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Indigenous Perspectives on Restoring Our World

Secondary

Description

The "Indigenous Perspectives on Restoring Our World" lesson plan emphasizes the importance of Indigenous knowledge and practices in addressing environmental challenges, particularly climate change. It highlights the deep connection Indigenous peoples have with the land and how their traditional ways of living offer valuable insights for restoration and sustainability. The plan encourages learning from Elders, understanding the interconnectedness of all living things, and recognizing the ethical and reciprocal relationship between humans and the natural world. 

Students watch films that follow individuals from five Indigenous Peoples across deserts, coastlines, forests, and prairies. The stories document the following traditions and their land management practices: Hopi dryland farming in Arizona, the restoration of buffalo on the Blackfeet reservation in Montana, sustainable forestry on the Menominee reservation in Wisconsin, the revival of Native food forests in Hawaii, and the return of prescribed fire to the landscape by the Karuk Tribe of California. Students will engage in learning experiences to explore the message of each story, the importance of Indigenous perspectives, and how a deeper relationship to the land is essential for the future of our planet and all of its inhabitants.

Students will:

  • learn the importance of Indigenous perspectives
  • explore Indigenous land management practices
  • understand the relationship between Indigenous peoples and their ancestral lands
  • Reflect on their relationship with the land

The lesson plan provides discussion questions to delve deeper into the films’ themes.  Reflection questions that challenge students to consider the films’ broader implications and to integrate their knowledge and ideas from various points of view. The Take Action component has students reflect on how they will become stewards for the living world.

General Assessment

Strengths

  • The lesson plan emphasizes the importance of Indigenous knowledge in understanding and addressing environmental issues, particularly climate change
  • The lesson plan encourages students to learn from Elders and traditional knowledge holders to develop sustainable solutions and foster a deeper connection with nature. 
  • The lesson plan is easy to use and current
  • Provides background information for teachers
  • Promotes an awareness and appreciation of the natural world

Weaknesses

  • No authentic action project
  • No outdoor activities are suggested
  • No hands-on learning opportunities are suggested

Relevant Curriculum Units

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  • Alberta
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        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Explore thoughts, ideas, feelings and experiences.
      • Environmental Science
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        • Environment and Outdoor Education: Environmental Core
    • Grade 10
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        • Explore thoughts, ideas,feelings and experiences
        • Manage ideas and information
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        • English 20: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
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        • Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings and experiences
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        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
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        • English First Peoples - New Media: Texts are socially, culturally, geographically, and historically constructed
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        • Composition 11 : Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
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        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
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        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
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        • English Studies 12: Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
        • Spoken language 12: People understand text differently depending on their worldviews and perspectives.
      • Environmental Science
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        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
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        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
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        • Comprehend and respond personally and critically to oral, print, and other media texts
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      • Indigenous Languages and Cultures
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        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
        • Cultural and Linguistic Diversity: Specific Aboriginal Culture
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        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Explore thoughts, ideas, feelings, and experiences
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        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
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        • Comprehend and respond personally and critically to oral, print, and other media texts
      • Indigenous Languages and Cultures
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        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
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        • Cultural and Linguistic Diversity: Other Cultures: Connections and Influences
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        • Current Topics in First Nations, Métis and Inuit Studies: Indigenous Peoples of the World
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        • Environmental Science 3205: Land Use & the Environment
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        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 10
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        • English First Peoples - New Media: Texts are socially, culturally, geographically, and historically constructed
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      • English/Language Arts
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        • Composition 11 : Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
        • English First Peoples - Literary Studies + New Media: Texts are socially, culturally, geographically, and historically constructed.
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
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        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
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        • Create oral, print, visual and multimedia
        • Explore thoughts, ideas, feelings and experiences
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        • Science (Academic):Earth and Space Science: Climate Change
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        • English: Oral Communication
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        • Contemporary Indigenous Issues and Perspectives in a Global Context, (Univ./College prep.): Indigenous Peoples and Perspectives
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    • Grade 9
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        • English Language Arts A10: Assess and Reflect
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        • Native Studies 10: Identity and Worldviews, Aboriginal Perspectives
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        • Science 10: Climate and Ecosystem Dynamics
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        • English Language Arts 20: Comprehend and Respond
  • Yukon Territory
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English First Peoples - New Media: Texts are socially, culturally, geographically, and historically constructed
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition 11 : Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
        • Literary Studies 11: Texts are socially, culturally, geographically, and historically constructed
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition 12: Texts are socially, culturally, geographically, and historically constructed.
        • English First Persons 12: Oral and other texts are socially, culturally, geographically, and historically constructed.
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (2)

