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Introduction

Providing students with multiple perspectives and points of view of Canadian history is a
main concept within the Albertas curricular reform initiative. Teachers are now being mandated
to include Indigenous knowledge systems, histories, and practices into their everyday classrooms.
The Association of Canadian Deans Accord initiative (2010) (ACDE) also agrees by recognizing
that it has a role and responsibility to expand educators knowledge about and understanding of
Indigenous education (p. 2). To be a teacher in Alberta it is crucial that we educate ourselves and
continue to develop transformative learning environments so as a collective community we can
provide ourselves and our students with the opportunity to start rejecting the status quo, move
beyond closing the gap and continue to contribute to the well-being of Indigenous peoples and
their communities (ACDE, 2010, p.1). The following is a reflection based upon my personal
reasoning behind teaching Indigenous history and a rationale for an example lesson plan based on
a provocation to introduce the topic of colonialism in the classroom.

Personal Reflection

For myself, teaching Indigenous knowledge and history is more then just required
curriculum, but rather rthe reason I choose to peruse teaching in the first place. In 2011, I graduated
with a Bachelors Degree in Criminal Justice. There, I managed to educate my self on residential
schools and continued to focus my studies around the Indigenous communities and the criminal
justice system. Shortly after graduation, I found myself employed as a probation officer for the
province of Alberta. I had always had a passion for rehabilitation and restorative justice practices
and I was eager to put my knowledge into practice in the community especially because I thought
the government was beginning to accept restorative justice practices in corrections. For example,
according to Balfour (2008) In 1996, the Canadian government introduced progressive sentencing
law reforms that called for special consideration of the conditions in Aboriginal communities as
legacies of colonialism and to limit the use of incarceration (p. 101). My eagerness shortly faded
when I began to find myself placed in uncomfortable and discriminatory positions and when I
realized that restorative justice practices were no where to be seen. For example, one of the duties
of a probation officer is to assess a clients risk to the community. Community corrections within
Alberta uses a digital program called SPIn. SPIn is developed by a company named Orbis and they
define SPIn as a Service Planning Instrument that assesses risk, needs and protective factors in
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adult populations. It can be used in probation, parole, re-entry and custodial settings to assess risk
of recidivism and to identify service needs ("Orbis Partners Inc. Adult Assessment (SPIn)",
2016). This tool is used to ensure equality of supervision of clients, but the use of this tool resulted
in marginalizing the Indigenous community and identifying the community as high risk
offenders. SPIns reasoning is due to the over representation in the justice system of the
Indigenous population and uses the following statistical report from Statistics Canada (2009) to
justify their practices. The report reveals between 2007/2008, Aboriginal adults accounted for
17% of adults admitted to remand, 18% admitted to provincial and territorial custody, 16%
admitted to probation and 19% admitted to a conditional sentence (Statistics Canada, 2009).

I will never forget the day that I first realized I was participating in a discriminatory
practice. I was assigned to a young Indigenous father from Calgary. As a probation officer, your
first glance of this client would ignite your prejudices and false assumptions and you would
immediately deem this individual to be one of caution, but I refused to let societal false
presumptions of the Indigenous population effect my way of building relationships with my
clients. It didnt take us long to build a strong rapport with each other. I remember learning about
his history and his family. For the first time, I was able to fully understand and emphasize with his
situation. My dedication to learning about colonialism and residential schools gave me an upper
hand and he was able to recognize that I was not judging him or putting him in a particular
category. Little did I know at this point, but it was not I that was going to help change his life, but
he was going to change mine. As I worked on my initial assessment of this client, I began to plug
the information in to SPIn. One of the first categories to assess is demographics. Once I clicked on
the icon indicating this client was from an Indigenous community, SPIn increased his risk. In fact,
by the time I completed filling in his history, which included minor prior offences; he was deemed
high risk. I was not ok with this result. My experience in probation allowed me to conclude that
his prior offences were no different than many other clients I was assigned to. Once a client is
deemed high risk they are sent to a downtown specialized program that includes higher
surveillance practices and conditions. This means that their basic human rights are infringed upon.
My first emotion was anger. This client was also a victim of domestic abuse and a stay at home
father for five young children. I knew I had to do something. If he went into the specialized
program downtown his whole family would suffer and the cycle would continue. I refused to let
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his happen and approached my supervisor who immediately stated that I not question SPIn and
even stated high risk, is high risk, and you have to send him away no matter what you feel.
Disheartened but dedicated, I approached my manager. I spent hours explaining, advocating and
educating him on my client and how this practice is discriminatory. I later refused to participate in
assessing my clients this way and my manager warned me to leave it be. To make me happy, or
what I now know as quiet, he let me keep the client I had fought so hard for. One may see this as
a win, but I was far from finished.

