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Table of Contents
Introduction 3
Curriculum Connections 6
References 18
Appendix 20
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Introduction
Essential question: How can we explore Indigenous world views through biographies?
This teacher resource demonstrates how we can incorporate biographies into the
classroom, so that Indigenous cultures, history, ways of being, and perspectives can be heard.
Specifically, we chose to focus our resource around the biography of Tom Longboat, who was
Onondagan and from Southern Ontario (Unwin, 2013, p.105). Before Longboat became known
for his ability to run races in record time, he grew up attending a residential school (Unwin,
2013, p.106). He would later go on to win the Boston marathon in 1907, compete in Olympic
marathons, and was celebrated by many, but there were also those who were still uncomfortable
with the idea of him becoming famous. According to research done by Unwin (2013), there were
many who tried to undercut his successes and used racialized speech when discussing Longboat
(p.106). Due to the fact that Longboat achieved many successes, but at the same time faced many
challenges, we believed that he would be an excellent figure for a grade five group of students to
learn about. It is the hope that through this resource, students will be introduced to the successes
that Indigenous members of society achieved, even when they faced adversity. Many times in
our classroom settings, we learn about the Indigenous population for how they were seen in
relation to white members of society. For example, they were seen as a population in need of
saving and it was the objective of colonialists to assimilate the Aboriginal peoples to the
dominant culture. What makes this resource unique is that, rather than following the typical
formula noted above, the students are able to learn about the successes and potential tribulations
of many Indigenous members of society, while also changing the types of discussions had.
For our resource, our end goal is to have the students promote a walk/run for
reconciliation at their school where students will either walk or run in memory of the Indigenous
members of society who went through so much. The two lessons that we have chosen to include
in this resource were chosen so that students could be introduced to biographies and then make a
personal connection by understanding how challenging it was for an individual, such as Tom
Longboat, to win a marathon. Through the second lesson, we wish for the students to achieve a
sense of perspective. As was mentioned previously, our end goal is for the students to engage in
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a walk/run for reconciliation and because of this, we believed that these two steps (lessons) were
critical for the students to fully understand what it would mean to be engaging in the activity.
Not only can students learn about Tom Longboat, but they can also learn about various other
Indigenous members of society through the use of biographies. This can help students begin to
develop an understanding of the experiences/narratives of Indigenous populations around the
world. These experiences/narratives could perhaps be ones that have seldom been shared. We
recognize that there have been many negative depictions of Aboriginal peoples throughout
history, so we believed it would be important for Indigenous and non-indigenous students to take
away a different, more positive, understanding. In celebration of Tom Longboat’s birthday which
was on June 4th, we thought that it would be fitting that students would be able to complete their
run/walk on/or around this date.
(Nugent, 2018)
(Kidd, 2013)
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Once again, through the use of the book Meet Tom Longboat, we are developing a
resource that includes the history of Aboriginal peoples in the development of Canada, and also
the legacy of residential schools as Tom Longboat was a survivor of the residential school
system. This book allows us to open up conversation that would be grade-appropriate in the
classroom through an interesting story of someone that survived and overcame the difficulty of
life following the trauma of the residential school system.
It is important that we begin to include Aboriginal peoples and content into our
classrooms as these Calls to Action have been put into place. As teachers, it is our responsibility
to teach the full and complete history of Canada, through both the good and the bad. By
introducing students in grade five to the story of Tom Longboat, we begin to introduce the
students to content that will become such a crucial part of their education in the coming years in
the school system.
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Curriculum Connections
Throughout the course of our resource, we touch on curriculum expectations from four
different subject areas: math, physical education, language arts, and language. First, the students
will be asked to read and respond to the biography of Tom Longboat, which hits on the reading
and comprehension aspect of the language curriculum. Next, the students will be asked to
respond using a graphic organizer with the information from the text that they collect. Doing this
exercise allows the students to respond in writing to the reading that they have been assigned.
Following these two exercises, the students will be asked to create a multilingual movie poster
which incorporates both aspects from the language and arts curriculum. We have chosen to link
these two subjects together as Language Arts is a common theme within education in grade five
when teachers are generalists and need to hit cross-curricular expectations in their classrooms.
Next, lesson two focuses on the physical education and mathematics curriculums.
