Respecting First Nation, Métis, and Inuit Students: Distribute copies of My Child: He Has A Right To Be Himself” to small groups. “Respect Groups read the letter and discuss their reactions. Brainstorm in the large group what the best practices would be for teaching First Nation children as identified in this letter. This copy of the letter has been modified to replace the world with First Nation and to “Indian” replace with Caucasian. The letter in its original form can be found at: “white” Assessing Learning Materials For Bias: Discuss the importance of using a critical eye to assess learning materials that students will be using in their learning of First Nation, Métis, and Inuit people in Social Studies. Refer to the excerpt from Canadian Literature for Young People titled Literature” which is “Aboriginal included. A handout is provided which lists the criteria for identifying bias titled for Identifying “Criteria Bias”. Review these ten points in the large group or have small groups review them independently. A handout is provided which provides suggestions for dealing with bias in material titled for Dealing with Bias in Material”. These points could be reviewed in the large “Suggestions group or independently in small groups. A handout is provided which specifically addresses the and don’ts’ regarding the teaching ‘do’s about Aboriginal people. It is titled Respect for Native Peoples”. Teacher Candidates “Teaching should be aware that the term is no longer used to identify the First Peoples of this land; ‘Native’ however, this piece was written in the day when the term was used and has not been changed for copyright reasons. This handout could be shared with a round-robin aloud reading, whereby each student reads one statement. If the resources are available, Teacher Candidates could review some children’s books or textbooks about First Nation, Métis, and Inuit people to review against the three lists addressing bias that they have been given. The review could be done in small groups with a sharing of their findings to the large group.
Respecting First Nation, Métis, and Inuit Students: Distribute copies of “Respect My Child: He Has A Right To Be Himself” to small groups. Groups read the letter and discuss their reactions. Brainstorm in the large group what the best practices would be for teaching First Nation children as identified in this letter. This copy of the letter has been modified to replace the world “Indian” with First Nation and to replace “white” with Caucasian. The letter in its original form can be found at: Assessing Learning Materials For Bias: Discuss the importance of using a critical eye to assess learning materials that students will be using in their learning of First Nation, Métis, and Inuit people in Social Studies. Refer to the excerpt from Canadian Literature for Young People titled “Aboriginal Literature” which is included. A handout is provided which lists the criteria for identifying bias titled “Criteria for Identifying Bias”. Review these ten points in the large group or have small groups review them independently. A handout is provided which provides suggestions for dealing with bias in material titled “Suggestions for Dealing with Bias in Material”. These points could be reviewed in the large group or independently in small groups. A handout is provided which specifically addresses the ‘do’s and don’ts’ regarding the teaching about Aboriginal people. It is titled “Teaching Respect for Native Peoples”. Teacher Candidates should be aware that the term ‘Native’ is no longer used to identify the First Peoples of this land; however, this piece was written in the day when the term was used and has not been changed for copyright reasons. This handout could be shared with a round-robin aloud reading, whereby each student reads one statement. If the resources are available, Teacher Candidates could review some children’s books or textbooks about First Nation, Métis, and Inuit people to review against the three lists addressing bias that they have been given. The review could be done in small groups with a sharing of their findings to the large group.