TQS 5 - Applying Foundational Knowledge about First Nations, Métis and Inuit

 

As educators, we have a unique opportunity to weave cultural learning into our classrooms, helping students develop a deeper understanding of the world and its diverse traditions. Integrating foundational knowledge about First Nations, Métis, and Inuit perspectives enriches learning, fosters cultural understanding, and encourages students to engage meaningfully with Canada's history and present, supporting reconciliation efforts. 

In my teaching, I strive to incorporate these perspectives across all subjects, making them an integral part of our learning journey. One way I do this is by integrating Indigenous perspectives into my lessons, focusing on the traditions and values of the Blackfoot Cree and Métis peoples, whose lands we are privileged to live and learn on in Zone 3 - Treaty 7.

Learning from the Land and Reciprocity

For one lesson, we began by exploring the concept of reciprocity—a cornerstone of many Indigenous cultures. We discussed the importance of learning from the land and showing respect in our interactions with it. Before heading outside, we learned the steps for respectful gathering, including the significance of offering gratitude. These steps were tied to Blackfoot, Cree and Métis norms, emphasizing mindfulness and respect for nature.

With this grounding, my students visited our school’s outdoor Indigenous classroom. In this space, they practiced reciprocity by offering thanks to the land as they gathered rocks for their art project. This moment not only connected them with nature but also introduced them to the deeper meaning of respectful gathering, an act tied to sustainability and gratitude.

                

Art as Cultural Expression

After collecting the rocks, we shifted focus to Métis art and the symbolism embedded in their traditional practices. We explored Métis pointillism, a style known for its intricate dots and vibrant colours, often used to tell stories and convey cultural identity.

Students were encouraged to create their own symbols, drawing inspiration from their experiences with the land and their understanding of reciprocity. Using the pointillism technique, they painted these symbols on the rocks they had gathered, reflecting their unique perspectives while honouring the Métis tradition.

After completing these rocks the students gave back to our school community by placing their artworks back in the Indigenous outdoor classroom for the rest of our school to enjoy.

                   

Why This Matters

This lesson went beyond teaching art techniques—it fostered respect for Indigenous cultures, encouraged meaningful interaction with the land, and inspired students to think deeply about the stories and values their art can represent.

By incorporating Indigenous perspectives into art education, we provide students with a richer, more inclusive learning experience. This approach not only builds their artistic skills but also nurtures empathy, cultural awareness, and a deeper appreciation for the land and its teachings.

I believe these lessons resonate with students long after the paint has dried, leaving them with a profound connection to both the land and the cultures that honour it.

Read Aloud Teaching: "I Am A Rock" by Ashley Qilavaq-Savard

Demonstrates how rocks embody resilience, connection, and stories of the land, reflecting Indigenous perspectives on their sacred role in nature.

  

Applying Foundational Knowledge About First Nations, Métis, and Inuit in the Classroom

One approach I use is in teaching grade 5 students about regions, including landforms, climate, and natural resources. To encourage critical thinking and cultural understanding, I pose guiding questions for each topic:

• Landforms: How would Indigenous peoples navigate this region?
• Climate: What would they build to survive the conditions?
• Natural Resources: How would they use these resources in their daily lives or cultural practices?
• Community and Cooperation: Did they work together to achieve their goals, such as securing food?

These questions prompt students to consider the ingenuity and adaptability of Indigenous peoples and how their knowledge reflects a deep connection to the land.

Why This Matters

By framing lessons in this way, students gain an appreciation for Indigenous knowledge systems and practices. This approach also aligns with reconciliation efforts by fostering respect and understanding for First Nations, Métis, and Inuit cultures.

Through these discussions, my students learn that Indigenous peoples are not only part of our history but also active and vibrant communities today, continuing to contribute their knowledge and perspectives to environmental stewardship and cultural identity.

Incorporating these elements into teaching ensures that we honour the diversity of perspectives that shape our shared experiences and our land. It’s a step toward building a classroom—and a world—where every voice is valued and respected.