Educating Our Educators (March 2011) - Algoma District School Board

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Elder Protocol – Metis Senator ProtocolTo contact a Métis Senator, call your local Métis community council or Métis Nation of Ontario for guidance. Senatorsare elected life positions who are great storytellers and enjoy sharing wisdom. If you would like a Senator foropening/closing ceremonies, invite the Senator the same way as you would ask a consultant or an advisor. An offering oftobacco isn't necessary but a gift or honorarium is appreciated. When in doubt, seek clarification and ask questions.Seeking an Elder/SenatorTo initiate the process of dialogue and participation, a letter may be sent to the local band council or an Aboriginalcommunity agency requesting Elder/Senator participation and indicating the role the Elder/Senator would have within theprogram.First Nation bands, Friendship Centres, and Métis Community Councils, in our area are active at the community level andoften present cultural workshops and activities in cooperation with Elders/Senators and other recognized resource people.Teachers and schools may wish to contact ADSB Aboriginal LEAD Teacher - Carol Trudeau McEwen or SuperintendentKime Collver for names of Elders/Senators who would be interested in participating at school /Board events.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201170
Connections in Our Classrooms, Our Schools and Our SchoolCommunities to Support Our StudentsIn Our Classrooms: Make cross curricular connections that align initiatives and ensure that inclusion is across thecurriculum - Aboriginal history, issues, world views, perspectives are reflected across all Grades, K –12o make cross curricular connections by including Aboriginal experiences in science, art,music, language, as well as history, geography and social studies – Units on Aboriginalpeople and culture are an integral part of the curriculum.o teach students to deconstruct bias in learning resources – inclusion should not be limited tosocial studies and history Emphasize the value placed by Aboriginal world views on harmonious relationships with theenvironment and the cycles of life as an Integral part of inclusiono where appropriate include circle teachings as part of classroom practices and instruction Ensure that Aboriginal information and the perspectives included are accurate and the timeframe isaccurateo ensure information is accurate by confirming that resources are Ministry approved and/orrecommended for use in ADSB schools - use videos and novels that represent authenticAboriginal voiceo review the resources in your classroom and school library for bias and make sure mapsinclude a time period reference and accurately locate Aboriginal peoples of that time periodo cross reference facts and important information (e.g. websites) to ensure the information isaccurate (see the electronic resource list from ADSB)Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201171
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Table of ContentsIntroduction page
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According to the 'Ontario First Nat
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This is just the beginning of a pos
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In June 2007, ADSB formed the Abori
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5. In most Aboriginal cultures, the
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Some of the more common nature of A
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TerminologyThere are many terms use
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Apology - Prime Minister Harper off
Page 18 and 19:
schools. Aside from providing compe
Page 20 and 21: Reserve - A tract of land, the lega
Page 22: Canada’s Aboriginal PeopleEducati
Page 26 and 27: First NationsFirst Nations is a ter
Page 28 and 29: The InuitThe Inuit and the LandThe
Page 30 and 31: OjibweThe Ojibwe are an Algonkian-s
Page 32 and 33: highly mobile lifestyle of the Mét
Page 34 and 35: Educating Our Educators - Educating
Page 36 and 37: Canadian society did not challenge
Page 38 and 39: The Spanish schools comprised of St
Page 40 and 41: ImpactsThe loss of family and commu
Page 42 and 43: Today Communities are working toget
Page 44 and 45: About Aboriginal and Treaty RightsW
Page 46 and 47: These Treaties have never been abri
Page 48 and 49: First Nations Code of EthicsThere a
Page 50 and 51: Traditional WisdomThe Seven Gifts -
Page 52 and 53: Medicines (Four Sacred Plants)Tobac
Page 54 and 55: The people of the Martin Clan were
Page 56 and 57: construction of the arbour ( an ope
Page 58 and 59: Metis TraditionsMetis FlagThe horiz
Page 60 and 61: The Inuit Culture and FamilyThe Inu
Page 62 and 63: Igloo - An igloo translated some ti
Page 64 and 65: Creating a Welcoming Learning Envir
Page 66 and 67: Office/Front Foyer/Student Services
Page 68 and 69: Why Involve Elders and/or Senators?
Page 72 and 73: In Our Schools: Intentionally plan
Page 74 and 75: Building Capacity with Educators Wo
Page 76 and 77: National Aboriginal Day: June 21Nat
Page 78 and 79: Building Strong PartnershipsAborigi
Page 80 and 81: The logo of “Shki-niigaawii-ag”
Page 82 and 83: Algoma University has over the last
Page 84 and 85: ADSB has the privilege to meet and
Page 86 and 87: First Nations Education Directors/C
Page 88 and 89: First Nations of OntarioAamjiwnaang
Page 90 and 91: Educating Our Educators - Educating
Page 92 and 93: Appendix iiFor ADSBSchool Administr
Page 94 and 95: • Avoid interrupting our Elders
Page 96 and 97: Figure 1.0 - An Aboriginal Model of
Page 98 and 99: Many of the adoptees, who are now a
Page 100 and 101: Nations of Lost Soulshttp://www.nat
Page 102: together in partnership.A cornersto
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Educating Our Educators (March 2011) - Algoma District School Board

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