Whose Land? www.whose.land
them that next time we are going to learn more about Indigenous topics related to history and
place.
PART 2: LEARNING GROUPS (1 HOUR)
Big Idea: Participants will engage in collaborative learning about Indigenous Peo-
ples and relevant topics
Set Up: Begin the session by setting up various stations around the learning space. Two sta-
tions need a computer/laptop. Other stations need the printed materials, and all stations need
chart paper and markers. Alternatively, groups can spread out and work in alternate locations
once the task is explained to them.
Inform participants that they will be working in groups to learn about one relevant topic in
relation to Indigenous peoples in this country. How groups are decided is up the facilitator –
the same groups can be used as last time, or participants can choose a station that interests
them the most. Groups should spend approximately 40 minutes reviewing and learning the
material, then 20 minutes planning their presentations where they will teach the other groups
about their topic.
Note: The idea for this activity comes from the idea of professional learning communities
(PLCs) in the field of education. PLC's serve to ensure teachers are continuously building
capacity and committing to constant professional improvement
6
. Typically, PLCs choose their
own topics, but for this workshop, we are adapting it so participants are given a topic to learn.
Stations:
1) Whose Land? Website Exploration
Participants at this station will review the Whose Land website at https://www.whose.land/en/
They will be responsible for teaching the group about the Indigenous people whose tradi-
tional territory they are currently working on, as well as any other relevant information they
can find related to treaties/settlement agreements.
2) Legacy of Hope Foundation: Residential School Survivor Stories
https://legacyoope.ca/wherearethechildren/stories/
Participants at this station will watch 2-3 videos of residential school survivors telling their sto-
ries. Participants may try to find stories from survivors who went to schools near their areas.
They will be responsible for teaching the group about the impacts of residential schools on
individuals, families, and communities.
*Trigger warning: This station mentions difficult topics, namely, the abuse of children. It will be
essential that this group be reminded of the mental health resources are available to them.
3) National Inquiry into Missing and Murdered Indigenous Women and Girls: Executive
Summary of the Final Report
https://www.mmiwg-ffada.ca/wp-content/uploads/2019/06/Executive_Summary.pdf
Participants at this station will each read a section of the Executive Summary and collaborate
on teaching the group about the issue of Missing and Murdered Indigenous Women and Girls.
4) Truth and Reconciliation Commission of Canada: Calls to Action PDF
http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf
Participants at this station will read the relevant section of the TRC's Calls to Action and
6 Stoll, Louise & Bolam, Ray & Mcmahon, Agnes & Wallace, Mike & Thomas, Sally. (2006). Professional Learning Communities: A
Review of the Literature. Journal of Educational Change. 7. 221-258. 10.1007/s10833-006-0001-8.
