1. Indigenizing Social
Studies: One Teaching
Story
Starleigh Grass

2. About me
Tsilhqot’in
Stone Canoe
MA UBC Okanagan
Minor obsession with integrating Aboriginal
curriculum and pedagogy in Canadian
classrooms
Stickgame queen, handdrummer, community

3. Methodology
En’owkinwix
One story (principles, activities,
essential elements)
Opportunities to collaborate and build upon what
already exists

4. Teaching
SD23, SD22
SD74 – Lillooet, DART, Lytton
Literacy coach - NVIT
EFP12 support, EFP10/11 Curriculum
Development
Supporting Dr. Leyton Schnellert with UBCO
STEP, Post Bac
BCTELA, FNESC

5. Writing
Twinkle’s Happy Place
iLit Strength and Struggle
iLit Rattling the Stage
iLit Digital Collection
TRC Unit on Residential Schools
It’s all about thinking (Chapter 6)

6. About you
Teaching
Learning
Community

7. Decolonization
Colonialism: economic, social, political, religious,
intellectual dominance and control of one group
over another
Decolonization: the revitalization and restoration
of Indigenous sovereignty
Indigenization: the revitalization and restoration
of Indigenous thought in all aspects of
educational institutions

8. The question
We learn about all these other
cultures, but nothing about
St’at’imc culture. We’re on
St’at’imc territory. I don’t get it.
Why aren’t we doing anything on
St’at’imc culture?

13. What would you
do?

14. Existing structures

15. The Power of Place
How can we integrate St’at’imc Knowledge and
Culture into Lillooet Area K-12 Schools?
SPARC BC
Community/staff/researcher collaboration
identifying community knowledge, curricular
connections, necessary structures
Teacher toolkit

16. Enhancement Agreement
Elders Teas
Celebrating our Success
FNSW
Money
Data

17. First Peoples Principles of
Learning (selected)
Learning ultimately supports the well-being of the
self, the family, the community, the land, the
spirits, and the ancestors
Learning is holistic, reflexive, experiential, and
relational
Learning is embedded in memory, history, and
story
Learning involves generational roles and
responsibilities

18. What would you
do?

19. What are the
existing structures
in your district?

20. Step 1: Content
Stories via storytellers
Pictographs/Petroglyphs/Culturally modified trees
Technology – hunting, fishing, clothes
Stories – selected based on PLOs

21. Step 2: Form
Story
Place
Relational
Experiential
High expectations
Continuity
Distinct

22. Step 3: Team!
Admin
FNSW
Language and culture teacher
Elders
Hydro guest

23. Step 4: Roles,
responsibilities, schedule
Schedule
Booking elders
Honoraria forms
Greeting elders
Supervising pods
Booking bus/field trip forms

24. Step 5: Assessment
Existing poster presentation rubric
Community interaction self-assessment
Final product – reflection and presentation

25. Implementation!
Jigsaws
Storytelling circles
Hydro presentation with mapping
Pictograph field trip with community guide
Celebration/sharing/bannock!

26. How do you
decide whether or
not it went well?

27. Essential elements

28. Administrative support
Time (admin’s time)
Time (additional staff for planning and
supervision)
Money
Time (student time to go on field trip)

29. Existing community
relationships
Elders Teas
Community dinners
FNSW
Culture and Language Teacher
Community events – IILG, St’at’imc Declaration
Myself

30. Existing relationships
between your school and
Existing?
community
Opportunities to build?
Events?

31. Print resources
The Lil’wat World of Charlie Mack
Lillooet Stories
USLCES
BC Forestry Handbook
Library/bookroom
The Internet

32. Print resources in your
area?

33. Commitment - EA
Administrators
Staff
Community
Students
Classroom teacher

34. IMAGINE!

35. Support?