Commitment to Responsibility
Commitment to Responsibility
ENGLISH FIRST PEOPLES 12— CLASSROOM HIGHLIGHTS
Based on Indigenous principles, English First Peoples 12 explores Indigenous lived realities through the exploration of authentic Indigenous texts, land-based and relational learning opportunities, and collaborative activities.
The year begins with a focus on Indigenous ways of knowing as students connect to the land through forest walks, literary studies, writing assignments, and a medicinal tea workshop. They also refl ect on their personal relationships to Elders. This part of the course culminates with a visit from Musqueam Elder Gina Grant, who shares stories about her life experiences with students. Refl ecting on this experience, a student wrote to Gina to thank her for her encouragement to be a good person, for modelling the importance of standing up for yourself, and for reminding her about the importance of having an open mind.
Rooted in the themes of reconciliation and decolonization, Contemporary Indigenous Studies 12 explores the connections between the historical and contemporary realities of Indigenous Peoples in Canada.
In January, the focus of the course shifts to Canada’ s colonial history, including the Indian Act and residential schools. Through book clubs and presentations, students synthesize their engagement with a variety of written and oral texts to explore the impacts of systemic oppression, cultural erasure, and intergenerational trauma.
The course concludes with an overview of contemporary Indigenous literature and a Research and Reciprocity Project on a topic of personal interest. To celebrate the end of our time together, students gather with their peers in Contemporary Indigenous Studies 12 to share bannock and jam and refl ect on their unique learning journeys.
CONTEMPORARY INDIGENOUS STUDIES 12— CLASSROOM HIGHLIGHTS
Rooted in the themes of reconciliation and decolonization, Contemporary Indigenous Studies 12 explores the connections between the historical and contemporary realities of Indigenous Peoples in Canada.
Students begin by examining the place they know best: Vancouver. Through place-based learning, they uncover the many stories embedded in the land and recognize that Indigenous communities have lived here since time immemorial.
As the course progresses, students investigate the impacts of settler colonialism, including its effects on identity, gender, and Indigenous communities. They also explore Indigenous world views, health and well-being, land rights, and selfdetermination through Indigenous perspectives.
The course culminates in an Action Plan, in which students refl ect on their learning and identify a meaningful action that contributes to reconciliation and decolonization. Through this process, students come to understand that meaningful change is built through collective effort and that individual actions, no matter how small, can contribute to reconciliation.
STUDENT PERSPECTIVES— ENGLISH FIRST PEOPLES 12
In English First Peoples 12, students experience reconciliation as taking place in the present tense, rather than engaging with it as a historical construct.
Learning from Elders
“ The Elder as Teacher project is unique. In no other course have we been asked to go home and connect with our family. My grandmother told me a lot of stories that I had never heard before, because I think that no one ever asked her. It was nice for her to share stories she hadn’ t thought of for a long time. This project was a great way to make connections between Chinese culture and Indigenous culture.” – Cadence, Grade 12
Self-Determination
“ The Research and Reciprocity Project we are currently working
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