Tag Archives: Teacher guidebook

Module 3, post #3: Seven Gifts for Cedar

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As I was looking through a web-site on First Nations Literacy, I came across a suggested story called Seven Gifts for Cedar, written by a Metis named Dimaline. The story is of a seven-year old girl named Cedar, who lives in a big city with her mother, but who visits her Dad on a reserve near Georgian Bay every summer. Cedar receives seven gifts through these summer visits; humility, wisdom, respect, bravery, honesty, truth and love — these are the seven Ojibwe teachings.

As I read the plot summary, I was immediately interested in this story because it ties in well with character education. I can also envision using this story to engage students’ critical thinking skills. The question of dual-identity could be raised, comparisons between urban and rural living can be made and the importance of being good stewards to the Earth.

I also found a teacher guide that accompanies this story. It includes lesson plans, chapter questions and suggests activities such as; a mock debate, scene re-enactments and a film screening of Paddle to the Sea. Click here for access to the guide.

Module 3, Post #1: BC Teacher Guidebook

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In my quest for teaching resources, I came across a guidebook called Shared Learning: Integrating BC Aboriginal Content k-10, which was developed by the BC Ministry Education. The guidebook offers a variety activities that could easily be used in the classroom to meet the provincial curriculum expectations. Along with its lesson plans, the guide offers resource lists and assessment tools. This resource receives high praise in my books!

Recognizing that the integration of indigenous culture is mutually beneficial for mainstream and indigenous students, the guide highlights themes and activities that can be used in all subject areas, according to divisional level. Kindergarten to Grade 3 activities include indigenous storytelling in language arts and trading games in mathematics. The section for older students suggests activities that demand a little more critical thinking. Students are challenged to delve into deeper issues, many of which we have discussed in our course. The guide outlines lessons on the stereotyping of indigenous people in media, the impact of the Indian Act, the aboriginal view of science, the importance of indigenous role models, indigenous ways of teaching and the use of technology to learn about important indigenous people. Thinking back on my elementary education, we never explored these big, important ideas, even though they are crucial in understanding the past and present relations between indigenous and mainstream populations.

Imagine how much stronger the ties between mainstream and indigenous cultures would be if everyone knew and understood what we have been learning in this course. The BC Ministry of Education is doing it right by raising these valuable questions and teaching these issues at a young age.

Shared Learning: Integrating BC Aboriginal Content K-10, 2006. British Columbia Ministry of Education, 2006. http://www.bced.gov.bc.ca/abed/shared.pdf Web. 24 October 2013.