  • Appreciating the Natural World
  • Habitat Loss

Food & Agriculture (2)

  • Food Security
  • Local Food

Indigenous Knowledge (2)

  • Etuaptmumk/Two-Eyed Seeing
  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students watch films that follow individuals from five Indigenous Peoples across deserts, coastlines, forests, and prairies. The stories document the following traditions and their land management practices and the interconnectedness of all things.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

Students watch films that follow individuals from five Native American Tribes across deserts, coastlines, forests, and prairies. The stories document the following traditions and their land management practices: Hopi dryland farming in Arizona, the restoration of buffalo on the Blackfeet reservation in Montana, sustainable forestry on the Menominee reservation in Wisconsin, the revival of Native food forests in Hawaii, and the return of prescribed fire to the landscape by the Karuk Tribe of California. Students will engage in learning experiences to explore the message of each story, the importance of Native perspectives, and how a deeper relationship to the earth is essential for the future of our planet and all of its inhabitants.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The films are adapted from a feature film called Inhabitants: An Indigenous Perspective by Costa Boutsikaris and Anna Palmer. Each film documents North America’s original inhabitants and the restoration of traditional land management practices. These practices offer essential ways to foster a harmonious relationship with the natural world, presenting invaluable solutions for the care and future of our planet.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The Take Action component has students reflect on how they will become stewards for the living world but does not suggest an action opportunity which supports observable, positive change.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Empathy & Respect for Humans Very Good

Students uncover the importance of Indigenous perspectives highlighted in the five films

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

No outdoors experiences are provided in the lesson plan.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

The discussion and reflection questions engage students in learning that has a local focus.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

The resource promotes an understanding of the relationship between Indigenous people and their ancestral lands. The films promote an understanding of the past, a sense of the present and  a positive vision for the future

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Students participate in learning experiences to explore the message of each film, appreciate the significance of Indigenous perspectives, and understand why deepening our relationship with the earth is crucial for the future of our planet and all its inhabitants. They are encouraged to reflect on the broader implications of the films and to synthesize knowledge and ideas from multiple viewpoints.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • ELA
  • Science
  • Environmental Science
  • Indigenous Studies
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The lesson plan incorporates inquiry-based learning, encouraging students to explore questions about the land, climate change, and Indigenous knowledge through research, discussion, and reflection. Students are encouraged to reflect on the broader implications of the films and to synthesize knowledge and ideas from multiple viewpoints. Students are invited to reflect on ways for them to be in relationship with local Indigenous peoples.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

Visual, auditory, discussions, reflection questions, taking action

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

No outdoor learning activities are suggested.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

The lesson plan provides discussion questions to delve deeper into the films’ themes.  Reflection questions that challenge students to consider the films’ broader implications and to integrate their knowledge and ideas from various points of view. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Students present their answers to discussion and reflection questions to their peers.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Students watch films that follow individuals from five Native American Tribes across deserts, coastlines, forests, and prairies. The stories document the following traditions and their land management practices: Hopi dryland farming in Arizona, the restoration of buffalo on the Blackfeet reservation in Montana, sustainable forestry on the Menominee reservation in Wisconsin, the revival of Native food forests in Hawaii, and the return of prescribed fire to the landscape by the Karuk Tribe of California.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

The Take Action section may provide opportunities to enhance the learning. The lesson plan provides discussion questions to delve deeper into the films’ themes.  Reflection questions that challenge students to consider the films’ broader implications and to integrate their knowledge and ideas from various points of view. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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