Students will be introduced to graphing and collecting data during their research and calculation
of what the probability is that a single individual wins a theoretical marathon. Through the
process of inquiry, students will be asked indirectly to respond to the story in which they read.
Following this, students will be assigned running tasks in connection with the math task of
marathons, which hits the curriculum expectations in physical education for grade five. Using
this book as a topic in grade five is an appropriate age to begin introducing the aspect of
residential schools and the struggles and accomplishments of Aboriginal peoples within Canada.
Including activities in which the students move around and are encouraged to be creative and use
the creative process is a way to encourage the junior learner and motivate them to learn about the
topic that is being presented to them. In sum, our resource makes connection to four different
subject areas within the Ontario curriculum as well as hits many overall and specific expectations
within these same areas.
Math Curriculum
Overall Expectations
By the end of Grade 5, students will:
- collect and organize discrete or continuous primary data and secondary data and display the
data using charts and graphs, including broken-line graphs;
- read, describe, and interpret primary data and secondary data presented in charts and graphs,
including broken-line graphs;
Phys Ed Curriculum
Overall Expectations:
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A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an
understanding of factors that encourage lifelong participation in physical activity;
A2. demonstrate an understanding of the importance of being physically active, and apply
physical fitness concepts and practices that contribute to healthy, active living;
Specific Expectations:
A1. Active Participation
By the end of Grade 5, students will:
A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational
activities, fitness and endurance activities, dance), according to their capabilities, while applying
behaviours that enhance their readiness and ability to take part (e.g., encouraging others with
positive comments, displaying fair play by respecting the decisions of others) [PS, IS]
English Curriculum
1. Reading for Meaning
By the end of Grade 5, students will:
Variety of Texts
1.1 read a variety of texts from diverse cultures, including literary texts (e.g., short stories,
poetry, myths, culturally focused legends, plays, biographies, novels), graphic texts (e.g., graphic
novels, hobby or sports magazines, advertisements, logos, atlases, graphic organizers, charts and
tables), and informational texts (e.g., editorials, reports, biographies, textbooks and other non-
fiction materials, print and online articles, personal electronic and online texts such as e-mails)
Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and use them appropriately before,
during, and after reading to understand texts (e.g., activate prior knowledge through asking
questions about or discussing a topic; develop mind maps to explore ideas; ask questions to focus
reading; use visualization to clarify details of a character, scene, or concept in a text; make
predictions about a text based on reasoning and related reading; reread to confirm or clarify
meaning)
Responding to and Evaluating Texts
1.8 make judgements and draw conclusions about the ideas and information in texts and cite
stated or implied evidence from the text to support their views (e.g., sort and classify information
from a text to see what conclusions it supports or suggests; create a profile of a character based
on stated or implied information in the text) Teacher prompt: “Do you think this character’s
actions accurately reveal his thoughts? What evidence from the text supports your conclusion?”
Arts Curriculum
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by
their interests and experiences
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D1.3 use elements of design in art works to communicate ideas, messages, and understandings
(Kid, 2013)
Kidd, 2013)
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Language Arts:
1) Overall Oral Communications Expectations:
• Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
• Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
2) Overall Reading Expectations:
• Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help
communicate meaning.
3) Overall Writing Expectations:
• Generate, gather, and organize ideas and information to write for an intended purpose and audience.
The Arts
1) Visual Arts:
• Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using
elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
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Class 2:
Class 2: 1) Whole class
Individual work time for inquiry task 2) Individual work time
Class discussion of student inquiry findings
Direct instruction for explaining movie poster task
Class 3:
1) Whole class
Class 3:
2) Group work time
Class discussion for Q and A regarding movie poster task
Group work time for movie poster task
Resources Considerations
Electronic copies of blank graphic organizer for elements task
Class 1: and inquiry Graphic organizer for inquiry task will be used for
Definitions quiz (Please click on the underlined link. As it students who may require the use of assistive technology to
is a quiz in Google Slides, it will not be included in the create content
appendix of this resource) Extra copies of both organizers and movie poster checklist
Copy of Meet Tom Longboat The poster can be completed by hand or via device
Blank graphic organizer for elements task (Please click
on the underlined link and you will be taken to a PDF
version of the organizer)
Class 2:
Copy of Meet Tom Longboat
Inquiry graphic organizer (Please click on the underlined
link and you will be taken to a PDF version of the
organizer)
Computer/Devices
Textual reference materials
Video - Canada History Week: A New Way Forward
(Please click on the underlined link to view video)
Inquiry checklist (assessment tool)
Movie poster checklist (handout/assessment tool)
Class 3:
Computer/Devices
Markers
Poster paper
Blank paper for mind map
Other paper (various colors)
Glue
Scissors
Queue-cards for exit ticket
Lesson 1:
Timing: 5 minutes
The lesson will open with a definitions quiz of what to engage the students’ prior knowledge of this genre.
