Detailed Sample Task: Stage I

CLB 4 - Writing
Reproducing Information

Indigenization

Real-World Task

Copy a list of traditional Indigenous foods in the province that you live in.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to Indigenous Peoples in Canada, First Nations, Metis and Inuit.
Indigenous Peoples were the first peoples in Canada and live everywhere in Canada.

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 vary across Canada.
There are three groups of Indigenous Peoples in Canada: First Nations, Inuit, and Métis, and there are many different Indigenous Peoples and cultures within those groups.
Every place in Canada is traditional Indigenous land.
Indigenous food in Canada is traditional food made by First Nations, Métis, and Inuit people using local plants, animals, and cooking methods.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Conventions for spelling, capitalization and punctuation.

Knowledge and Strategies

Textual and Functional Knowledge:

Use basic format and paragraph structure.
Use basic writing conventions.

Sociolinguistic Knowledge:

Identify the layout and different parts of online information.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Who are Indigenous Peoples? Where do they live? What languages do they speak (some speak English, French, and Indigenous languages)? Do you have Indigenous Peoples in countries where you have lived previously? Are their cultures similar or different from your own? Are they respected in your country or origin?
Discuss as a class: What are your favourite traditional dishes? What occasions are these dishes commonly prepared for? Do you know of any traditional foods in Canada?
Look at a map of Canada, which is also known traditionally by many Indigenous Peoples as part of Turtle Island, and consider the traditional ingredients used in Indigenous dishes and how they vary across the land.
Identify the local Indigenous Peoples in your province.
Match picture flashcards showing different Indigenous food items to vocabulary words of Indigenous dishes.
Create individual flashcards by copying each word from the vocabulary list.
Copy the words from the flashcards into
a list. Flip over the flashcards and try to reproduce the list again from memory. These flashcards will form a mini word bank to use for later activities related.
In pairs, look at a set of simple sentences about traditional dishes from around the world and correct the errors in punctuation and capitalization.
Complete a set of sentences about traditional dishes from around the world. Use a vocabulary list to help complete the sentences. Pay careful attention to the spelling, capitalization and punctuation of each sentence.
Listen to an audio of people simply describing their food preferences and foods they limit or avoid and match each person to a picture of a hamper from the food bank that best matches each speaker.
In pairs, look at a couple of simple recipes and create grocery lists using a template.
Interview a classmate to find out about a traditional dish in their culture, how it is made, when it is served and why they like it.
Read a simplified story about an Indigenous event and the traditional foods that may be served / available. List the foods mentioned using a word bank to support.
Search for traditional Indigenous recipes online. In pairs, learners create a recipe card with basic instructions and ingredient lists.

Sample Skill-Using Tasks:

Copy a list of foods used in a traditional Canadian Turkey dinner.

Sample Assessment Tasks:

Copy a list of traditional Indigenous foods in the province that you live in.

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.
In Canada, “Indigenous” means the first peoples who lived here before settlers came. However, Indigenous does not mean one identical group. There are many different Indigenous Peoples in Canada. Each one has its own language, culture, traditions, and teachings. Indigenous Peoples in the forest, mountains, prairies, or North have different foods, homes, stories and ceremonies. So we say there are many Indigenous Nations, not just one way of being Indigenous.
Learners may come from countries where traditional foods are also sacred or culturally symbolic. Acknowledge that every culture has important foods, and this activity is about learning and respecting Indigenous food traditions in Canada. Ensure the activity is part of
a broader effort to include Indigenous voices and not a one-time event.
Indigenous foods are more than ingredients — they are deeply connected to land, identity, and spirituality. This means that it is important to respect the foods and their cultural importance,
not just as vocabulary words or menu items.

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.
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.
Teach reading strategies such as skimming and scanning to find information on 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:

It is optimal to ask an Indigenous person to share their Indigenous stories and knowledge.
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.

Trauma-informed Strategies:

Possible Trauma triggers:

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.
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.

Strategies:

Acknowledge that you are learning too, and avoid speaking for Indigenous peoples.
Use resources and voices from Indigenous communities when possible (e.g., guest speakers, videos, or approved materials).
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 a local Indigenous cultural centre or museum to learn about aspects of Indigenous culture.
Invite a local Indigenous leader to the class to give a short, simple presentation about their traditions, Indigenous foods and traditional meals.
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:

Ingredients used in traditional Indigenous recipes
Measuring cups and spoons
Photographs of traditional foods from around the world

Units and Modules:

Tutela: The Literacy Centre of Expertise at TIES. Indigenous Voices in the Classroom: CLB 4
Tutela: The Literacy Centre of Expertise at TIES. (2021). Canadian Indigenous culture: CLB 2. (Not the correct level but can be adapted)

Lessons and Activities:

Tutela: The Literacy Centre of Expertise at TIES: Canadian Indigenous Readers
Tutela: Indigenous Peoples: Vocabulary and Maps Stage 1
Tutela: LINC Curriculum with Indigenous Focus – LINC 2: Indigenous Food Sources on Vancouver Island (Not the correct level but can be adapted)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: