Professional Learning Goals

The first goal we achieved was a better understanding of local treaties and their lasting impacts on First Nations, Métis and Inuit in our area. This was especially important in our area as many of our students are First Nations and Métis and have a direct interest in the treaties signed in this area, especially the Robinson-Huron Treaty. We built many community partnerships with our local First Nations communities. Our second goal was to use more technology in order to spread the learning beyond the classroom walls. We learned how to use the board-developed interactive website as a learning tool for the students. Our third goal was to incorporate community partners into our learning and make the learning more relevant to the students. We worked together and brought in a variety of Elders and Chiefs to share their knowledge with us and the students.

Activities and Resources

As a team, we examined the KARIOS Blanket Exercise. We read through the Blanket Exercise together and then as a group, we did the exercise with our classes. Joel has had the KARIOS training so he was able to share that with the group. We also created a handout to accompany the exercise for student reflection. As a group, we also reflected on the activity and responses from class.

As a group, we discussed the various guest speakers we could have come talk to the class. Chief Dean Sayers came and talked to the Grade 7, 8 and 10 students on the Mica Bay incident and the creation of the Robinson-Huron Treaty.

We worked together creating a list of resources and added them to a OneNote document to be shared among history teachers. We also used the new board website called “Voices from the Gathering Place” that looks at the history of Sault Ste. Marie and the First Nations and Métis peoples in this area. We explored many of the different ways we can use the website and perhaps at a later date what we might be able to add to the website.

Unexpected Challenges

Finding time to meet as a whole group was difficult. With the two different divisions (intermediate and secondary), getting a common time for all of us to meet was a challenge. We met periodically in smaller separate groups to check in on our project. We also had some difficulties deciding on the items we wanted to add to the Blanket kit we want to have at the school as we wanted the kit to represent the local area.

Enhancing Student Learning and Development

Student learning was enhanced though the various guest speakers. The local Elders and the Chief of Batchewana First Nations were able to share their knowledge and sharing enhanced our learning. Their understanding of the Robinson-Huron Treaty was enhanced by oral histories shared.  They also discussed the more recent hearing that took place locally on the land claims in this area.

The Blanket Exercise allowed the students to participate in an interactive learning activity and to have a greater understanding of the historical relationship between Canada and its Indigenous Peoples. They were also encouraged to reflect on how they can work at improving the relationship between Canada and its Indigenous Peoples. Their reflections illustrated the impact the exercise had on students and how it served to improve their understanding of Canada and its relationship with Indigenous Peoples. It also served to address some of the calls to action in the Truth and Reconciliation Commission.

Finally, we  will be able to use technology to gain further information from the new “Voices from the Gathering Place” website that hosts videos and interviews from local Indigenous leaders. We are still exploring the activities this website contains. The local interviews from Elders and leaders in our local Indigenous communities, as well as academic interviews from lead Indigenous writers and advocates, will also help to enhance student understanding.

Sharing

We have shared our projects results in a variety of ways. We used our knowledge and understanding of the Blanket Exercise by performing the exercise with a variety of different groups. We performed the exercise with our Grade 10 history students and we will be doing it again with the entire teaching staff, care staff and support staff at our next PD Day.

We will be sharing our many resources throughout the board using a OneNote group consisting of history teachers from grades 7-12.

Project Evaluation

We thought our project was very successful. We were able to bring numerous Elders and the local Chief of Batchewana First Nations. Their knowledge and sharing enhanced our learning.

The Blanket Exercise allowed the students to participate in an interactive learning activity and to have a greater understanding of the historical relationship between Canada and its Indigenous Peoples. They were also encouraged to reflect on how they can work at improving the relationship between Canada and its Indigenous Peoples. Their reflections illustrated the impact the exercise had on students and how it served to improve their understanding of Canada and its relationship with Indigenous Peoples. It also served to address some of the calls to action in the Truth and Reconciliation Commission.

Finally, we were able to use technology to gain further information, especially information on our local Indigenous population, from the new “Voices from the Gathering Place” website that hosts videos and interviews from local Indigenous leaders.