Developer’s Name:
Lyn Trudeau, Ph.D. Candidate, Brock University, BA, M.Ed.
Audience:
Grades 9 – 12
Poster:
Text-based description of poster.
Lesson Description:
The poster emphasizes different knowledge systems and ways of transferring information and histories. Indigenous People of Canada have always had our own distinctive ways of documenting and sharing stories, passing along ceremonies and traditional teachings on to future generations. We expressed and told of events that were of significance to our ways of life through various natural elements. These natural elements consist of all creation that exists without the intervention of humankind: Land, stone, water, sky, animal and plant life, flyers, crawlers and swimmers – each distinct entity is valued, believed equal, and considered of great importance. Thus, engaging student learners with this lesson, called Imagery as Cultural History: Creating our own connection to land, provokes thoughtful reflection of personal identities and connection to land and artistic expression. In this lesson, Indigenous heritage, the importance of land/place and art to Indigenous peoples across Canada is also explored; thereby, making connections to Nelson Mandela and his dedication, sense of belonging and deep connection to his home and land in South Africa.
The poster “Imagery as Cultural History: Creating our own connection to land” (Lyn Trudeau, 2013) provides a space to open crucial dialogue into Indigenous history, art, environmental and overall human rights issues. The student will take on both reflective and responsive actions to engage their ideas regarding the importance of; the connection to land; and what the concept of being dispossessed from their own respective place of living would mean to them on a personal level.
Lesson Objectives:
- Understand the Indigenous Peoples of Canada connection to Land
- Appreciate another culture’s history and transference of knowledge
- Emphasize the relationship to environmental matters and the human connection
- Examine what our connection is to land and place
- Relate the dispossession of land in Canada to Nelson Mandela’s people in South Africa
Relevant Ontario Curriculum:
Arts
- Stress the value and importance in the arts through inviting critical analysis (both individually and as a group) and cultural interaction.
- Engage students with their own creative processes.
- Explore how an Indigenous artist represents their own history as opposed to text-laden pedagogies.
History
- Interact with another culture’s history. Opening and supporting conversations that examine Indigenous peoples before and after colonialism.
Social Studies (Equity and Diversity)
- Cultural identity by accentuating the importance of maintaining and possessing your inherent identity. Further, exploring how this fits within greater societies and other cultures; thereby, advocating compassion, inclusion and recognition of all nations.
Environmental Studies
- Presenting the natural elements as the focal point acknowledges how these natural forces and beings had always, and still provides and sustains the human populace with various means to survive. Students recognize the disconnect from land in modern societies as we do not even have to wonder where food comes from (grocery stores). However, this can initiate critical conversations about climate change and the dire needs of other countries/nations. The land does not need us, we need the land.
Relevant Ontario Curriculum Documents
- Ontario Ministry of Education. (2010). The Ontario Curriculum. Grades 9 and 10 Arts
- Ontario Ministry of Education. (2010). The Ontario Curriculum. Grades 11 and 12 Arts
- Ontario Ministry of Education. (2013). The Ontario Curriculum. Grades 9 to 12 Social Sciences and Humanities
- Ontario Ministry of Education. (2017). The Ontario Curriculum. Grades 9 – 12 Environmental Education Scope and Sequence of Expectations
- Ontario Ministry of Education. (2018). The Ontario Curriculum. Grades 9 and 10 Canadian and World Studies Geography, History, Civics (Politics)
- Ontario Ministry of Education. (2019). The Ontario Curriculum. Grades 9 – 12 First Nations, Métis, and Inuit Studies
Human Rights Instruments:
Ontario First Nation, Metis and Inuit Education Policy Framework
- Policy Statement
“provide a curriculum that facilitates learning about contemporary and traditional First Nation, Métis, and Inuit cultures, histories, and perspectives among all students, and that also contributes to the education of school board staff, teachers, and elected trustees; (p. 7)
- Strategy 1.1. Schools will strive to
c. incorporate meaningful First Nation, Métis, and Inuit cultural perspectives and activities when planning instruction;
e. implement strategies for developing critical and creative thinking. (p. 13)
United Nations Declaration on Rights of Indigenous Peoples (UNDRIP)
- Article 2
Indigenous peoples and individuals are free and equal to all other peoples and individuals and have the right to be free from any kind of discrimination, in the exercise of their rights, in particular that based on their indigenous origin or identity.
This poster will support efforts to build capacity to foster identity building – opening up conversations where all students are inherently from (through the connection to land) welcoming inclusivity into the classroom.
- Article 8
-
- States shall provide effective mechanisms for prevention of, and redress for:
(b) Any action which has the aim or effect of dispossessing them of their lands, territories or resources;
- Article 11
-
- Indigenous peoples have the right to practise and revitalize their cultural traditions and customs. This includes the right to maintain, protect and develop the past, present and future manifestations of their cultures, such as archaeological and historical sites, artefacts, designs, ceremonies, technologies and visual and performing arts and literature.
