Lesson Plans, Podcasts, and Discussion Prompts for
Teachers Weaving Indigenous Knowledges into the
Classroom
Patricia Danyluk
Samara Wessel
Saria James-Thomas
Lisa Trout
University of Calgary, Calgary, Alberta, Canada
Keywords teacher education; Indigenous knowledges; Indigenous
education; teacher resources; Indigenous teaching methods
How to cite this article (APA): Danyluk, P., Wessel, S., James-Thomas, S., & Trout, L. (2024).
Lesson plans, podcasts, and discussion prompts for teachers weaving indigenous knowledges into
the classroom. Annals of Social Studies Education Research for Teachers (ASSERT), 6(2), 1-10.
https://doi.org/10.29173/assert81
ABSTRACT
Two years after the implementation of the Teaching Quality Standard
number five (TQS 5), ten Alberta teacher education programs came
together to examine how teachers in Alberta were weaving Indigenous
knowledges into their classrooms. This article reports on the findings
of two hundred and forty-seven surveys and thirty interviews with
Alberta teachers. The findings indicate how Alberta teachers are
gaining confidence in their foundational knowledge of Indigenous
peoples and the important role of Indigenous team leads in schools.
The article includes access to a website created from the research
featuring lesson plans, podcasts, publications and discussion prompts
for teachers weaving Indigenous knowledges into the classroom.
Published December 31, 2024
Corresponding Author:
Patricia Danyluk
patricia.danyluk@ucalgary.ca
DOI
https://doi.org/10.29173/assert81
Pages: 1-10
Distributed under Creative
Commons Attribution-Non-
Commercial 4.0
International (CC BY-NC
4.0).
Copyright: Ownership of this
article’s copyright remains with
the author(s), subject to the
Creative Commons license.
Lesson Plans, Podcasts, and Discussion Prompts for Teachings Weaving Indigenous Knowledges into the Classroom
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Danyluk et al.
INTRODUCTION
In 2015, Canada experienced a significant shift when the Truth and Reconciliation Commission (TRC)
issued the Calls to Action. These calls urged teachers to enhance their understanding and teaching of
Indigenous histories, cultures, and perspectives to foster reconciliation and promote respect for
Indigenous Peoples in the educational system. In Alberta, the 2018 Teaching Quality Standard (TQS)
fifth competency mandates that all teachers develop and apply foundational knowledge about
Indigenous Peoples in the kindergarten to grade 12 classrooms. This research aimed to examine how
the TQS 5 is being integrated into classrooms.
THE RESEARCH
Ten teacher education programs in Alberta came together in 2020 to examine how their programs were
weaving Indigenous knowledges into teacher education (Danyluk et al., 2023). Members of the research
team included both non-Indigenous and Indigenous researchers. Following the examination of our own
programs, we reached out to Alberta teachers to learn how the TQS 5 was being integrated within
kindergarten to grade 12 classrooms. Drawing on both Indigenous and non-Indigenous methodologies
through collective case study and storytelling, we gathered data from teachers using a survey, semi-
structured interviews, lesson plans and podcasts. Two hundred and forty-seven teachers participated in
the survey, and of those, 30 agreed to engage in a semi-structured interview. During the interviews, we
asked teachers to share why they believe integrating Indigenous knowledges into the classroom is
important, the challenges and successes they have encountered, and stories about when they believed
they had successfully woven Indigenous knowledges into their teaching.
FINDINGS & IMPLICATIONS
In examining the survey data, we learned that the majority of respondents (56%) reported a
foundational knowledge. Thirty-seven percent of respondents indicated they had some foundational
knowledge, and only 7% reported having no foundational knowledge. While previous research
suggested that teachers often lack the necessary knowledge, confidence, or support to integrate
Indigenous knowledges into their teaching (Wotherspoon & Milne, 2020), these survey results
demonstrate that teachers are beginning to acquire the essential knowledge, signaling a positive shift
towards more inclusive and informed educational practices. What is more encouraging is that many
respondents emphasized that this foundational knowledge is constantly evolving, necessitating teachers
to continually (re)learn and adapt.
