Real-World Task
Tell your friend 4 or 5 ways to respond to negative stereotypes they may overhear about Indigenous Peoples or other groups.
Planning Context
Helpful Knowledge:
- Some knowledge of the complex histories of Indigenous Peoples in Canada before and after contact.
- Some knowledge of Indigenous cultures in Canada.
Context:
- Since contact, Indigenous Peoples have faced stereotyping, mythologizing and generalizations about their histories, cultures and ways of life. These stereotypes and generalizations reinforce systemic barriers and stand in the way of reconciliation. Empowering learners to address and dismantle stereotypes and generalizations is one of many steps towards meeting some of the Truth and Reconciliation Commission’s Calls to Action.
Vocabulary and Grammar
Sample Vocabulary:
- negative
- stereotype
- generalization
- to group
- to label
- barrier
- tolerance
- fairness
- to (politely) correct
- to be polite
- sentence starting phrases for polite correction such as:
- Actually…
- I’m afraid…
- I’m sorry but
- sentence starting phrases for suggestions or advice such as:
- Think about…
- Maybe use… instead…
Sample Grammar:
- Quantifiers (for rephrasing general statements).
- Modals (making suggestions or offering advice).
Knowledge and Strategies
Textual and Functional Knowledge:
- Informal conversation genre.
- Openings and closings in a conversation.
- How to politely correct someone else.
- How to make a suggestion or give some advice.
Sociolinguistic Knowledge:
- Understand the diversity of Indigenous cultures and histories across Canada.
- Understand how making generalizations or broad statements can perpetuate racial biases and racism.
Activities and Tasks
Sample Skill-Building Activities:
- Watch a short video introducing local Indigenous Peoples in Canada – who they are and the diversity of peoples.
- Read a short article to learn key details about local Indigenous Peoples’ histories, relationship to the land and ways of life.
- Elicit the meaning of stereotypes and generalizations.
- Watch a short clip introducing common Indigenous stereotypes and why they are harmful.
- Discuss that all Indigenous people are not the same and have different histories, traditions and so on.
- Discuss what one can do when someone else says something that’s not true.
- Practice polite phrasing for disagreement and correction.
- Read an article refuting common Indigenous stereotypes with facts.
- Use a graphic organizer to create responses using polite phrasing plus a fact to respond to a negative stereotype.
- Practice phrases with a partner.
Sample Skill-Using Tasks:
- Using scenario cards depicting different stereotypes, walk around the class practicing a scenario and a proper response with several classmates.
Sample Assessment Tasks:
- Role-play telling a friend 4 or 5 ways to respond to negative stereotypes about Indigenous Peoples.
Teaching Considerations
Cultural Considerations:
- Use authentic Indigenous content, sources and materials whenever possible to support discussion and learning.
- Classrooms and workplaces in Canada are meant to be safe spaces for all. Codes of conduct and/ or workplace expectations need to align with the Canada Human Rights Act.
- Discuss the harms of stereotypes and generalization on other equity seeking groups.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Locate, navigate and use websites.
- Scan online resources to find information.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
- Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Give learners advance warning of this topic and be aware that there may be learners who require support.
- Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
Strategies:
- Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
- Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Giving learners the knowledge, skills and language to access resources can be empowering.
- When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma, such as the treatment of Indigenous people in residential schools. Be aware of this and be prepared to support learners as needed. However, it is important for all learners, including learners who have experienced trauma, to learn as complete a story of Canada as possible, and it may be helpful to learners to know that the Canadian government has issued an official apology and made a commitment to work towards reconciliation. Knowing that a government can recognize when it has been wrong and can work towards reconciliation can help learners who have experienced trauma to begin to regain a sense of trust.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Invite an Indigenous elder or community representative to speak to the class.
- Read about residential schools and the impact of intergenerational trauma.
- Read an excerpt or adapted workplace code of conduct for employees
- Co-create a class charter setting out guidelines for a respectful and safe space for all learners.
Units and Modules:
- Avenue Course Builder: Select the themes “Canada” and “Indigenous Studies”, and CLB 3, 4 and 5 for units related to online community resources (adapt for the CLB level you teach).
- CLB 5 Learning about Indigenous Cultures (Achev/NLOC)
- CLB 3 Indigenous Peoples (TCDSB)
- CLB 3 Peoples in Canada (TCDSB)
- CLB 3 Introduction to Indigenous Peoples (Halton Catholic District School Board)
- Tutela.ca
Lessons and Activities:
Multimedia:
- CBC: I am Indigenous
- CBC: 8th Fire: Indigenous in the City
- ISS of BC: Welcome to Our Homelands
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
