Missisakis : On The Indigenous History Of The Tkaronto Islands

If you are hoping to centre the knowledge of Indigenous peoples in your teaching and bring social studies, geography, or history alive for your students, I think you will find this new short film VERY useful.

This month, the Bawaadan Collective released Missisakis: On the Indigenous History of the Tkaronto Islands. I loved watching this beautiful film and immediately thought it would be a wonderful resource to use in Junior, Intermediate, and Senior classrooms

• To discuss the limitations of the land acknowledgement

• To learn more about treaties and modern land rights from a Mississauga perspective

• To understand the significance of the Toronto (Tkaronto) Islands to the Mississauga people and how it has been used throughout time

• To introduce the concepts of land stewardship and revitalization.

The first voice you hear belongs to Darin Wynbega, who is the Traditional Knowledge and Land Use Coordinator of the Mississauga of the Credit First Nation. He is followed by Margaret Sault who is the Director of Lands, Membership and Research, also at the Mississauga of the Credit First Nation.

I have often heard about the sacredness of the Islands to the Mississauga people, and this video is a wonderful testament to this long history. I am so grateful that this video was produced.

If you are teaching in or around Toronto, I think this is a must-watch.

Here is the description text from the Bawaadan Collective, who created this video.

Moving beyond land acknowledgements, Missisakis explores the history and significance of the Toronto Islands from a Mississauga perspective. As with any short film, we present an introduction to history that spans centuries. We encourage viewers to continue to explore this history, learn from Indigenous historians who can share this history, and attend to their calls to action. We wish to express sincere veneration to the Mississaugas of the Credit First Nation. Massive Miigwetch / Nya:wen to Darin Wybenga and Margaret Sault for their supreme trust and generosity. Our approach to the research, development and concept of this video was led by our combined understanding of community engagement best practices with Indigenous partners and First Nations.

Missisakis : On The Indigenous History Of The Tkaronto Islands

Written / Directed / Score

Darin Wybenga / Margaret Sault / Bawaadan Collective

Produced in partnership with - Waterfront BIA / City of Toronto Parks, Forestry and Recreation

Interview with an Educator - Kasia Niewiadomski, 5th grade teacher

Interview #2 in the Listen & Learn Teacher's Series is with Kasia Niewiadomski, a 5th grade teacher at Bakersfield Public School. Learning about Indigenous peoples and communities is a mandatory part of the 5th grade curriculum, and Kasia spoke to me about doing her best to go beyond the documents to teach about stereotypes and emphasize the diversity of Nations on Turtle Island. 

My favorite part of our discussion was around the complexities that arise when speaking to ten-year-old children about Residential Schools and other forms of oppression, and the results of her attempts to have the students share their emotions about their learning.

Kasia also bravely spoke about what happens when we make mistakes as teachers, and how she keeps pushing the boundaries of her teaching. Like many of us, Kasia is grappling with the uncertainty that comes from learning information about Indigenous topics and Canadian history that are new. 

I'd love to know what you took from my chat with Kasia! Email me with your feedback! 

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Questions to Consider

• How can I encourage my students to reflect on their emotional reactions in relation to Indigenous content?
• What subjects do I feel are not to be covered with my students? Is that about my discomfort or theirs?

Junior Level Resources - Shannen and the Dream for a School by Janet Wilson

One question that emerged in many of my presentations this past month was, how can my students see Indigenous peoples as something other than victims? In response, I suggest highlighting the resilience and resistance of Indigenous peoples, especially young people, and bringing their stories into the classroom.

Part non-fiction novel, part scrapbook, Shannen and the Dream for a School, tells the true story of Shannen Koostachin (Mushkegowuk/Swampy Cree - Attawapiskat First Nation) one of the young people who fought for a new school in her home First Nation.

The book includes recent and historical images of Shannen and her family, related newspaper clippings, a timeline and a historical section at the back. 

Questions to Consider

• How can my students come to see Indigenous peoples as more than victims or people to be pitied? 
• Where are opportunities to focus on Indigenous resistance and resilience?