Indigenous team leaders within schools play a crucial role in supporting teachers in this ongoing
learning process. Indigenous team leads are teachers who have an in-depth knowledge of Indigenous
ways of knowing, being, and doing and are often Indigenous. Respondents highlighted the essential
role Indigenous team leaders play in providing resources and methods for integrating Indigenous
lessons into the classroom. Indigenous team leads offer guidance and help teachers verify their
understanding before teaching a new concept. They further assist in the classroom, often leading
ceremonial acts (e.g., smudges), which enrich the learning environments. This support instills
confidence and humility in teachers, enhancing their teaching practices and efficacy. Consistently, the
Alberta Teacher’s Association (ATA, 2022) recognized the importance of Indigenous team leads not
only in assisting teachers but also as key supporters of Indigenous students, who can see themselves
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represented in the resources, learning experiences, and staff.
The research findings demonstrate that teachers are at the forefront of integrating Indigenous ways of
knowing, being, and doing into the classroom. They have engaged in self-directed studies to learn
Indigenous histories, cultures, and pedagogies, ensuring they can accurately and respectfully integrate
these elements into their teaching practices. While this process is ongoing, teachers have made strides
to weave Indigenous perspectives into various subjects, creating wholistic learning experiences that
respect and honour Indigenous cultures. This includes using Indigenous literature, incorporating
traditional ecological knowledge in science lessons, and embedding cultural practices and languages
into daily activities. Teachers shared that they often collaborate with Indigenous communities and
leaders to ensure the authenticity and accuracy of the content. They described how they engage
students in hands-on learning experiences, such as storytelling, art projects, and participation in
ceremonies, to foster a deeper understanding and appreciation of Indigenous traditions.
Delving into Indigenous pedagogy as a non-Indigenous educator can be intimidating. Yet, teachers
have demonstrated bravery in acknowledging a gap in their understanding and humility by learning
alongside their students. This commitment to continuous learning and cultural sensitivity is essential for
building a more inclusive and equitable educational system.
PRACTICAL IMPLICATIONS FOR TEACHERS
The implications of this research highlight both the progress and challenges faced by teachers weaving
Indigenous perspectives into their classrooms. While many teachers report having a foundational
knowledge of Indigenous perspectives, they continue to struggle with the belief that only Indigenous
teachers can authentically integrate these knowledges and that Indigenous perspectives should not be
privileged due to Canada’s multicultural nature (Scott & Gani, 2018). However, as noted by the TRC
(2015), everyone, Indigenous and non-Indigenous, has been called upon to integrate Indigenous
perspectives into the classroom. The inclusion of Indigenous perspectives by non-Indigenous people is
a crucial part of reconciliation, as it promotes intercultural understanding and acknowledges the
importance of Indigenous contributions to Canadian society. By actively participating in this process,
non-Indigenous teachers help to dismantle colonial structures within the education system and
contribute to a more inclusive and respectful learning environment for all students.
To share the research findings, we created a website entitled Combatting Racism Towards Indigenous
Peoples through the inclusion of Indigenous perspectives in the classroom.
https://combattingracismtowardsindigenouspeoples.ca/. The website offers twelve comprehensive
lesson plans for a variety of grade levels, complete with resources that teachers can use or adapt to
their needs. The lesson plans were reviewed by an Indigenous team lead teacher to ensure that
resources are culturally appropriate, readily accessible and practical for classroom use. They feature
curriculum connections, activities, case studies videos, slides, worksheets and assessments, focusing
on local Indigenous perspectives as the recommended approach for authentically integrating
Indigenous knowledges into the curriculum (Freeman et al., 2018). While the lesson plans are rooted in
the perspectives of Alberta Indigenous communities, they can be adapted to reflect the perspectives
and teachings of Indigenous Nations in other regions across Canada.
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Table 1
Lesson Plans by Grade Level
Lesson Plan
Grade
Students
Conservation of Biodiversity
Grade 9
Explore how human action
impacts species survival and
variation
A Sense of Land
Grade 4
Consider the care of Mother Earth
in protected spaces
Indigenous Garden
Grade 1
Design an Indigenous garden
Wild Word Keepers
Grade 2
Consider the differences between
Western and Indigenous
worldviews
Communicating Ideas About
the Land
Grade 4
Connect with the land through
storytelling
Traditional Métis Plants
Grades K-5
Explore Metis plants through
recipes, nature walks, and
journaling
Plants for Food and Fibre
Grade 7
Learn about plants important to
Indigenous peoples
Wetlands
Grade 5
Examine the interaction between
living and non-living things in
wetlands
Nature Mosaic
Grade 4
Consider the geography, climate,
geology, and paleontology of
Alberta to appreciate how land
sustains life
Art of Alex Janvier
Grade 5
Explore Indigenous art and its
role in reconciliation
Patterning with Traditional
Métis Sashes
Grade 1
Connect with math through
patterning
Embracing Indigenous Stories
Through Language
Grade 4
Learn about Indigenous
languages through stories
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The podcast series created from this research project delves into the personal journeys of Alberta
teachers as they navigate the opportunities and challenges of weaving Indigenous knowledge into their
classrooms. This series serves multiple purposes. Teachers can use the podcasts to self-reflect, gain
insights into Indigenous perspectives, and reflect on their integration practices. The podcasts can also
serve as discussion prompts for students, particularly in higher grade levels, to reflect on and consider
Indigenous perspectives and knowledges. Moreover, these podcasts can fulfill multiple learning
outcomes in the Social Studies and English Language Arts curricula by serving as provocations for
discussion and critical thinking (Table 2).
