1. Website 

About FNESC. (n.d.). Retrieved February 27, 2020, from http://www.fnesc.ca/about-fnesc/ 

As a teacher, I will use the FNESC website to advance the quality of education I provide to my First Nations learners. The information contained in the website will help me to infuse First Nation teaching and learning into all of my lessons. It will also help to educate me and keep me informed on local education agreements that need to be reflected in my teaching practice to ensure that I am doing my part to implement the Calls to Action.

 

  1. Government Document

Ontario Ministry of Education. (n.d.). Aboriginal Perspectives The Teachers Toolkit: Circle Traditions – Talking Circle. Retrieved from the Ontario Ministry of Education website: http://www.edu.gov.on.ca/eng/aboriginal/strategygr01lancircle.pdf

I will use this government document as a toolbox resource to help ensure that I infuse First Nations worldviews and perspectives correctly into my classroom. For example, before implementation of the practice, I would give my students a lesson (kindergarten) about the sacredness and symbolism of the circle to Aboriginal peoples.  I would then introduce the talking stick and have a discussion with them about expected behaviour in a talking circle. After this lesson, I would implement this practice (K-7), and way of sharing, into my daily classroom routine.

 

  1. Children’s Story Book

Campbell, N. (2005). Shi Shi Etko. Groundwood Books, Ontario, Canada.

 Shi Shi Etko is a children’s storybook that I would use in my classroom to give a soft introduction to the residential school experience.  I would suggest that ideally, this story would be used in a low primary grade, or with students who have not yet been introduced to the residential school experience.  An activity I would plan to go with this story, is for my students to make memory pouches. Then collect, draw, or write down items that have meaning to them and fill their pouches, just as Shi Shi Etko did.