TakingITGlobal

Whose Land? www.whose.land Discussion Questions: 1. Discuss what you know about the history of the land we are all on right now. Examples of discussion points might include the names of Indigenous nations, names of treaties or settlement agreements, other historical events in the area etc… 2. Describe a place that is important to you. What makes it so special to you? Examples might include your house, a place where you have a special memory, your home coun- try, a grave site etc... 3. How would you feel if you were no longer able to access this place? How would you feel if this special place was destroyed? Note: This might be a reality for many students, Indigenous and newcomer students alike. 4. What is a treaty? What have you learned about treaties? Why are they important in Canada? 5. What do you know about Indigenous Peoples relationship with the land? How does this compare to settler relationship with the land? 6. Have you heard the word reconciliation before? What does it mean in the Canadian context? 7. What Indigenous topics do you want to learn more about? Inform students that they are going to develop research questions related to Indigenous land acknowledgements, then engage in inquiry-based research to answer their questions and finally, they will present their learning in an interesting way! ACQUIRE AND APPLY: INQUIRY LEARNING Big Idea: Students will engage in inquiry research about Indigenous Peoples and land acknowledgements using the Whose Land website Begin by handing out the "Land Acknowledgement Inquiry Project" Booklet. Each student should receive a booklet. Although students will be working in groups to collaborate on each step of the process, they should each fill out their own booklet as they will receive an individ- ual mark for the project. Next, review each part of the booklet and answer any questions students might have. Allow students a minimum of 3-4 classes to plan, research, create and practice their presentations. Tip: If some groups choose to create a land acknowledgement video (like the ones they watched on the Whose Land website) point students to the resources Create to Learn Lesson 2: Film Yourself Like a Boss and Create to Learn Lesson 3: Creating Digital Media on a Budget for instructions on how to film and edit an original video: https://www.createtolearn.ca/ lesson-plans ASSESSMENT: PRESENTATIONS AND SELF-EVALUATIONS Big Idea: Groups will present their projects to the class and individual students will evaluate their feelings during each stage of the process, reflecting on their metacognition Have groups present their inquiry projects to the class. You may choose to celebrate their learning by inviting special guests to the class to watch the presentation, or by having groups present to a larger group such as the grade cohort, or even the whole school! Finally, to conclude the project, have students complete the evaluation page of their booklets to assess their metacognition by tracking their feelings during each stage of the process and reflecting on their skills, attitudes and behaviours.

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