Table 2
Podcasts and Discussion Prompts
Podcasts
Prompts for Student
Discussions
Prompts for Teacher
Discussions
Series Introduction
What stories have you
heard about how your
family came to Alberta?
What does it mean to
weave Indigenous
knowledges into your
teaching?
Exploring Indigenous
Knowledge through the
Lens of Broken Promises:
An Educator's Experience
Who is responsible for the
broken promises of the
Indian Act and what should
be done to address them?
Is making students
uncomfortable in their
learning acceptable and if
so, how do you decide what
is appropriate?
Braiding and Weaving
Indigenous Knowledge - A
Tool for Combatting Anti-
Indigenous Racism
How does two-eyed seeing
connect you with the land?
How does weaving
Indigenous knowledges into
your classroom address
racism towards peoples?
The Importance of Making
Personal Connections with
Indigenous Knowledge: A
Music Teacher’s Quest
How do Indigenous cultures
ensure sustainability by
using every part of the
animal?
How can we use music to
encourage discussions
about Indigenous
knowledges?
Embracing Indigenous
Pedagogy: Lessons from an
Educator on a Central
Alberta Reserve
How can we use the
concept of Wahkohtowin in
our classroom?
How can Wahkohtowin be
used to establish a
classroom culture?
Empowering Students
Through Indigenous
Knowledge Integration
How was Métis finger
weaving used in Métis
culture?
Why was their Indigenous
ancestry hidden from some
children while they were
growing up?
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Enseignante engagée pour
l'intégration des savoirs
autochtones en Alberta
De quelle manière tes
sorties dans la nature
peuvent-elles contribuer à
ta compréhension des
histoires et des
enseignements présentés
dans l'art autochtone?
How can outdoor
exploration contribute to
your understanding of the
stories and teachings found
within Indigenous art?
Comment encourager la
collaboration et les
échanges interdisciplinaires
grâce à l'art autochtone?
In what ways can we inspire
collaborative projects and
cross-curricular connections
through Indigenous art?
Nature's Classroom:
Reimagining Education with
Indigenous Perspectives
Where do we find math in
nature?
How can we teach about
land-based learning without
leaving the school grounds?
Lessons on Integrating
Indigenous Knowledge into
Science Curriculum
What role did breaking
down Indigenous
connections with the land
play in colonization?
How can we shift the script
from talking about
Indigenous peoples from
the lens of trauma and
marginalization to that of
resilience and strength?
From Métis Plants to
Classroom Plans - One
Teacher's Journey
What are some traditional
Indigenous medicines
created from plants?
What resources can we
draw upon when we are
unsure about what
information is ours to share
in the classroom?
Series Conclusion
How has your perspective
changed after listening to
the podcasts?
How will you use this
resource in your
classroom?
The lesson plans and podcasts also foster a community of practice among teachers. They can share
their experiences, listen to others, and learn together, creating a collaborative environment for
professional growth. This community of practice allows teachers to communicate their successes and
challenges in integrating Indigenous perspectives, providing a platform for sharing strategies and ideas.
This collaborative approach supports individual teacher development and builds a collective
understanding and appreciation of Indigenous perspectives in education.
The research team continues to add lesson plans and podcasts to the website. The lesson plans are
currently being translated into French for French teachers.
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Q & A WITH Patricia Danyluk, Samara Wessel, Saria James-Thomas, and Lisa
Trout
Question #1
Teacher’s Question:
How would a non-Indigenous school without Indigenous team leaders support their teachers to
bring Indigenous knowledge systems in the classroom? What other types of professional
development must be provided?