- Article 15
-
- Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public information.
Resources:
- The poster “Imagery as Cultural History: Creating our own connection to land” (Lyn Trudeau, 2013)
- Four reflective responses
Lesson Plan Details by Stages of African Epistemology:
Activate
Real time in the classroom:
- Include knowledge about the connection and significance of land and Indigenous Peoples of Canada.
Links and Resources:
Instructions and Lesson Breakdown:
- How do Indigenous People of Canada connect to land? Cover and stress the value, respect and interconnectivity Indigenous people have with land and place.
Activate
Real time in the classroom:
- Allow the students to take in and be immersed in the visual.
Links and Resources:
- Inquire: How does mainstream society pass on history? Are there visual representations? What are they?
- What is Turtle Island and why is “Turtle” telling the story?
Instructions and Lesson Breakdown:
- Show the poster entitled: “Imagery as Cultural History: Creating our own connection to land” to the class. Allow time for students to fully observe. Invite critical and creative thinking.
- Pose the following questions:
-
- What is your first reaction and/or emotion? What elements are being depicted? Is there an underlying message(s) happening here, from the artist’s view point?
- To facilitate thinking and reflection on the issues discussed please see the series of worksheets called “Four reflective responses”
- Students are invited to work on Reflection Sheet #1.
- To expand upon this line of inquiry, students can research on Indigenous stories of Creation.
Reflect
Real time in the classroom:
- Discussion and open conversation.
Links and Resources:
- Ask: How do you express your connection to land or safe place?
- How does where you live or where you are from inform your identity?
Instructions and Lesson Breakdown:
- What do you see? How are you interpreting the poster? Why do you think this artwork was created?
- Do you feel a connection to land/place – Canada, city, home?
- Students continue to write in Reflective Sheet #1 about their answers to the questions / or the teacher poses some additional questions.
Reflect and Connect
Real time in the classroom:
- Continue with exploring the magnitude of connection to place and land and the consequences of forced removal and assimilation.
Links and Resources:
Instructions and Lesson Breakdown:
- How would you feel if you had to leave your home, city, country? What are some consequences if you were forcibly taken from your place of residence? Indigenous people of Canada and Nelson Mandela’s people had this happen to them.
- For example, imagine when you went home today, what would happen if the government or police told you, you had 24 hours to pack and leave? You didn’t know where you were going and what laid ahead of you, what would you do? What would you take? What would you leave behind?
- Use Reflective Sheet #2.
Connect
Real time in the classroom:
- Application: Using various resources and own representation articulating and adding to the subject matter. Provide a quiet space for reflection.
Links and Resources:
- A reflection sheet will help with the first portion wherein students can write down key words, short sentences to explore feelings and emotions before assigning a visual. Brainstorm all the various ways you connect to land or home.Use Reflective Sheet #3 (part 1).
Instructions and Lesson Breakdown:
- How would you visually display your history/family?
- Think of how and what you can put into your collage. How are you feeling? Name your emotions and visualize these feelings. Make a collage or picture representing these emotions and feelings.
- Collect imagery – draw, add words, photos, sketches (pencil, crayon, marker etc.)
print images from internet to help tell your story. - Use Reflective Sheet #3 (part 2).
Communicate
Real time in the classroom:
- Physically engaging with content and investing time with being the creator and owning the artistic outcome will have a lasting effect. Have a gallery showing of all students work where they can share and speak to their reflective artwork.
Links and Resources:
- Freedom and power to create and self-express your own relationship to where you live is empowering and incorporates critical and creative thinking.
- Self-expression through Art
- Sharing your own story as it relates to your own intimate reflection to land and place draws a correlation to Indigenous people and Mandela’s experience.
Instructions and Lesson Breakdown:
- Does this help you understand your place within greater society? Debrief the exercise and discuss the experience allowing each student a chance to speak – everyone must be allowed to participate and share their artwork; thus, supporting and embracing inclusivity. We all have a history and story to share.
- Reiterate the question: “How would you feel if you had to leave your home, city, country?” and make the connection of the Indigenous Peoples of Canada and Nelson Mandela in South Africa as associated with dispossession of land and removal from their homes.
- Use Reflection #4 Sheet.
Art as expression/communication
The arts help to engage students in their learning environments. Often words cannot express what a visual can represent.
Identity Formation
Learning and understanding the significance of connection to land/place and the impact this has on each person’s identity.
Art and Literacy/Overall Success
Research has shown that students engaging in various art forms analyze, read and have overall higher levels of success in and outside the classroom.
Connecting Land in a Canadian context and South Africa
Indigenous people in Canada have been forcibly removed from their traditional lands. This is significant through residential schools. There are similarities to Mandela’s people’s experience in South Africa.
Inclusive Education
Inviting all students in the class to tell their story and history is inclusive and appreciates diversity within classrooms.