SOME MORE TEACHING STRATEGIES FROM EDUCATORS WHO ARE DOING IT...

• From Arsinoée Quammie, a Montreal-based French (language arts) teacher who has taught at the elementary and secondary levels and is also passionate about anti-racism education:
  
  1. I ordered up-to-date curriculum material that reflects, in content, Aboriginal and First Nations Peoples positively.
     
  2. I prepared a list of group projects about various nations of Aboriginal People. Each group in the class chooses a People. Their presentation is to be centred on: history, culture, current issues and events. The project is researched, written and presented orally in front of the whole class. I arranged io make appropriate materials, books, etc. available for the students -- I see the books, go through them, before the students use them.
     
  3. In social sciences (history, geography and ecology) classes I have taught, ample time is given to make sure that students grasp the role and place of First Nations in Canadian history.
     
  4. Where it fits approproiately into the curriculum, I also ensure that First Nations Peoples' spirituality and traditional customs are given positive consideration.
     
     (contact Arsinoée at 514-631-5080)

• From Gordon Truelove, just retired from teaching Grade 9 - OAC geography at a large urban highschool with few Aboriginal students:
  
  

  I found this quite hard to answer. There is no one thing I feel is critical. I feel that I do bring an awareness and empathy for Aboriginal Studies inthe Canadian Geography course by having contact with the following:

  1. Working with Jeff Kennedy, a Métis, who is Head of Men's Phys. Ed., but was originally hired to teach Geography. He initiated a Native Studies Canadian History course at our highschool and has been my "mentor".
     
  2. Visits to predominantly Aboriginal communities, to allow me to have real-life examples, stories and slides for my students. This brings out the breadth of diversity.
     
     Thanks for the invitation!

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