For the next few months I tried to make sense of why and how my whole occupation was
accepting of such practice. Why wasnt anyone else seeing what I saw? I advocated to other
probations officer in my office and soon after, I could see management worried about my pushy
behavior. I knew my actions would eventually be my demise in community corrections and I
started to realize how poor our education of history is. How was I going to do my part to make this
right? I had NO support from any superior and I knew I had crossed the power threshold which
would result in my future termination. I couldnt give up on something I felt so strongly about. I
had to find a way to make a difference. I began to lose sleep and the stress of situation was taking
over my life. I just couldnt figure out how I could make an impact; but not just any impact, one
that would actually make a difference. One night I had a dream. In this dream, I was in a classroom
with my oldest son. I was sitting with a young boy and I was teaching him the history of residential
schools. I was giving him resource after resource for a creative Indigenous art project. I felt excited,
thrilled and finally content with where I was. This dream woke me up from a dead sleep just as if
I was falling out of bed. I finally had my answer. Education. I cant change the discriminatory
power of the justice system, but I have the ability to share my knowledge and experience to educate
those who will be a part of our future justice system. I will never know what happened to the client
that changed my life, but what I can feel content with is knowing that I showed him there is hope,
and I dont mean hope for him, but hope for change in others.

This course has allowed me solidify my choice to pursue education and allow me to expand
the importance of incorporation of Indigenous knowledge systems in the classroom. It has also
allowed me to grow my repertoire of Indigenous resources so I may appropriately incorporate
stories, histories, oral traditions and art in to the classroom. But most of all, this course has allowed
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me to feel confident in "creating a positive learning environmentfor Indigenous populations

(Kim, 2015).

Lesson Plan Rationale

Perhaps the greatest obstacle for teachers is feeling confident in implementing lessons
around sensitive issues such as residential schools. Wadsworth, (2014) in his article regarding
pedological practices in the political science classrooms agrees by indicating exploring the
reverberations of settler colonialism on Iindigenous communities requires members of the settler-
majority culture not only to view politics, knowledge systems, and history from the perspective of
some of the most violated and marginalized communities on Earth, but also to recognize the
politics of settler colonialism and Indigenous resistance as ongoing rather than merely historical
(Wadsworth, 2014, p.692). The following lesson will allow teachers to begin to build that
confidence and provide a starting point they can build upon.

The main objective of the following lesson plan is to provide students with the basic
understanding of colonialism and the affects and consequences of colonialism on Indigenous
populations in Canada. Students will relate their own emotions and feelings to a hypothetical
situation that reflects the idea of infringement of their own basic rights. Students will then connect
these emotions to the history of colonialism on Indigenous populations. This lesson is to be used
as a provocation designed to ignite students thinking and curiosity surrounding the displacement
of Indigenous communities in Canada. The lesson plan is formulated to address the Program of
Studies for Social Studies outcomes for grade 9, however, this lesson has the ability to be adapted
to most grade levels and is also open to be used in an interdisciplinary unit. I would recommend
designing a unit based upon the infringement of rights due to government policy and practices.
This would allow teachers to build lessons around residential schooling, the 60s scoop, the justice
system and displacement of communities.

