17 English First People Grade 10-12 Teacher Resource Guide
Kelvin Chan and Sara Noel
Contributor’s Biography:
Kelvin Chan is in their fourth year at Kwantlen Polytechnic University and is completing a Bachelor of Arts in Journalism. Kelvin is an avid sports fan, specifically hockey and hopes to pursue a career in sports journalism.
Sara Noel, another contributor, did not provide a biography.
Resource Overview
Web link- PDF Document:
First Nations Education Steering Committee and First Nations Schools Association. (2018). English First Peoples: Grade 10-12 teacher resource guide. http://www.fnesc.ca/wp/wp-content/uploads/2018/08/PUBLICATION-LFP-EFP-10-12-FINAL-2018-08-13.pdf
Grade Level: Grades ten to twelve
Description:
The resource is a guide for educators to teach a course called English First Peoples (EFP), a qualified English course in British Columbia for grades ten to twelve. The curriculum is based on providing authentic knowledge through primary sources in hopes that diversifying the curriculum will contribute to reconciliation. The resource allows participants to learn about a wide variety of local Indigenous cultures and societies. It contains a wide range of information for educators to deliver the course content, including in-depth descriptions of teaching theories, recommended readings, lesson plans, and approaches to teach Indigenous content. The material covered in this guide is specifically for an English-style course; therefore, it covers written, oral, visual, and digital literature surrounding Indigenous cultures. There are many interactive activities throughout the resource to help participants better understand Indigenous perspectives, including movies, documentaries, readings, and reflection questions for the participants to begin in-class discussions. It also indicates how to determine the relevance and validity of classroom resources. It suggests that for this course, the materials must be written by Indigenous Peoples. It acknowledges that non-Indigenous Peoples write some seemingly Indigenous resources. Therefore, they offer a Eurocentric lens as opposed to the much-needed Indigenous perspective.
Significant Indigenous Knowledge:
One area of Indigenous Knowledges shared in this resource would be the languages spoken by Indigenous Peoples. In the resource, it is recommended that the educator includes some Indigenous vocabulary into their course content. They have also provided a website for participants to learn Indigenous languages and dialects. One key component of this resource is understanding the perspectives of Indigenous Peoples. Sharing stories is valued in Indigenous cultures therefore, the educator must understand its significance when teaching Indigenous literature. The resource reiterates the importance of using Indigenous authors to share Indigenous Knowledges appropriately and respectfully.
Necessary Prior Knowledge:
Before using this resource, it is recommended that the educator become familiar on how to share Indigenous Knowledges respectfully. The resource guide helps educators navigate the sharing of Indigenous Knowledges; therefore, it is vital to familiarize oneself with the guide beforehand. The resource describes the different themes and topics that will be covered throughout the course. To best teach the course, the educator needs to familiarize themselves with the listed themes and topics. Some examples of the themes covered are the “experience and impacts of colonization, decolonization, humour and its role in First Peoples’ cultures, intergenerational roles, loss, resilience, healing, connection to ancestors” (First Nations Education Steering Committee [FNESC], 2018, p.13) and many more.
Suggested Learning Activities
One activity that the educator could do with the class is to watch a movie called “Reel Injun,” as recommended in the resource. The film is a documentary that examines stereotypes and discusses Indigenous identity. The film helps participants recognize misconceptions embedded in society and participants better understand the realities of Indigenous identity. After watching the documentary, the educator will form small groups and have the participants tackle provided discussion questions. The resource supplies questions for the movie; however, the educator is encouraged to add additional relevant questions. After discussing in small groups, the entire class could have a discussion to summarize the group’s answers. They could use the film or other readings and resources to help write a short reflection paper.
Since sharing oral stories is valued in Indigenous cultures, a guest speaker could come into the class to share a story relevant to the literature being studied. The resource guide provides educators with a standard Protocol for inviting an Elder to the classroom. Accurately and respectfully before the guest speaker comes to the classroom, the educator must determine how the speaker will support taught material. For example, the aforementioned activity will occur after the class has finished reading a selected piece of literature. Next, the lesson details must be discussed with the speaker beforehand and any necessary preparations to help facilitate the session. The class must then prepare a gift for the guest speaker for sharing their time and knowledge. For example, the class will then be instructed to create a thank you gift relating to the literature. Before the guest speaker arrives, the classroom must be appropriately set up to accommodate the session.
During the guest speaker’s presentation, the educator will introduce the speaker. Participants are highly encouraged to engage in the activity. The facilitator needs to lead by example. Ensure that there is enough time for questions and answers and a formal presentation of the class gift. After the guest speaker’s departure, debrief with the participants. A follow-up activity and reflection are strongly encouraged. Specifically, to compare and contrast written literature to an oral story. Finally, to conclude the activity, the resource suggests sending a thank you letter to the guest.
Another possible activity encourages participants to take part in a reading circle. The educator will instruct participants to move their chairs in the shape of a circle within the classroom. The activity starts with a participant who begins the circle by reading aloud a section of a written text. Once the participant has finished reading their section, the next participant will read aloud. Each participant learns when it is their time to read and respectfully and quietly listen to the speaker. The activity involves roles and responsibilities concerning the First Peoples Principles of Learning.
English First Peoples
Image by: Rachel Chong BY-NC-ND (Attribution Non-Commercial No Derivatives)
References
First Nations Education Steering Committee and First Nations Schools Association. (2018). English First Peoples: Grade 10-12 teacher resource guide. http://www.fnesc.ca/wp/wp-content/uploads/2018/08/PUBLICATION-LFP-EFP-10-12-FINAL-2018-08-13.pdf
First Nation Education Steering Committee. (2015). First Peoples principals of learning. http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11×17.pdf