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Lesson 2:
Timing: 2-3 minutes
Recap of Meet Tom Longboat
Lesson 3:
Timing: 5 minutes
Movie poster task Q and A
Open
Lesson 1:
Timing: 5 minutes
Provide instruction for their individual work tasks (elements graphic organizer and inquiry task)
o For the elements graphic organizer students will decide on 5 headings (elements) they think are main characteristics of
biographies (i.e. genealogy, early life, life events, major accomplishments/ why the person is important, and interesting
facts).
o For the inquiry task students will form their own question about something that they wish to know more about based on the
biography and fill out the graphic organizer based on the headings provided.
Introduce book and inquire if students have any prior knowledge of Tom Longboat.
Lesson 2:
Timing: 5 minutes
Review objectives of inquiry task
Show video as a starting point for inquiry
Lesson 3:
Timing: 5 minutes
Rapid fire mind map poster ideas
Body
Lesson 1:
Timing: 10-12 minutes
Students will prepare their graphic organizers
Lesson 2:
Timing: 20 minutes
Individual research time
Lesson 3:
Timing: 25 minutes
Groups create their posters
Consolidation
Lesson 1:
Timing: 20 minutes
Read biography; during this time students will fill out graphic organizer.
Lesson 2:
Timing: 10-12 minutes
Class discussion of inquiry questions and findings, students will address the “one main point section” for this.
Lesson 3:
Timing: 5 minutes
Poster gallery walk.
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Closure
Lesson 1:
Timing: 2-3 minutes
Check progress.
Note agenda for the beginning of next lesson.
Lesson 2:
Timing: 5 minutes
Note agenda for the beginning of next lesson (explain movie poster task, provide checklist for requirements). Students will
design a movie poster for a biopic of Tom Longboat, which incorporates English, French, and Onondaga Language and includes
pictures that represent something about Tom and his life.
Assign groups.
Lesson 3:
Timing: 5 minutes
Exit ticket, students will address what they took away from the 3 lessons and why they think they are important.
Title: What are the Odds: probability of winning a Marathon and other investigations
Grade: 5
Subject/Course: Mathematics, Heath and Physical Education
Strand: Mathematics: Data Management and Probability Heath and Physical Education: A. Active Living
Time: Approximately two, 60-minute classes
Lesson Description key goal(s) After having learned about Tom Longboat, this lesson will have students consider the probability of
placing in the top three in a marathon and the probability of winning a marathon. During this lesson students will also graph data
according to the results of a race, using categories such as age and gender. In addition, students will collect their own data by running
their own races. This connects the mathematical process expectation that students make connections between math and other
contexts, such as sports.
Stage 1: Desired Results
Essential Question/Big Ideas:
Essential Question: What is the probability of winning a race? How can you represent the outcomes visually and numerically?
Mathematics
Big Ideas:
Collection and Organization of Data
Data Relationships
Probability
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Class 1: Class 1:
Direct instruction for going over word problems and 1) Whole class
criteria for graphing of secondary data 2) Individual work time
Individual work time for word problems 3) Pairs
Pair work for graphing race outcomes
Class discussion of word problem answers and graphing
race outcomes
Class 2: Class 2:
Direct instruction for going over the format of the races 1) Whole class
and criteria for collecting primary data 2) Groups
Groupings for races 3) Pairs
Pair work for collecting and presenting race outcomes
Class discussion of data and chosen presentation of data
Resources Considerations:
Electronic copies of word problems and data, some students
Class 1: may require use of computer
Word problems Some students may require the use of graphing software to
Secondary Data for graphing with attached checklist for complete their graph
self-assessment
Graphing paper
Markers
Devices with graphing software
Class 2:
If the weather is not preferable, use gymnasium
Lined paper for data collection
Graphing paper
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Markers
Devices with graphing software
Checklist
Lesson 1:
Timing: 5 minutes
Math minds on – students will be given a question to activate their knowledge for this lesson. Once they have completed
them, the answers will be discussed as a class.