This lesson also uses the Indigenous knowledge practice of storytelling. Mckeough (2008)
agrees by stating oral narrative or storytelling fits with Aboriginal epistemologythe nature of
their knowledge, its foundations, scope, and validity (p.148). To follow this lesson, teachers
should incorporate stories of real accounts of those who suffered the affects of colonialism. This
is crucial in providing students with a truthful perspective of Canadas past that can also come
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from unofficial accounts of history. Smith (1999) also concurs by stating to engage with a critical
pedagogy of decolonization means revisiting history written from the colonizers perspective (as
cited in Poitras Pratt & Daniels, 2014, p.179).

Included in the front matter of the Program of Studies for Social Studies in Alberta is the
concept of developing historical thinking skills. Historical thinking helps students become well-
informed citizens who approach issues with an inquiring mind and exercise sound judgement when
presented with new information or a perspective different from their own (Alberta Education,
2005, p.9). By studying the colonialism of Indigenous populations through a personal perspective
students begin to emphasize with the challenges and contributions the Indigenous community has
faced in Canadas history. The Program of Studies (2005) also states students will learn about
themselves in relation to others (p.4). By giving students the opportunity to connect personally to
the scenario they are gaining the ability to grow their historical knowledge processes and ignite
the transformation of their own Canadian identity. Students will begin to solidify what it means
for them to live in a democracy and how the history of colonialism has impacted the evolution of
Canadian society. This lesson sets the stage to begin teaching students to be shift disturbers.
 Lesson Plan 6

Class: _Social Studies 9_ Date: ____________________________________

Unit: Infringement of Human Rights Through Government Policy

Title: Activity #1: Theres someone in my Home!!
Lesson Number _1____ out of __10___ Total in Unit
Objective of Lesson (in own words): An introduction lesson to the concept of colonialism and
future government policies that led to colonization of Indigenous communities in Canada.
Learner Outcomes (Program of Studies) Plan for Differentiation/Inclusion:
9.1.2 appreciate the various effects of
government policies on citizenship and on Differentiation Strategies: (ELL) Provide
Canadian society (C, I, PADM) story before class; go over vocab
Provocation lesson for unit 9.1.2- beforehand; provide a modified version;
studying the history of colonialism in provide key words on the side-scaffold;
Canada and the policies put in to place include skeleton sentences; illustrations;
throughout history, i.e. (residential technology; allow student to use their own
schools, 60s scoop, Indian Act) experiences to express their emotions.
9.S.8 demonstrate skills of oral, written and
visual literacy:
Prerequisite Knowledge, Skills, Strategies
9.S. 8. 3-elicit, clarify and respond
and Attitudes
appropriately to questions, ideas and
basic knowledge of first contact
diverse points of view presented in
discussions Overview of Indigenous knowledge:
9.S.8.4- make reasoned comments knowing is gained through
relating to the topic of discussion experience and strong connection
between the past and the present
9.S.8.5- listen to others to understand
their perspectives time is seen as cyclical, but not
unchanging

Preliminary Matters (Announcements,

etc.)
address and provide support in the
class
provide caution for sensitive material
teacher will offer support if needed

Resources
Computer/projector
There is someone in your house
scenario:
http://moa.ubc.ca/voicesofthecanoe/wp-
content/uploads/2012/10/UnitPlan-
Colonialism_and_the_CanoeGr9.pdf

