Indigenous Children’s Literature

 

Name: Alice Hird (Ulkatcho Nation)
Grades: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Subject Areas: English Language Arts
Artefact /Place/ Skill: Local Indigenous Literature in the Classroom

Making Space

How might teachers prepare their students to work with this content? What background knowledge might be required?

  • Teachers can discuss with students the importance of diversity in the classroom and local Indigenous knowledge.
  • Teachers are encouraged to become familiar with various books written by local Indigenous authors. Teachers may want to connect with local library for recommendations of local Indigenous authors.
  • Teachers may want to connect with their local SD Aboriginal Resource Teacher for additional recommendations for local books written by Indigenous knowledge keepers.
  • Teachers can connect the Indigenous stories to local Indigenous culture.
  • Teachers may employ a self-reflection strategy by getting the students to do a wheel diagram to illustrate the significance of including Indigenous culture into their classrooms.
  • Teachers are encouraged to review different genre of stories with students to show the importance of fishing/hunting, honesty, or sharing with others.

Practice Humility

How might non-Indigenous teachers sensitively work with this subject? What might they need to consider in their own positionality?

  • Non-Indigenous teachers might sensitively work with this subject by reaching out to other coworkers and researching various artwork activities that could connect to the story books deeper meaning.
  • Teachers may invite the local author to read the story to the class and interact with students.
    Another option would be for the teacher to take the students out on the land and demonstrate to the students what the book implies. It’s important for teachers to be open minded to incorporating experiential learning activities in class or reaching out to colleagues that could offer a different perspective on the topic.

Acknowledge Sources

What can teachers do to find good supporting resources? How should they be cited, especially when it comes to Indigenous knowledges?

  • Teachers could reach out to other coworkers to find good supporting resources and inquire how they should be cited.
  • It is important to recognize whose traditional, ancestral land we are on and acknowledge the Nation who lives there.
  • Reaching out to various other Indigenous organizations or different schools to see what they have available is crucial.
  • It essential to give respect to the storyteller by properly acknowledging their knowledge and stories.

There are several recommendations for Indigenous authors.

Cariboo Authors

In the Cariboo, two reputable local resources include:

  1. Dipnetting with Dad by Willie Sellars
  2. The Orange Shirt Story: The True Story of Orange Shirt Day by Phyllis Webstad

Other Authors

Outside of the Cariboo, two recommended Indigenous authors include:

  1. Stolen Words by Melanie Florence
  2. Seven Sacred Teachings Niizhwaaswi gagiikwewin by David Bouchard & Dr. Joseph Martin

BC Curriculum Connections

How does it relate to BC Curriculum?

Click on the subject area below to expand the section.

English Language Arts

Big Idea(s):  

  • Language and story can be a source of creativity and joy.
  • Stories and other texts can be shared through pictures and words.
    • It can be connected to various grades through elementary because students will rely on books to understand the deeper meanings in life.  For Indigenous people, Elders use the art of storytelling to reinforce teachings and concept of consequences for younger children.

Curricular Competencies:

  • Use developmentally appropriate reading, listening, and viewing strategies to make meaning.
  • Use foundational concepts of print, oral, and visual texts.
  • Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community.
  • Show awareness of how story in First Peoples cultures connects people to family and community.

Content:

  • Elements of story
  • Literary elements and devices
  • Reading strategies
  • Oral language strategies
  • Concepts of print

Big Idea(s):  

  • Language and story can be a source of creativity and joy.
  • Stories and other texts connect us to ourselves, our families, and our communities.
  • Through listening and speaking, we connect with others and share our world.

Curricular Competencies:

  • Use developmentally appropriate reading, listening, and viewing strategies to make meaning
  • Recognize how different text structures reflect different purposes.
  • Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
  • Demonstrate awareness of the role that story plays in personal, family, and community identity
  • Use personal experience and knowledge to connect to stories and other texts to make meaning
  • Show awareness of how story in First Peoples cultures connects people to family and community

Content:

  • Story/text
    • elements of story
    • literary elements and devices
    • text features
    • vocabulary associated with texts
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • Language and story can be a source of creativity and joy.
  • Stories and other texts help us learn about ourselves, our families, and our communities.
  • Stories can be understood from different perspectives

Curricular Competencies:

  • Make connections between ideas from a variety of sources and prior knowledge to build understanding.
  • Use developmentally appropriate reading, listening, and viewing strategies to make meaning.
  • Recognize how different texts reflect different purposes.
  • Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community.
  • Explain the role that story plays in personal, family, and community identity.
  • Recognize the structure and elements of story.
  • Show awareness of how story in First Peoples cultures connects people to family and community.
  • Develop awareness of how story in First Peoples cultures connects people to land.