Lesson 2:
Timing: 5-8 minutes
Have groups explain their race formats.
Open
Lesson 1:
Timing: 10 minutes
Take up math minds on questions.
Introduce graphing race results task and go over criteria for graphing secondary data.
Lesson 2:
Timing: 5-8 minutes
Review task requirements and address any questions.
Body
Lesson 1:
Timing: 25 minutes
In pairs, students will decide on the best type of graph(s) to display their data and include all of the required elements for
that type of graph in their work.
Conduct self-assessment.
Lesson 2:
Timing: 30 minutes
Students will conduct races and collect race data.
Consolidation
Lesson 1:
Timing: 10-15 minutes
Each pair will present their graph to the class, justifying why they chose the graph data in the way they did (including an
explanation of title chosen, labels, and key).
Collect self-assessment.
Lesson 2:
Timing: 15 minutes
Students will begin to organize race data from their groups in pairs, deciding on the best method of presenting their data
Closure
Lesson 1:
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Lesson 2:
Timing: 5 minutes
Check in on task progress (students will be given time to complete a task in a following class. They will submit completed
work for assessment).
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As educators, we acknowledge the concerns that Vowel puts forth in her article. As one
of our lesson plans focuses on biographies of Indigenous peoples, we are mindful of the author’s
roles. In the book we use, Meet Tom Longboat, the book is written by Elizabeth MacLeod and
illustrated by Mike Deas. Although MacLeod does not come from an Indigenous background,
she was sure to meaningfully consult Tom Longboat’s family when writing this book. She is a
Canadian author who mainly writes books for elementary level students. The reason we feel that
this is important to mention, is that we encourage students and other educators to always know
where the written text is coming from and to acknowledge possible criticisms that exist around a
text. When considering Indigenous issues, we know that it is important to find information from
those who possess genuine knowledge or those who have meaningfully consulted with those who
possess genuine knowledge.
This resource guide also aims to bring to light how much Indigenous traditions, culture,
education, etc. has to offer in schools. In her article Nourishing the Learning Spirit, Marie
Battiste (2012) outlines various points that bring powerful meaning to Indigenous education.
Although it is difficult to fully integrate her ideas into our resource, we acknowledge and
encourage all educators to take the aspects that she has put forth into consideration when they are
teaching. Battiste (2012) offers a different approach to teaching and learning. She writes
“Through our families, peers and communities, we come to learn about ourselves through our
ecologies, land and environments” (Battiste, 2012, p.14). We find that this approach to teaching
and learning is undervalued and often overlooked by educators. Battiste (2012) goes on to say
that through this method, learning becomes holistic, lifelong, purposeful, experiential,
communal, and spiritual through language and culture (Ibid,p.15).
One of the most significant aspects that she writes about is the notion of the “learning spirit”.
She discusses how schooling has eroded education and that learning sometimes loses its meaning
and purpose (Ibid). With such a strict focus on curriculum and a certain form of education,
Aboriginal peoples are often depicted as not on par in terms of knowledge when it comes to
other Canadians (Ibid). With these aspects in mind, we acknowledge the importance of valuing
Indigenous approaches to education and the importance of being willing to hear and learn these
approaches. One of the main aspects that stood out to us in this article was the value of
appreciating land and environments. Although we do not make explicit connections to
Indigenous education and the outdoors, we believe that the act of doing an activity outside is a
step in the right direction. It is our intention to make students aware of our outside land and
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environment, who it belongs to, and why this is important. What we want to explicitly avoid with
this resource is creating lessons that address Indigenous affairs through a Eurocentric lens. We
encourage educators to use this resource and to reach out to Indigenous communities to
incorporate authentic and legitimate voices into the classroom that lead to decolonization and
reconciliation for our First Nations peoples.