Introduction

Time
Teaching Strategy
(link to previous learning,
introduction of new concepts)
Student Activity
Resources
Assessment
Time
Teaching Strategy
(Presentation, explanation,
practice, approach, etc.)
7
15 mins
Theres someone in your house activity:
Teacher will ask students to close their eyes and sit comfortably. Then,
the teacher will read the following passage:
Imagine that you are sitting in your home. Someone knocks at the
door. You answer. He looks tired and hungry, and tries to
communicate with you, but youre not sure what hes saying. He
gestures that hed like to sleep on the porch for the night, and you say
okay. The next morning you wake up and notice that he is sitting with
one of his friends. They smile at you, take the cups of coffee/tea you
offer, and give you a post -card in return, from some place down the
road that they had visited before arriving at your home. The next
morning there are ten of them on your porch. The morning after, you
come downstairs and three more people have shown up and they are all
sitting in your living room. Every day the same thing happens: more
and more people come, and nothing you say or do stops them from
coming. Eventually, they push you so that the only space you have left
to yourself is a tiny corner in the basement and they have taken over the
rest of the house. Then more time passes and they tell you to move
outside, and threaten you with violence if you dont. They wont let you
come back inside to collect anything you treasure: your photos, books,
computers, clothes. They change your name, and refuse to let you leave
the yard unless you ask them. They tell you that your house is theirs and
that there is nothing you can do about it. How do you feel?
Students will sit in a relaxed state with their eyes closed to all other
distractions
After the story, give students 5 minutes to collect their thoughts
Have students write how they are feeling down in point form
Have students share their thoughts in a classroom discussion
Teacher will write their emotions and feelings on the board for
reference
There is someone in your house scenario:
http://moa.ubc.ca/voicesofthecanoe/wp-content/uploads/2012/10/UnitPlan-
Colonialism_and_the_CanoeGr9.pdf
Formative assessment: assessment as learning through sharing of
thoughts and classroom reflection
Activity Sequence
Approx. 30 minutes
Teacher will place a chart on the board/smartboard/ or computer
with the following headings.
How does this situation impact their rights of the following?
1) Culture
2) Community
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3) Parents/Family
4) Language
5) Environment
6) Education
In groups of 5, have students think, pair, share their ideas for each
topic
Teacher will fill out the chart as students share their thoughts
Teacher will state Colonialism is a large concept; to simplify we
are only examining one area/aspect of it: the way that it affected
Indigenous peoples
Allow students to ask questions
Student Activity Students will choose a spokesperson and a scribe for their group
Participate in discussion within their groups
Have each groups spokesperson share their ideas on each topic
Have class reflect on their shared thoughts- allow students to openly
share
Resources Smartboard/whiteboard/computer for chart
Assessment Formative: Assessment of and for learning: Teacher will assess students
knowledge through group and class discussion. Teacher will be able to
analyze what students already know and can help by guiding their
thoughts and ideas through discussion to meet the ultimate goal of
acknowledgment of their basic rights. Once the discussion reaches its
goal, teacher can be satisfied that the basic knowledge required to
participate in the rest of the learning task can be met.

Closure
Time Approx. 50 mins
Teaching Strategy The teacher will explain the situation the students just imagined
(Summary of learning & link to
upcoming learning) really happened when Europeans arrived they brought with them a
system of governing people called colonialism
After discussion, teacher emphasizes that Indigenous peoples rights
to make decisions for themselves in all of these categories were
affected by colonialism
Direct students to use the chart, to help guide their thought process
Allow students to ask questions about what they want to know about
the topic (inquiry)
Teacher will use this information in designing future unit lessons
based the information they are interested in learning that reflects
colonialism on Indigenous communities in Canada

Student Activity Students will free-write a short response/reflection describing their

emotional reaction to this situation to get them thinking and
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empathizing with the situation of Indigenous peoples as colonialism

took hold.
Students will include the categories discussed within their groups
and collectively in their reflections
Students will also include a question that relates to what they want to
know about colonialism in Canada
Resources None
Assessment Formative Assessment: Teacher will provide feedback for first draft
Summative Assessment of the short response/reflection using attached
rubric

Reflection- teacher lesson reflection- how did things go? What would change? What would
you add? How can you relate this lesson to other disciplines?