Content:

  • Story/text:
    • elements of story
    • functions and genres of stories and other texts
    • text features
    • literary elements and devices
  • Strategies and processes:
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • Language and text can be a source of creativity and joy.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Texts can be understood from different perspectives.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Consider different purposes, audiences, and perspectives in exploring texts.
  • Identify how differences in context, perspectives, and voice influence meaning in texts.
  • Recognize the role of language in personal, social, and cultural identity.
  • Use personal experience and knowledge to connect to text and deepen understanding of self, community, and world.
  • Demonstrate awareness of the oral tradition in First Peoples cultures and the purposes of First Peoples texts.
  • Identify how story in First Peoples cultures connects people to land.

Content:

  • Story/text:
    • forms, functions, and genres of text
    • text features
    • literary elements
    • literary devices
  • Strategies and processes:
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • Language and text can be a source of creativity and joy.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Texts can be understood from different perspectives.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Consider different purposes, audiences, and perspectives in exploring texts.
  • Identify how differences in context, perspectives, and voice influence meaning in texts.
  • Explain the role of language in personal, social, and cultural identity.
  • Use personal experience and knowledge to connect to text and develop understanding of self, community, and world.
  • Demonstrate awareness of the oral tradition in First Peoples cultures and the purposes of First Peoples texts.
  • Identify how story in First Peoples cultures connects people to land.

Content:

  • Story/text
    • forms, functions, and genres of text
    • text features
    • literary elements
    • literary devices
    • perspective/point of view
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • Language and text can be a source of creativity and joy.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Exploring and sharing multiple perspectives extends our thinking.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking.
  • Recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and messages.
  • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts.
  • Recognize how language constructs personal, social, and cultural identity.
  • Construct meaningful personal connections between self, text, and world.
  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view.

Content:

  • Story/text
    • forms, functions, and genres of text
    • text features
    • literary elements
    • literary devices
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • Language and text can be a source of creativity and joy.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Exploring and sharing multiple perspectives extends our thinking.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages.
  • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts.
  • Recognize how language constructs personal, social, and cultural identity.
  • Construct meaningful personal connections between self, text, and world.
  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view.
  • Recognize the validity of First Peoples oral tradition for a range of purposes.

Content:

  • Story/text
    • forms, functions, and genres of text
    • text features
    • literary elements
    • literary devices
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • Language and text can be a source of creativity and joy.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • People understand text differently depending on their worldviews and perspectives.
  • Texts are socially, culturally, and historically constructed.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking.
  • Recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages.
  • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts.
  • Recognize how language constructs personal, social, and cultural identity.
  • Construct meaningful personal connections between self, text, and world.
  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view.
  • Develop an awareness of the protocols and ownership associated with First Peoples texts.

Content:

  • Story/text
    • forms, functions, and genres of text
    • text features
    • literary elements
    • literary devices
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):

  • Language and text can be a source of creativity and joy.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • People understand text differently depending on their worldviews and perspectives.
  • Texts are socially, culturally, and historically constructed.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking.
  • Recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages.
  • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts.
  • Recognize how language constructs personal, social, and cultural identity.
  • Construct meaningful personal connections between self, text, and world.
  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view.
  • Develop an awareness of the protocols and ownership associated with First Peoples texts.

Content:

  • Story/text
    • forms, functions, and genres of text
    • text features
    • literary elements
    • literary devices
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
  • People understand text differently depending on their world views and perspectives.
  • Texts are socially, culturally, geographically, and historically constructed.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view.
  • Recognize and appreciate the diversity within and across First Peoples societies as represented in texts.
  • Recognize and appreciate the influence of land/place in First Peoples and other Canadian texts.
  • Access information for diverse purposes and from a variety of sources to inform writing.
  • Recognize personal, social, and cultural contexts, as well as values and perspectives in texts.
  • Explore how language constructs personal and cultural identities.

Content:

  • Text forms and genres
  • Text features and structures
    • narrative structures found in First Peoples texts
    • protocols related to ownership of First Peoples oral texts
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):

  • The exploration of text and story deepens understanding of one’s identity, others, and the world.
  • Texts are socially, culturally, geographically, and historically constructed.
  • First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future.
  • Self-representation through authentic First Peoples text is a means to foster justice.
  • First Peoples text plays a role within the process of Reconciliation.

