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide
Planning for InstructionLearning About and Using First Peoples PedagogyThis resource is guided by a pedagogy that recognizes ways of learning inherent in First Peoples’worldviews. Such a pedagogy: is learner centred employs experiential learning and oral texts emphasizes an awareness of self and others in equal measure recognizes the value of group processes supports a variety of learning styles and representation emphasizes a recursive approach to texts.This pedagogy is based on the desire to bring an inclusive, holistic organization to learning activities. Theyreflect the following principles of learning, originally developed for the English First Peoples 12curriculum:First Peoples Principles of Learning Learning ultimately supports the well-being of the self, the family, the community, the land, thespirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, onreciprocal 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 permissionand/or in certain situations.These principles are affirmed within First Peoples societies and are reflected in the course curricula. Theseprinciples help define a pedagogical approach that students in these courses will ideally not only learnabout, but actually experience through making connections with the local First Peoples’ community andexposure to instructional strategies such as: shared reading (e.g., having students share the experience of reading aloud and discussing together) “writing to learn” (e.g., to develop students’ thinking skills, encouraging them to write as a response toexperience, then discuss orally, rather than using the opposite approach exclusively) representing their knowledge in varied ways.Because the principles of learning represent an attempt to identify common elements in the varied teachingand learning approaches that prevail with
FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide 3 Acknowledgments The First Nations Education Steering Committee (FNESC) has prepared this 2018 English First Peoples 10, 11, and 12 Teacher Resource Guide to provide support for the 2016-18 revision of British Columbia’s
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C. Divisions of Competition – All divisions will be Grade Based as of October 1, 2018. (2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade, 10th grade, 11th grade and 12th grade). D. Tournament Days – The National Championship
