FNMI Knowledge
As a teacher it is our duty to develop and apply foundational knowledge about First Nations, Métis and Inuit to our students. One of my continuous goals throughout my teaching career will be to learn more about FNMI for myself and my students, and teach the history and culture of the First Nations in a meaningful and respectful way.
​
While teaching in my first practicum, one of the main General Learner Outcomes for a grade one social studies class is moving forward with the past, I chose to focus on the history of the student's and my hometown community, High River. Which has a rich First Nations history, specifically The Blackfoot in this area.
​
I wanted the students to understand that the pioneers were in fact not the "first" people here in our community, and how many of the names in our community stem from First Nations words and meanings. Like our town name for example "High River", it is not named for our common floods. High River was originally known as "The Crossing" as it was a good place for the Blackfoot people to cross the river because it was low enough at certain times of the year, and they would often camp here on their journey across the prairies. The Blackfoot would see the tall cottonwood trees along the Highwood river and know that they were close to their campsite so they called it "Ispitsayay" which is the Blackfoot word for "Tall trees along the river". The elementary school I was at, Sptizee elementary also stems from this Blackfoot word.
These art pieces were a lesson I designed in order to teach the grade one's about life in the past, and to give them an idea of what Pioneers first saw when they came out west, Blackfoot camps.
​
I also wanted to teach the students the terms "Tipi" and "Travois" as when they first saw a picture of a Tipi they believed it was simply a tent. I believe knowing the proper terms is foundational for understanding and appreciating the history and culture of First Nations, Métis and Inuit.
Supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.
In grade 7 Social Studies, one of the main Units concern The Métis. Throughout the chapter, it consistently mentioned how "the way of life" for the Métis was the buffalo hunt. However, I soon realized that the students knew nothing about the buffalo hunt or why this was an important of the way of life for the Métis and the First Nation people.
​
I wanted the students to grasp the reason why the buffalo hunt was so important for the First Nations and the Métis.
Having worked at a museum for the past four years and doing many children programs, I asked the curator of the Museum if I could use some of the artifacts and replicas that were related to the buffalo hunt in order to create that visual and deeper understanding for the students. The curator agreed happily as she firmly believes that artifacts and replicas should be a learning tool to educate people.
With the help of the curator from the Museum of the Highwood, I was able to explain the different techniques used to kill bison in the past and the reason why the bison was so important.
​
The students were able to grasp how the bison hunt was done. As well they also realized why the bison was considered the way of life for First Nation and Métis people because they saw many different artifacts such as a bison horn and how it could be used as a cup or bowl. As well as a drum which is made from the rawhide of a bison.
​
I was thankful to have a resource such as the Museum during this time of Covid. The students have missed out on the opportunity to go on field trips and see artifacts such as these and truly have those visuals that can help them form a deeper comprehension of the First Nation, Métis and Inuit history
​
​
Understanding the historical, social, economic, and political implications of :
-residential schools and their legacy
FNMI knowledge is a critical aspect in the classroom during anytime of the year.
However, this year this conversation and topic was especially important because it is the first year that Sept 30th was considered a federal statutory holiday for the National Day of Truth and Reconciliation.
​
This being said, I wanted to give my FSL students a time to discuss and reflect about this holiday and this topic.
​
As a class, we observed this stunning photo and its symbolism in French. Students were able to pick out the different symbols such as the sun, the fire, a school or church, the spirits of children and the markings found in the ground.
Simply by looking and analyzing this photo, the students were able to reflect about the impact that residential schools had on the First Nations community in the past, present and future. Students were also asked to write a small personal reflection about this photo and what it represents for them.
​
Since this was the first holiday for the National Day of Truth and Reconciliation, we also talked about how remembering for one day is not working towards reconciliation and that it is an ongoing process that goes on 365 days a year. We must remember and continue to work towards finding truth and reconciliation as individuals and as a community.