Curricular Competencies:

  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
  • Recognize and appreciate the diversity within and across First Peoples societies as represented in texts
  • Apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts
  • Construct meaningful personal connections between self, text, and world
  • Recognize and appreciate how different forms, structures, and features of texts reflect diverse purposes, audiences, and messages
  • Recognize the impact of personal, social, and cultural identities in First Peoples texts
  • Examine how literary elements, techniques, and devices enhance and shape meaning and impact
  • Assess the authenticity of First Peoples texts

Content:

  • Text forms and genres
  • Common themes in First Peoples texts
  • Reconciliation in Canada
  • First Peoples oral traditions
    • purposes of First Peoples oral texts
  • Protocols
    • protocols related to ownership and use of First Peoples oral text
  • Text features and structures
    • narrative structures, including those found in First Peoples’ texts
    • form, function, and genre of texts
  • Strategies and processes
    • reading strategies
    • metacognitive strategies
    • oral language strategies

Big Idea(s):

  • The exploration of text and story deepens understanding of one’s identity, others, and the world.
  • Texts are socially, culturally, geographically, and historically constructed.
  • Self-representation through authentic First Peoples text is a means to foster justice.
  • First Peoples texts play a role within the process of Reconciliation.

Curricular Competencies:

  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
  • Recognize and appreciate the diversity within and across First Peoples societies as represented in texts
  • Construct meaningful personal connections between self, text, and world
  • Access information for diverse purposes and from a variety of sources to inform writing
  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
  • Recognize and appreciate how different forms, structures, and features of texts reflect diverse purposes, audiences, and messages
  • Explore how language reflects personal and cultural identities

Content:

  • Text forms and genres
  • Common themes in First Peoples texts
  • Reconciliation in Canada
  • First Peoples oral traditions
    • purposes of First Peoples oral texts
  • Protocols
    • protocols related to ownership and use of First Peoples oral texts
  •  Text features and structures
    • narrative structures, including those found in First Peoples texts
    • form, function, and genre of texts
  •  Strategies and processes
    • reading strategies
    • metacognitive strategies
    • oral language strategies

Big Idea(s):

  • The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world
  • People understand text differently depending on their world views and perspectives.
  • Texts are socially, culturally, geographically, and historically constructed.
  • Language shapes ideas and influences others.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Recognize and understand the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view.
  • Recognize and understand the diversity within and across First Peoples societies as represented in texts.
  • Understand the influence of land/place in First Peoples and other Canadian texts.
  • Recognize and understand how different forms, formats, structures, and features of texts enhance and shape meaning and impact.
  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.
  • Recognize and understand personal, social, and cultural contexts, values, and perspectives in texts, including culture, gender, sexual orientation, and socio-economic factors.
  • Recognize and understand how language constructs personal, social, and cultural identities.
  • Construct meaningful personal connections between self, text, and world.

Content:

  • Text forms and genres
  • Text features and structures
    • form, function, and genre of texts
    • elements of visual/graphic texts
    • narrative structures found in First Peoples texts
    • protocols related to the ownership of First Peoples oral texts
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • The exploration of text deepens understanding of one’s identity, others, and the world
  • First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future
  • First Peoples literature plays a role within the process of Reconciliation
  • People understand text differently depending on their worldviews and perspectives
  • Texts are socially, culturally, geographically, and historically constructed
  • Self-representation through authentic First Peoples text is a means to foster justice.

Curricular Competencies:

  • Demonstrate awareness of how First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews.
  • Access information for diverse purposes and from a variety of sources to inform writing.
  • Evaluate the relevance, accuracy, and reliability of texts.
  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.
  • Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors.
  • Demonstrate understanding of how language constructs and reflects personal, social, and cultural identities.
  • Construct meaningful personal connections between self, text, and world.
  • Recognize and understand the role of story and oral traditions in expressing First Peoples perspectives, values, beliefs, and points of view.
  • Recognize and understand the diversity within and across First Peoples societies as represented in texts.
  • Assess the authenticity of First Peoples texts.
  • Understand the influence of land/place in First Peoples texts.