Patricia Danyluk and colleagues’ Response:
If a school does not have Indigenous team leaders, they would likely still have access to an
Indigenous team lead or consultant through their school board. If this is not the case, the principal
may know of connections with Knowledge Keepers or Elders. When speaking to an Elder, protocol
must be respected. Learn Alberta has more information on Elder protocol.
The Alberta Professional Learning Consortium has a variety of workshops for teachers wanting to
develop foundational knowledge. The Werklund School of Education offers several Indigenous
education MEd Interdisciplinary certificates that can be taken alone or as part of a Masters degree.
Question #2
Teacher’s Question:
Most teachers in Alberta are non-Indigenous, but not all are aware of their positionality as settlers.
Some may themselves be impacted by “colonial structures within the existing educational system”
depending on their heritage and lived experiences. What is their unique and personal interaction
with the TRC Calls to Actions and the intersection with TQS 5?
Patricia Danyluk and colleagues’ Response:
Many Canadians lack basic information about Indigenous peoples. Teachers can develop a
foundational knowledge including through self-study, courses and workshops. In fact, 15% of the
teachers who responded to this study reported developing their foundational knowledge through
self-study.
Settlers have been part of colonial system that promoted a deficit discourse which blamed
Indigenous peoples for poor educational outcomes and discredited Indigenous knowledge
systems. The TRC brought to light many truths and called upon education systems to take action.
All teachers have a role in addressing the TRC Calls to Actions. Calls to Action 6 to 12 and 62-65
call upon us to make changes to curriculum, funding and teaching practices. TQS 5 intersects with
the TRC as it requires Alberta teachers to “develop and apply knowledge about Indigenous peoples
for the benefit of all students” (TQs 5).
Question #3
Teacher’s Question:
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The “intercultural understanding…and knowledge about the importance of Indigenous
contributions to Canadian society” must consistently be mandated and resourced in teacher
professional development. How should we ensure that?
Patricia Danyluk and colleagues’ Response:
Ensuring all teachers understand Indigenous contributions to Canadian society will require
financial support for professional development. This research found that workshops, courses, self-
study and study with Elders and Knowledge keepers had the greatest impact on their professional
development. Key to this is building connections with local Indigenous communities, continuing to
fund the role of Indigenous team-lead teachers, and training and hiring more Indigenous teachers.
Question #4
Teacher’s Question:
How should school leaders support teachers to become allies who identify as agents who can
challenge anti-Indigenous racism in the curriculum and who can “dismantle colonial structures
within the education system” in ways that take the pressure off the Indigenous teacher leaders?
And how, if at all, should this support differ for teachers of White settler heritage versus those who
have recently immigrated to Canada and whose histories are perhaps not implicated in the same
ways?
Patricia Danyluk and colleagues’ Response:
Allies have an important role to play in Indigenous education and reconciliation. Educating
teachers about Indigenous knowledges cannot fall only on the shoulders of Indigenous peoples,
and as one teacher who responded to this study stated, an Elder told them, “We need ALL
educators to include Indigenous knowledges into their teaching practices.” The Elder also pointed
out that it is ok to make mistakes as long as we learn from them. The key to supporting allies is
letting them know that they are not alone and providing opportunities for them to partner with other
allies so that they can collaborate and strengthen their efforts.
We are all implicated in the work of reconciliation and whether a teacher is a newcomer or a long-
time settler, we all have a moral obligation to address the TRC Calls to Action in our work
Question #5
Teacher’s Question:
What evidence would you look for that teachers could learn to identify which would be hallmarks of
well-integrated or respectfully-integrated practices or curricula?
Patricia Danyluk and colleagues’ Response:
Respectfully integrated practices and curricula would be evident in a teacher’s alignment with
Indigenous worldviews. Indigenous worldviews include a holistic perspective, an understanding of
the interconnectedness of all living things, connections to land and community, the dynamic nature
of the world and shared power with others including students (Alberta Education, 2005, pp. 11-12).
In teaching this, the teacher should ground themselves in local knowledge of the Indigenous
peoples whose land they are teaching on. Further, the teacher should demonstrate humility and
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acknowledge where the knowledge they share comes from. Finally, a teacher with respectfully
integrated practices should demonstrate kindness to students and colleagues.
Note
This research received funding from a SSHRC Insight Grant.
REFERENCES
Alberta Education. (2018). Teaching quality standard. Alberta Government.
https://open.alberta.ca/dataset/4596e0e5-bcad-4e93-a1fb-dad8e2b800d6/resource/75e96af5-
8fad-4807-b99a-f12e26d15d9f/download/edc-alberta-education-teaching-quality-standard-
2018-01-17.pdf
Danyluk, P., Burns, A., Poitras Pratt, Y., Kendrick, A., Kapoyannis, T., Wessel, S., Crawford, K. L.