Criteria Excellence
Student fully demonstrates an
Understandings of Colonialism understanding of the affects of
colonialism
Student relates their own
feelings/emotions to those of
Indigenous populations.
Sentences are consistently
Sentence Structure/Punctuation complete
Sentences have meanings and
continuously make sense
Capitals and punctuation are
consistently correct
All words are spelled correctly
Ideas are creative and consistently
Context appropriate for the context
Question is relevant with deep
thought
Above Acceptable
Student mostly demonstrates
an understanding of the
affects of colonialism
Student attempts to relate
their feelings/ emotions to
those of Indigenous
populations
Sentences are mostly
complete and generally make
sense
Grammar and punctuation
are mostly correct
Most words are spelled
correctly
Ideas are appropriate most
of the time for the context
Question is relevant
Acceptable
Student demonstrates an
understanding part of the
affects of colonialism
Student expresses their
feelings/ emotions but does no
relate it to those of Indigenous
populations
Sentences are sometimes
complete and generally make
sense
Grammar and punctuation are
sometimes correct
Most words are spelled
correctly
Ideas are sometimes
appropriate for the context
Question is somewhat relevant
10
Not Yet Meeting Acceptable
Student did not complete
assignment and demonstrated
incomplete understanding of
the emotional affects of
colonialism or its affects on
Indigenous populations
Student does not express their
emotions/ feelings or relate it
to those of indigenous
populations
Sentences are consistently not
complete and generally
difficult to make sense of
Grammar and punctuation is
sometimes evident
Many words are misspelled
Ideas are unfamiliar for the
context
Question is not relevant
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References
Alberta Education, 2005.Program of Studies: Social Studies Grade 9. (2016). Retrieved 7 October
2016, from https://www.education.alberta.ca/media/159595/program-of-studies-gr-9.pdf

Association Of Canadian Deans Of Education (2010): Accord On Indigenous

Education:http://www.csse-scee.ca/docs/acde/acde_accord_indigenousresearch_en.pdf
Balfour, G. (2008). Falling Between the Cracks of Retributive and Restorative Justice: The
Victimization and Punishment of Aboriginal Women. Feminist Criminology, 3(2), 101-
120. http://dx.doi.org/10.1177/1557085108317551
Kim, E. A. (2015).Neo-Colonialism in Our Schools: Representations of Indigenous Perspectives
in Ontario Science Curricula. McGill Journal of Education (Online), 50, 1-25. Retrieved
from
http://ezproxy.lib.ucalgary.ca/login?url=http://search.proquest.com/docview/1773932215
?accountid=9838
McKeough, A., et al. (2008). Storytelling as a Foundation to Literacy Development for
Aboriginal Children: Culturally and Developmentally Appropriate Practices
https://psychology.ucalgary.ca/lcdlab/publications/mckeoughetal.pdf
Poitras Pratt, Y. & Daniels, L. (2016). Metis Remembrances of Education: Bridging History with
Memory. Retrieved from:
http://dspace.ucalgary.ca/bitstream/1880/50603/1/2014_IDEAS_Presentation_PoitrasPrat
t_Daniels.pdf
Orbis Partners Inc. Adult Assessment (SPIn). (2016). Orbispartners.com. Retrieved 5
November 2016, from http://orbispartners.com/assessment/adult-assessment-spin/
Statistics Canada,. (2009). The incarceration of Aboriginal people in adult correctional services.
Ottawa, Ontarion: Federal Government of Canada.
Unit Plan: Colonialism and the Canoe. (2016). Voices of the Canoe. Retrieved 5 November
2016, from http://moa.ubc.ca/voicesofthecanoe/wp-content/uploads/2012/10/UnitPlan-
Colonialism_and_the_CanoeGr9.pdf
Wadsworth, N.D. (2014) Unsettling Lessons: Teaching Indigenous Politics and Settler
Colonialism in Political Science, PS: Political Science & Politics, 47(3), pp. 692
697. doi: 10.1017/S1049096514000857