Summarized & Condensed Version of the
First Nations, Métis, & Inuit Education Policy Framework
By Linda McGregor
First Nations Métis and Inuit (FNMI) Education Initiatives with the Simcoe Muskoka Catholic District School Board
The following is a framework summary prepared by Linda McGregor, further edited and condensed by Zig Misiak. The Ministry will provide progress reports every three years based on the following goals and performance measures.
Three goals and ten performance measures
1. Significant increase of FNMI students in reading, writing, & mathematics.
2. Significant increase in FNMI teaching and non teaching staff in school boards.
3. Significant increase in FNMI graduation.
4. Significant improvement in FNMI student achievement.
5. Significant improvement in FNMI student self-esteem.
6. Increased collaboration to ensure FNMI students in FNMI education authorities are adequately prepared to make the transition to provincially funded schools.
7. Increased satisfaction among educators in provincially funded schools with respect to professional development and resources to meet the Policy Framework.
8. Increased participation of FNMI parents in the education of their children.
9. Increased opportunities for knowledge sharing, collaboration, and issue resolution among FNMI communities, schools and school boards and the Ministry of Education.
10. Integration of education opportunities to improve knowledge of ALL students and educators in Ontario about the rich culture and histories of the FNMI Peoples.
First Nations, Métis, & Inuit Educational Policy Framework roles and responsibilities for each “stakeholder”
Total of 81 – Ministry of Education (34), School Boards (29), Schools (18)
Stakeholders shall work together in support of all Aboriginal student success as follows:
1. Improve areas of literacy and numeracy.
2. Increase retention, graduation and advancement to post-secondary studies.
The Ontario FNMI Education Policy Framework identifies contributing factors that affect Aboriginal students as follows:
1. Lack of awareness and understanding related to Aboriginal learning styles, culture, history and perspectives.
2. Lack of curriculum that reflects First Nations, Métis and Inuit culture.
3. Lack of effective counseling and outreach.
4. Lack of awareness of intergenerational mistrust of the “system” attributed to residential school experiences.
Measures to close the gap between Aboriginal and non-Aboriginal students
1. Create a real sense of belonging.
2. Create engaging school community outreach and inclusion of culture in curriculum.
3. Create systems responding specifically to learning and cultural needs.
4. Create programs, services and resources for achievement, esteem, and cultural identity.
5. Create and facilitate learning about traditional and contemporary perspectives.
Section 2 – Overview
The primary focus of the First Nations, Métis, Inuit Teachers Resource Guide is on integrating the learning about First Nations Studies. This includes Character Development/Faith based Virtues, and existing curriculum, highlighting similarities between First Nations Peoples and non First Nations people – and people from all other parts of the world, referred to by the Haudenosaunee as Turtle Island.
The objective of the Six Nations, Métis, Inuit Teachers Resource Guide is to support Ontario educators in all areas set out by the Ministry of Education:
First Nations, Métis, and Inuit Education Policy Framework
Ontario Curriculum, Cross Curricular & Interdisciplinary lesson plans.
The Six Nations, Métis, Inuit Teachers Resource Guide has been supported by First Nations and non First Nations educators and curriculum experts from the boards of education in Brant Haldimand Norfolk CDSB, Grand River Six Nations Territory, Grand Erie DSB and many other First Nations and non First Nations contributors. The approach used in our resource guide seeks a balance between written and oral tradition, recognizing and respecting the validity of both.
Summary of the binder contents
Section 3 – Stories
The Creation Story tells of the formation of the planet earth and all living things. The Clans of the Haudenosaunee story describes how the clans came to be. The third story, Formation of the Confederacy, is in three parts. The first part begins with the coming of the Peacemaker to the land of the Five Nations. The second is his meeting Hayenwah:tha and the third is their journey throughout the land of the Haudenosaunee bringing the people the ‘Good Word’ and presenting the ‘Great Law’.
Section 4 – Lesson Plans
There are seven sections of lesson plans, 4.1 to 4.7, and classroom activities related to the stories contained in Section 3 including contemporary references. The lesson plans focus on the new curriculum and are appropriate and applicable for many levels including secondary and post secondary schools.
Section 5 – Support Material
Assorted images support the stories in Section 3 and the inclusion of 4 books of the teachers choosing.
For the users convenience a template of the student booklet is included in section 5. Permission is granted to make unlimited copies.
With the purchase and ownership of this Six Nations, Métis, Inuit Teachers Resource Guide each teacher’s resource binder allows the user to copy the related printed contents specifically for one classroom.
A written request and a validated response is required before any other part of the Six Nations, Métis, Inuit Teachers Resource Guide can be copied for other than the above intended uses.
Section 6 – DVD & CD’s
A DVD introduces the Six Nations, Métis, Inuit Teachers Resource Guide. It includes village scenes from early-contact, scenes in a longhouse and along a river. A Haudenosaunee elder and his grandchildren are seated around a modern campfire as they are visited by three Haudenosaunee story-tellers who each share a shortened version of the three stories. Enjoy the background sounds of the traditional water drum and rattle, as well as clan images, maps and photographs.
An audio CD contains the complete readings of the three stories in the binder and is supported by the student booklets. The stories are read by Haudenosaunee educators Stacey Hill, story-teller Lorrie Gallant, and artist/historian Raymond R. Skye.
Two music CD’s, #1 and #2, are authentic Haudenosaunee traditional songs.
Section 7 – Word Wall and Glossary
Integrated into the stories are Haudenosaunee names, words and terms in the Mohawk (M) language. Cayuga (C) and Onondaga (O) are also referenced in the glossary.
Section 8 – Creators, Benefactors and Contributors
Zig Misiak, author/historian and Six Nations artist, Raymond R. Skye collaborated on the development of the Six Nations, Métis, Inuit Teachers Resource Guide with significant contribution from both First Nations and non First Nations communities, including but not limited to historians, educators, Clan Mothers, Elders and Chiefs, professionals from the Ministry of Education, Ministry of Aboriginal Affairs, the Ontario Federation of Elementary School Teachers, along with a host of other contributors from culture, tourism, and First Nations organizations. It has been through the generous contribution of our benefactor, King and Benton, that we have been able to produce this valuable, unique and easy to use teacher’s resource guide.