Preparing for National Indigenous History Month

Preparing for National Indigenous History Month

 In Classroom Practice, Decolonizing and Indigenizing Your Teaching

June is National Indigenous History Month, culminating in a nationwide celebration on June 21 in honour of National Indigenous Peoples Day. Across the country, communities gather to celebrate Indigenous cultures through ceremony, traditional dances, artwork, music, storytelling, and food.

For educators, National Indigenous History Month is an opportunity to help students learn about the unique cultures, traditions, histories, and contemporary experiences of First Nations, Métis, and Inuit Peoples. It is also a time to honour the stories, achievements, leadership, creativity, and resilience of Indigenous communities.

As you prepare for National Indigenous History Month and National Indigenous Peoples Day, consider how you can create meaningful opportunities for students to explore Indigenous voices, perspectives, and contributions. In this post, we share ideas for bringing National Indigenous History Month into the classroom through student research projects, discussions about contemporary Indigenous leaders and creators, and learning opportunities that extend beyond a single celebration.

Bringing National Indigenous History Month Into the Classroom

As educators, it’s important to bring the celebrations and learning that define National Indigenous History Month into the classroom in meaningful and engaging ways. Creating opportunities for students to learn about Indigenous leaders, artists, athletes, Elders, Knowledge Keepers, and changemakers helps learners understand that Indigenous cultures are vibrant, diverse, and contemporary.

One way to structure this learning is through a culminating classroom project leading up to National Indigenous Peoples Day. Throughout the month, set aside time for students to work on a research presentation about an Indigenous community leader, artist, athlete, activist, or creator of their choice. Presentations can take the form of a slideshow, poster board, video, or artwork. Encourage students to create something that can be displayed throughout the school so others can learn from their work. 

As students research and prepare their presentations, encourage them to think critically about place, identity, and impact. Ask students to consider:

  • Why did they choose this person?
  • What Nation or community is this individual from? 
  • What languages do they speak or advocate for?
  • What Traditional Territories or treaty areas are connected to this person?
  • What do they find inspiring about this person?
  • What impact has this person had on their community or on a broader scale?

Giving students the freedom to choose from a wide range of professions and experiences helps demonstrate the diversity of Indigenous life and leadership.

Exploring Different Research Topics and Areas of Interest

Encouraging students to choose a topic that genuinely interests them can help create a more meaningful and engaging learning experience. Students may connect strongly with music, film, sports, leadership, activism, or the arts, and giving them a variety of options helps demonstrate the diversity of Indigenous experiences and contributions.

Below are some examples of different areas students can explore as part of their presentation.

Music and Film

Students can research an Indigenous musician, actor, filmmaker, or author, exploring where they’re from, what kind of work they create, and the themes or stories they share through their art. For example:

If students focus on a TV show or film, encourage them to think critically about how Indigenous Peoples are represented in contemporary media. How does this piece of media reflect authentic lived experiences? Does it challenge stereotypes or colonial narratives about Indigenous Peoples? If so, how?

Social Media and Influencers

Students may also choose to learn about Indigenous influencers and content creators who use social media to share language revitalization journeys, humour, activism, education, fashion, or cultural teachings. Read through this list to learn more about different Indigenous influencers in Canada.

Sports and Traditional Games

Students interested in sports can research Indigenous athletes in hockey, lacrosse, and other professional sports. Encourage students to examine lacrosse’s history from an Indigenous perspective and learn about athletes who continue to shape the sport today. 

Though lacrosse may be one of the better-known Indigenous sports for those living in the southern parts of Canada, it’s not the only one. There are many traditional Inuit games and sports that are a major part of Inuit life. One such game is nalukataq, or blanket toss. Participants are thrown into the air from a walrus or seal skin held by others. Originally a hunting technique used to spot game, the blanket toss is now used for celebration and competition.

Social and Political Leadership

Students interested in politics, advocacy, or social change could research Indigenous leaders, scholars, activists, and changemakers. For example, students might explore the work of Dr. Cindy Blackstock, co-founder of the First Nations Child and Family Caring Society, or the Honourable Murray Sinclair, Chief Commissioner of the Truth and Reconciliation Commission of Canada. 

Students could also explore Indigenous scholars and writers who discuss Indigenous resurgence, self-determination, community relationships, and Indigenous ways of knowing. This might include one of the following individuals:

  • Leanne Betasamosake Simpson, who brings together storytelling, music, and Indigenous knowledge to explore Indigenous resurgence and resistance.
  • Taiaiake Alfred, whose work focuses on Indigenous governance and rebuilding Indigenous ways of living and thinking.
  • Pam Palmater, who writes about strengthening relationships between Indigenous communities, governments, and future generations.
  • Glen Coulthard, whose work examines Indigenous self-determination and alternatives to colonial political systems.

Artisans and Traditional Art

Students could also research Indigenous artists, painters, carvers, beadworkers, or craftspeople to learn more about traditional and contemporary Indigenous art forms. Encourage learners to think about how art can communicate stories, teachings, identity, and relationships to land and community. For example:

  • Anishinaabe artist Norval Morriseau, who was the first Indigenous artist to have their work featured in a contemporary art gallery in Canada.
  • Métis visual artist Christi Belcourt, best known for her large painted floral landscapes of Métis beadwork.
  • Haida sculptor Bill Reid, whose work helped bring attention to Haida art and Northwest Coast Indigenous art.
  • Interdisciplinary Cree visual artist Kent Monkman, whose work explores the complexities of historic and contemporary Indigenous experiences.
  • Inuk artist Kenojuak Ashevak, who is widely celebrated and remembered as one of the leading figures in modern Inuit art. 

Continuing the Learning Beyond June

National Indigenous History Month can cap off a year of learning that integrates Indigenous voices, perspectives, and experiences across the curriculum. While June provides an important opportunity for celebration and reflection, meaningful Indigenous education should continue throughout the school year.

As educators, we can support this learning by creating opportunities for students to engage with Indigenous histories, contemporary experiences, treaties, Truth and Reconciliation, and local community perspectives in respectful and age-appropriate ways.

The following resources can help support ongoing classroom conversations and learning:

By creating respectful, relationship-based learning opportunities throughout the year, educators can help students build a deeper understanding of Indigenous Peoples while fostering empathy, curiosity, and meaningful connections within their classrooms and communities.

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