Content:

  • A wide variety of BC, Canadian, and global First Peoples texts
  • A wide variety of text forms and genres
  • Common themes in First Peoples texts
  • Reconciliation in Canada
  • First Peoples oral traditions
    • the legal status of First Peoples oral traditions in Canada
    • purposes of oral texts
  • Protocols
    • protocols related to ownership and use of First Peoples oral texts
    • processes related to protocols and expectations when engaging with First Nations communities and Aboriginal organizations
  • Text features and structures
    • narrative structures, including those found in First Peoples texts
    • form, function, and genre of texts
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

Big Idea(s):  

  • The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
  • People understand text differently depending on their worldviews and perspectives.
  • Texts are socially, culturally, geographically, and historically constructed.
  • Language shapes ideas and influences others.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competencies:

  • Understand and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view.
  • Understand the diversity within and across First Peoples societies as represented in texts.
  • Understand the influence of land/place in First Peoples and other Canadian texts.
  • Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts.
  • Recognize and analyze personal, social, cultural contexts, values, and perspectives in texts, including culture, gender, sexual orientation, and socio-economic status.
  • Appreciate and understand how language constructs personal, social, and cultural identities.
  • Construct meaningful personal connections between self, text, and world.

Content:

  • Text forms and genres
  • Appropriation and reclamation of voice
  • The evolution of language
  • Text features and structures
    • form, function, and genre of texts
    • features and structures of First Peoples texts
    • narrative structures found in First Peoples texts
    • protocols related to the ownership of First Peoples oral texts
  • Strategies and processes
    • multimodal writing strategies
    • metacognitive strategies
    • reading strategies
    • oral language strategies

Big Idea(s):

  • The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
  • Oral and other texts are socially, culturally, geographically, and historically constructed.
  • Voice is powerful and evocative.
  • First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future.
  • Self-representation through authentic First Peoples text is a means to foster justice.
  • First Peoples voices and texts play a role within the process of Reconciliation.

Curricular Competencies:

  • Analyze how First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews
  • Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability
  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
  • Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors
  • Appreciate and understand how language constructs and reflects personal, social, and cultural identities
  • Construct meaningful personal connections between self, text, and world
  • Demonstrate understanding of the role of story and oral traditions in expressing First Peoples perspectives, values, beliefs and points of view
  • Assess the authenticity of First Peoples texts
  • Analyze the influence of land/place in First Peoples texts
  • Examine the significance of terms/words from First Peoples languages used in English texts
  • Discern nuances in the meanings of words, considering social, political, historical, and literary contexts

Content:

  • A wide variety of BC, Canadian, and global First Peoples texts
  • A wide variety of text forms and genres
  • Common themes in First Peoples literature
  • Reconciliation in Canada
  • First Peoples oral traditions
    • the legal status of First Peoples oral traditions in Canada
    • purposes of oral texts
    • the relationship between oral tradition and land/place
  • Protocols
    • protocols related to ownership and use of First Peoples oral texts
    • acknowledgement of territory
    • situating oneself in relation to others and place
    • processes related to protocols and expectations when engaging with First Nations communities and Aboriginal organizations
  • Text features and structures
    • narrative structures, including those found in First Peoples texts
    • form, function, and genre of texts
    • elements of visual/graphic texts
  • Strategies and processes
    • reading strategies
    • oral language strategies
    • metacognitive strategies

First People’s Principles of Learning

Which First People’s Principles of Learning apply?

  • Learning ultimately supports the well being of the self, the family, the community, the land, the spirits, and the ancestors.
  • Learning is embedded in memory, history, and story.

Inviting Community

What is one way that teachers could work with community members for this project?

  • Teachers could work with Indigenous community members to enliven this subject by inviting local Education Coordinators to visit the classrooms or bring them in as a guest speaker.
  • Inviting Elders in to talk about their knowledge with the students, and having the students be an active part in implementing Indigenous curriculum into the classroom.
    Parents could have an open-door policy to visit the classroom whenever they want to or participate in cultural awareness.

Indigenous Perspectives

How does your lesson relate to decolonization or reconciliation of education?

  • By allowing Indigenous authors, Elders, or Education Coordinators into the classroom it helps with reconciliation of education in the classroom.
  • It would even be beneficial to ask parents to be an active part of the audience to help bridge the gap that residential school has on most parents/family members who are from Indigenous families.  It could be a stepping stone for positive change in the classroom.  It also gives the parents or caregivers the chance to get to know the teacher, and help their child be successful in school.
  • The inclusion of books written by local Indigenous authors recognizes Indigenous people’s histories and perspectives into elementary school classrooms.  It provides an opportunity for students to learn about local land and hear from Indigenous knowledge keepers. It moves towards working with Indigenous knowledge keepers, students, and their families.