The resource guide has been developed to focus on world issues. Students are being asked to
examine text, conveying Indigenous voices. The students are tasked with examining the
biography of Tom Longboat and creating a poster for the biopic of Tom Longboat. Throughout
the process, students are creating a public dialogue highlighting civic engagement. Jennifer
Tupper (2014) discusses civic engagement in her article, Social Media and the Idle No More
Movement: Citizenship, Activism and Dissent in Canada. Civic engagement involves working
towards making a difference in our communities, which can occur by “influencing the ways in
which young people understand and negotiate their civic identities” (Tupper, 2014, pg.2). Tupper
(2014) identifies social media as a medium for young people to become civically engaged, using
it for social activism. Throughout this unit, as proposed in lesson one, the students are tasked
with creating a poster, their own form of media, pertaining to Indigenous world views. Tupper
suggests media, more specifically social media, propagates social activism. By having students
engage with the biographies of Indigenous peoples, we are attempting to increase their awareness
of the social and cultural genocide that occurred in Canada, while providing our students with the
tools to become civically engaged, creating their very own civic identity.
In Cynthia Chambers’ (2008) article entitled Where are we? Finding Common Ground in a
Curriculum of Place, she discusses four dimensions of a curriculum of place:
1. A different sense of time
2. Enskillment
3. Education of attention
4. Wayfinding
This teacher resource guide touches on all four dimensions of a curriculum of place. This
resource attempts to create and foster ideas/perspectives that will last longer than an individual
lesson or unit. While examining various biographies, students will develop their personal
perspective in regards to the treatment of the Indigenous population in Canada, and their
perspective will help shape their future identity. Chambers (2008) identifies enskillment as the
process of bringing intentionality and functionality into a practice. This teacher resource is
deliberately incorporating Indigenous world views, through the functional use of biographies, to
develop the perspective-taking skill within the students. This teacher resource guide attempts to
aid teachers in developing critically literate students that can understand another individual’s
point-of-view. This teacher resource attempts to engage students intellectually on an important
social issue, the treatment of Indigenous peoples while also developing form and style in
language, along with probability in mathematics, and active participation in physical fitness.
Wayfinding typically refers to systems guiding individuals through physical environments;
however, for the purposes of this teacher resource, wayfinding refers to guiding students through
a complex social issue. While bringing students on this journey we are attempting to create a
curriculum of place, immersing students into a relationship with their learning, and social
activism.
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References
Battiste, M. (2012). Nourishing the learning spirit. Education Canada, 50(1), 14-18.
https://www.edcan.ca/wp-content/uploads/EdCan-2010-v50-n1-Battiste.pdf.
Chambers, C. (2008). Where are we? Finding Common Ground in a Curriculum of Place.
Dion, D.S. (2007). Disrupting Molded Images: Identities, responsibilities and relationships –
teachers and indigenous subject material. Teaching Education, 18(4), 329-342. Doi:
https://doi.org/10.1080/10476210701687625
Kidd, B. (2013, July 3). Tom Longboat. The Canadian Encyclopedia. Retrieved from
https://www.thecanadianencyclopedia.ca/en/article/tom-longboat.
Nugent, C. (2018, June 4). Who was Tom Longboat? Canada’s ‘greatest long-distance runner’
longboat/.
Ontario Ministry of Education. (2009). The Ontario Curriculum, Grades 1-8, The Arts (Revised).
Ontario Ministry of Education. (2010). The Ontario Curriculum, Grades 1-8, Health and Physical
http://www.edu.gov.on.ca/eng/curriculum/elementary/healthcurr18.pdf.
Ontario Ministry of Education. (2006). The Ontario Curriculum, Grades 1-8, Language
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf.
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Ontario Ministry of Education. (2005). The Ontario Curriculum, Grades 1-8, Mathematics
http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf.
Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission
Canada:
h_p://www.trc.ca/websites/trcins_tu_on/File/2015/Findings/Calls_to_Ac_on_English2.
Pdf.
Tupper, J. (2014). Social Media and the Idle No More Movement: Citizenship, Activism and
https://www.deslibris.ca/ID/444897.
Vowel, C. (2016). Check the tag in that “Indian” story: How to find authentic indigenous stories.
In Indigenous writes: A guide to First Nations, Metis & Inuit issues in Canada. Winnipeg:
indianstory/)
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Checklist
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