Lemaire, E., Hill, J., Brights, R., Burleigh, D., Weir, C. D., Hill, S.L. & Boschman, L. (2023).
Combatting racism towards Indigenous peoples through the inclusion of Indigenous
perspectives in the classroom: Bachelor of Education programs and schools working together.
https://combattingracismtowardsindigenouspeoples.ca/
Danyluk, P., Burns, A., Poitras Pratt, Y., Kendrick, A., Plante, M., Wessel, S., Crawford, K. L.
Lemaire, E., Hill, J., Brights, R., Burleigh, D., Weir, C. D., Hill, S.L. & Boschman, L. (2023).
Examining the braiding and weaving of Indigenous ways of knowing, being, and doing in
Alberta Teacher Education. Alberta Journal of Educational Research, 69(3), 384-405.
https://doi.org/10.11575/ajer.v69i3.76174
Freeman, K., McDonald, S. & Morcom, L. (2018, Summer). Truth and reconciliation in your
classroom: How to get started, and who can help. Education Canada.
https://www.edcan.ca/articles/truth-reconciliation-classroom/
Learn Alberta. (2005). Worldviews and Aboriginal culture. Our words, our ways.
https://www.learnalberta.ca/content/aswt/indigenous_pedagogy/documents/worldviews_aborigi
nal_culture.pdf
Scott, D., & Gani, R. (2018). Examining social studies teachers’ resistances towards teaching
Aboriginal perspectives: The case of Alberta. Diaspora, Indigenous, and Minority Education,
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Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of
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2021/01/Calls_to_Action_English2.pdf
Wotherspoon, T., & Milne, E. (2020). What do Indigenous education policy frameworks reveal about
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ABOUT THE AUTHORS
Patricia Danyluk
I am currently an Associate Professor at the Werklund School of Education, University of Calgary. I
live and work on the traditional territories of the peoples of Treaty 7. I am also a K-12 teacher with a
specialization in Social Studies and History. Although I was born in Calgary, I grew up in a remote
community in northern Manitoba and spent the early part of my career working in remote First Nations
and Métis communities. My ultimate goal is to prepare education students for the realities of the
classroom. In my own professional development, I enjoy learning from my colleagues and students.
Samara Wessel
I am a doctoral counselling psychology student at the University of Calgary in Treaty 7 Territory on the
Traditional Lands of the Niitsitipi (Blackfoot). My ultimate goal is to support the field of psychology in
providing ethical and culturally safe psychological services. I am interested in how counselling
psychology can support Indigenous Peoples and communities seeking self-determination of child
welfare. Particularly, how psychology can support the implementation of Bill C-92. I have been
spending my time learning about how Māori child welfare legislation can inform and guide
developments in Canadian legislation. Outside of my professional pursuits, I am a partner to a
software engineer, I enjoy role-playing games and fantasy novels, and craft beers.
Saria James-Thomas
I am currently a psychology student at the University of Calgary, located on Treaty 7 Territory, in
Canada. I am also a teacher with experience teaching Grade 6 and currently work as a substitute
teacher for junior high and high schools. My ultimate goal is to become a psychologist specializing in
working with equity-deserving youth, particularly those from BIPOC and 2SLGBTQ+ communities. I
am interested in exploring the mental health of these populations and the factors that help them thrive.
My own professional development efforts have been focused on attending workshops centered on
these populations, reading books by Indigenous authors, and engaging with content creators from
these communities. Outside of work, I enjoy exploring food spots, catching up with friends, and
travelling, especially to Mexico.
Lisa Trout
As a French Immersion teacher in Calgary, Alberta, and a Master’s student at the University of
Calgary on the Traditional Territories of the Niitsitipi (Blackfoot) and the people of Treaty 7, I am
committed to engaging, research-informed content for educators. I aim to empower teachers to
incorporate food education into the classroom, fostering connections between students, their
communities, and the land. My professional development has centered on land-based learning, ethical
spaces, and creating cross-curricular resources that integrate storytelling, history, and food literacy. I
am an avid snowboarder and play various sports. In quiet times, I practice yoga, paint, write, and read
with a latte. My 18 years of teaching experience include everything from preschool to Grade 8, French
immersion, ESL, and cooking classes in Canada and abroad.
