Indigenous Integration: 100 Lesson Ideas for Secondary and College Teachers


The Truth and Reconciliation Commission challenges all Canadian educators to Indigenize the curriculum. This research-based book for secondary teachers includes pedagogical practices and content aligned to Indigenous ways of knowing. The easy to read discussion, extensive links to resources and practical, ready-to-use applications will not only help secondary teachers meet this curricular challenge but enjoy deeper connections with their students.

What is your next step in Indigenizing your practice as a teacher? Is it reaching out to local Indigenous communities and starting a dialogue that privileges place-based education; the stories and history of the area? Is it noticing the problems in community such as disparities, injustices and facilitating inquiry- based learning to respond to them? Is it acknowledging the role of intergenerational trauma and engaging appropriate processes such as Circles to encourage deep and respectful listening and give voice to each student? Is it revising your history lesson so as not to over-generalize the diversity of First Nations and Metis in Canada? It certainly means having the courage to do something and step into the messiness of the challenge knowing we do not have the answers and may be unsure of the way forward.

 

“This book thoughtfully covers so many important topics. I’m thrilled with this resource and will use it  myself when it’s available.” 

Dr. Cheryl Bear Barnetson, Nadleh Whut’en, Dakelh Nation, Dumdenyoo Clan

 

“This book answers the many questions that educators have about how to Indigenize the curriculum. Castellon helps us to move past the struggle of not knowing what to do by showing us how to seize the opportunities and resources that are now existing. This book will help teachers and educators at all levels of learning realize the store of untapped potential for making the curriculum meaningful for both Indigenous and non-Indigenous students.”

Dr. Matthew Etherington, Associate Professor and Co-Director of the Institute of Indigenous Issues and Perspectives, Trinity Western University

 

“The collaborative process that Adrienne has taken in creating this resource models a collaborative process for all teachers to follow in doing the work of integrating Indigenous principles in the curriculum. I think the resource is great and I’m honoured to be a part of it.” 

Brandon Gabriel, Kwantlen First Nation artist and community activist

 

“​What an incredible resource. I love the lesson and resource suggestions and the information ​for teachers. It’s great that there is no sequence to the lessons ​and  teachers can jump in wherever. ​ This is a welcome resource to help teachers work towards Reconciliation and Resurgence.”

​Diane Jubinville, Cree Nation​, District Vice-Principal, Indigenous Education, Delta School District

 

“Dr. Adrienne Castellon has created a wonderful resource to support educators, as they lead students to truth, reconciliation, and healing.  This pragmatic text features a variety of lessons, many which feature valuable readings, video links, discussion questions, community activities, and links to additional resources. Dr. Castellon writes with intellectual humility as she beautifully serves the reader of her text.”

Ryan Neufeld, Vice-Principal, Langley School District

 

“I appreciated that this work made me think. The sharing of lesson ideas is important as is realizing the significance of the individual teacher’s acceptance of the ‘call to personal research’.  It can be very difficult to change existing mindsets and the best way to promote change is to promote awareness – a slow, yet deliberate process.”
Kirsten Rempel, Teacher, Sts’ailes Community School

 

“I would like to thank you for the work you are doing to encourage educators to get over their fears and/or take a step in the right direction. It is clear you are passionate about creating change.  Asking anyone to change his or her paradigms and to understand Indigenous peoples’ worldview will be very difficult, but your guide covers a lot of ground.”

Charlene Smoke, Anishibaabe, teacher at Sts’ailes Community School

“This work is so comprehensive, thoughtful and approachable. ​It identifie​s many of the qualms that teachers have about where to begin, what to do, and answer​s the ‘why’ with grace and conviction. I really enjoyed reading through the classroom applications, and can see myself using many of them in my courses this year! I appreciate the diversity of voices and sources.”

Janessa Warkentin, Teacher, Surrey Christian School

“I think this is really going to fill a need that many high school teachers have at the moment. I know for myself and others at my school we are on board with integrating Aboriginal culture into our classrooms, but are unsure where to start and don’t want to accidentally bring something to the classroom that isn’t authentically Indigenous. I think this book will appeal to a wide variety of readers as well: Adrienne has sourced comments explaining why this is important, her own personal experiences, and included classroom activities. All three of these elements will attract different readers to this topic which is great. I also appreciate the fact the book touches on different subject areas, instead of just a Social Studies focus.”

Dave Wicks, Teacher, St. Patrick Secondary, Vancouver, BC

Indigenous Integration: 100 Lesson Ideas for Secondary and College Teachers is available at major online book retailers including:


A Call to Personal Research: Indigenizing Your Curriculum

One key challenge faced by Canadian teachers today is the need to Indigenize the curriculum. In Canadian history, education was used as a tool of assimilation to extricate children from their culture and language. Commissioner Murray Sinclair of the Truth and Reconciliation Commission of Canada (2015) stated that, “We have to start addressing the way that we teach our children about Indigenous people.”  Read my article at Teacherresearch.ca to learn more.