Detailed Sample Task: Stage I

CLB 3 - Speaking
Sharing Information

Indigenization

Real-World Task

Share 2-3 of the 94 Truth and Reconciliation Calls to Action with classmates.

Planning Context

Helpful Knowledge:

Vocabulary related to Indigenous Peoples in Canada.
Background information about residential schools and the Truth and Reconciliation Commission (TRC).

Context:

Canada is a very diverse country where Peoples from around the world have come to make a home. Indigenous Peoples have called this land home since time immemorial and have distinct traditions and cultures which may vary across Canada.
The Truth and Reconciliation Commission (TRC) in Canada was set up to learn the truth about what happened to Indigenous children in residential schools. These schools were places where many children were taken from their families by the government and churches. They were not allowed to speak their language or follow their culture.
The TRC listened to survivors’ stories and helped teach Canadians what happened. It also gave ideas on how Canada and Canadians can make things better for and be fair to Indigenous people.
The 94 calls to action from the TRC report are complex and written in legal language but adapted versions are available. Some are relatively easy to explain.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Infinitive verb form as the object of a verb, for example : We need to remember the past.

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to use common connective words and phrases to signal contract or chronology (such as but, and, or, like)
Begin to use typical set formats for sequencing information.

Sociolinguistic Knowledge:

Begin to use some cultural references or information.

Activities and Tasks

Sample Skill-Building Activities:

Match picture cards showing images of Indigenous Peoples in Canada as well as other vocabulary items connected to the TRC and match to word cards.
Elicit learners previous experience with Indigenous Peoples in Canada or previous countries where they have lived.
Create a mini word bank to use for later activities related to Indigenous Peoples and the TRC.
Review the use of the infinitive form of the verb to be used in the object position of a sentence, such as We ask the government to help Indigenous people go to College or university. Complete simple sentences related to everyday life using this structure, such as I want my children to learn my language.
Read a simplified sample from the TRC and what the Calls to Action represent. In pairs, respond true / false to statements about the TRC.
Read simple sentences about Indigenous Peoples in Canada and practice repeating the information to a partner, without reading.
Write the correct connective words into sentences so that the sentence makes sense, I want to go for a walk after dinner, but it is too cold. Begin with sentences related to everyday habits and situations and expand the activity to include sentences that are about Indigenous Peoples based on the reading about the TRC.

Sample Skill-Using Tasks:

Assign 3 different simplified versions of sections of the Calls to Action to each small group of 4-5 learners; read the calls to action and discuss what each one means. Re-organize groups so each group member joins a new group and describes the original Calls to Action that their group discussed.
In small groups, share your reflections on what you have learned from this topic / lesson, including what was new and perhaps surprising to you.

Sample Assessment Tasks:

Share 2-3 of the 94 Truth and Reconciliation Calls to Action (simplified versions) with classmates.

Teaching Considerations

Cultural Considerations:

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, including Indigenous Peoples.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.
Use familiar apps, social media platforms and web pages.
Read information from a screen.
Navigate camera and microphone
Adjust volume on device

Instructors can:

Dedicate time to improve digital literacy for learners
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task(s).
Support learners in finding, navigating and using websites.
Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

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, including Indigenous Peoples who have called Canada home for time immemorial.
It is optimal to ask an Indigenous person to share their Indigenous stories and knowledge; however, at CLB 3 this may present some challenges for learners. The communication for CLB 3 is expected to be spoken at a slow rate and short. The communication should use short phrases and simple sentences.
Ensure that the images and cultural representations of Indigenous Peoples are free from stereotypes and biases.
Raise learner awareness of the need for using appropriate language when discussing and addressing Indigenous Peoples.
Use authentic Indigenous content, sources and materials whenever possible to support discussion and learning.
Discuss the harms of stereotypes and generalization on other equity-seeking groups.
Celebrate Indigenous cultures.

Trauma-informed Strategies:

Possible Trauma Triggers:

Newcomers who come from Indigenous groups in their home countries may be triggered by considerations of the experiences of Indigenous Peoples in Canada.
Teaching an Indigenization theme will result in some difficult conversations and may revisit past trauma, oppression and discrimination your learners have experienced.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

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.
Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Visit local Indigenous cultural sites or museums.
Attend public celebrations on National Indigenous Day (June 21).
Include Indigenous art and cultural traditions in class materials.
Build class activities around Orange Shirt Day.

Realia:

Units and Modules:

TIES: Indigenous voices in the classroom: CLB 4. (Not correct level but can be adapted.)
Live & Learn: Facts about Indigenous culture and history you should know.

Lessons and Activities:

The Literacy Centre of Expertise at TIES: Canadian Indigenous Content
Tutela: Indigenous Peoples: Vocabulary and Maps Stage 1
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

Spirit Bear’s Guide to the Truth and Reconciliation Commission of Canada: Child-friendly calls to action
Government of Canada: First Nations Profiles Interactive Map