20 Shared Learnings: Integrating BC Aboriginal Content K-12
Samantha Michl
Contributor’s Biography:
Samantha Michl is in their fourth year at Kwantlen Polytechnic University, majoring in General Studies. Samantha is working towards becoming an elementary school teacher.
Resource Overview
Weblink PDF Document:
BC Ministry of Education Aboriginal Education Enhancements Branch. (2006). Shared learnings: Integrating B.C. Aboriginal content K-10. Ministry of Education. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade -12/teach/teaching-tools/aboriginal-education/shared_learning.pdf
Grade Level: This resource could be used for a variety of grades and themes content that is presented in this guide includes areas of focus towards specific sections of grade levels or subject areas. For example, grades kindergarten to three and subjects as diverse as science, math, health and career, music.
Description:
The Indigenous learning resource is Shared Learnings- Integrating BC Aboriginal Content K-10 from the British Columbia (BC) Ministry of Education in the Indigenous Education Resource Inventory. The document provides educators in British Columbia with a list of classroom materials and activities which integrate BC Indigenous Knowledges into the curriculum. It aims to provide information that is “accurate and that reflects the Aboriginal concept of teaching and learning, [as well as provides] opportunities to share experiences with Aboriginal Peoples” (BC Ministry of Education Aboriginal Education Enhancements Branch, 2006, p. 4). Instructional strategies teach specific Indigenous content and resources that instructors can access as part of their lesson. There are also instruction tips that enhance the effectiveness of the instructional method and a “Did you know?” section, which provides information and statistics for each subject area. Lastly, there are examples of various lesson plans which help facilitate units that incorporate Indigenous Knowledges (British Columbia Ministry of Education Aboriginal Education Enhancements Branch, 2006).
Significant Indigenous Knowledge:
Indigenous Knowledges discussed within this resource include, but is not limited to, Indigenous Peoples’ relationship with the natural world, Indigenous artistic traditions, Indigenous languages, communication, and Indigenous social, economic, and political systems (British Columbia Ministry of Education Aboriginal Education Enhancements Branch, 2006). Some of the practices and perspectives reflected in the document are that Indigenous Peoples have strong evolutionary cultures that strengthen the change in world events (British Columbia Ministry of Education Aboriginal Education Enhancements Branch, 2006). It emphasizes that Indigenous Peoples’ values and beliefs are significant and relevant and that “language is the base of culture” (British Columbia Ministry of Education Aboriginal Education Enhancements Branch, 2006, p. 4). Lastly, as learners of Indigenous Knowledges, we must first recognize and appreciate the roots of Indigenous histories. The overall significance of The Shared Learnings is that it expresses a holistic view of the natural world as “complete systems that are interrelated parts of a larger whole” (British Columbia Ministry of Education Aboriginal Education Enhancements Branch, 2006, p. 4).
Before using this resource, it is recommended that the educator becomes familiar with prominent topics found within the resource. First, educators should ensure that they have an Indigenous lens on history, especially regarding the more prominent relevant topics such as Residential Schools, since the guide goes into greater depth as the grade level increases. Next, it is necessary to know traditional activities such as canoe carving, Indigenous arts, Indigenous dances, wood carving, and storytelling to teach specific learning outcomes. Lastly, family life and caregivers are vital in Indigenous traditions, specifically teaching languages and traditions. Therefore, educators need to understand the indispensable role of Elders and their connection to intergenerational knowledge transmission.
Each section of the resource has unique necessary prior knowledge needed on the parts of educators to utilize it effectively. The educator must keep in mind the importance of modelling content carefully, appropriately, and respectfully by conducting respective research for the module they select. For example, one prominent area to focus on when utilizing this resource in the classroom is that every school in British Columbia resides in traditional Indigenous territories. Thus, the geographical area should first focus on the study and expand to include other regions. Participants should be aware of the Indigenous land they reside on and why they need to recognize and acknowledge it. Educators must also understand and be prepared to address sensitive topics and help participants deal with the emotional impact both history and current events cause (British Columbia Ministry of Education Aboriginal Education Enhancements Branch, 2006).
Suggested Learning Activity
One activity that could be conducted with participants in grades 9-12 would be to assign homework in which participants must play an Indigenous video game. Participants should have a week to try the video games and be encouraged to try a variety. To ensure content that respectfully teaches Indigenous Knowledges the educator is highly encouraged to use one of the following video games for the assignment: Never Alone, Path of Elders, Terra Nova, and any games by Elizabeth LaPensee. Never Alone is an alternate reality game that allows participants to explore Iñupiat culture and can be purchased and downloaded through the App store or Google play. The game can also be purchased for video gaming consoles such as Play Station 3 or 4 (PS3, PS4), XBOX ONE, Wii U, and can be played through a Nvidia Shield (Never Alone). Path of Elders is a free game that can be played on any device on which the internet can be accessed. It is an adventure game that incorporates Cree, Anishinaabe and Mushkegowuk Peoples (On The Path of The Elders). Terra Nova can be downloaded onto any device which has Windows installed, the participant chooses the cost of the game, they may get it for free or pay if they would like to support the creator. It is a game that is set in a future time and imagines what First Contact between colonizers and settlers would resemble (Terra Nova). Lastly, there are numerous games by Elizabeth LaPensee that feature Indigenous led media (LaPensee, 2021). Afterwards, the educator would lead a group discussion with the class allowing students the opportunity to reflect on the experience and provide feedback.
*Note from Editors: Please note that the activity is based on an activity from Dr. Jennifer Hardwick’s Indigenous Lit and Culture class, lecture 10, on Indigenous Video Games.
Image by: Rachel Chong BY-NC-ND (Attribution Non-Commercial No Derivatives)
References
BC Ministry of Education Aboriginal Education Enhancements Branch. (2006). Shared learnings: Integrating B.C. Aboriginal content K-10. Ministry of Education. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade -12/teach/teaching-tools/aboriginal-education/shared_learning.pdf
Hardwick, J. (2020). Lecture 10 on Indigenous video games in Indigenous lit and culture 3390. Personal collection of Jennifer Hardwick, Kwantlen Polytechnic University, Surrey, British Columbia.
Empowering the Spirit. (2019). Sharing through Story. https://empoweringthespirit.ca/sharing-through-story/.
E-line Media. (2016). Never Alone. http://neveralonegame.com/.
LaPensee. (2021). Games. Elizabeth LaPensée (elizabethlapensee.com)
Maizelongboat. (2019). Terra Nova. https://maizelongboat.itch.io/terra-nova.
On The Path Of The Elders. (2010). Explore Treaty 9: As told by our Elders. https://www.pathoftheelders.com/.
