Findings:

              Through Modules 1 & 2, I have learned that Indigenous Worldviews are rooted in relationship and connection with the Land. Helping students see the land more                   than geography can shift their understanding and build emotional, respectful connections. Indigenous worldviews emphasize relationships with people, ancestors, the natural                      world, and especially the land. For Indigenous Peoples, land is not a resource — it is a living relative and teacher. I plan to integrate Indigenous perspectives by acknowledging                   Indigenous ways of knowing, such as land acknowledgement, storytelling, land-based learning, oral traditions, and holistic perspectives.

·        After studying Modules 3 and 4, I came to understand that teaching about the impact of colonization on Indigenous peoples is an effective way to raise awareness among new immigrant students. It has provided me with in-depth knowledge. All the videos and resources explain the presence of colonialism and how it impacted the lives of indigenous people.  It was shocking to learn how European settlers promoted the idea of their superiority over Indigenous peoples, which undermined the fundamental rights of First Nations to their lands, resources, and sovereignty.

·        Immigrant students may have some misunderstandings or stereotypes about indigenous perspectives and culture. One important lesson I took from "The Danger of a Single Story" by Chimamanda Ngozi Adichie is that every situation or person represents multiple perspectives. Adichie warns against relying on a single narrative, as misrepresentations of a culture or reliance on stereotypes can harm students. To grasp the full context, we need to utilize multiple authentic sources. When teaching Canadian history, it is crucial to incorporate resources that reflect Indigenous voices rather than solely those of European settlers. As Scheuer pointed out, "The textbooks themselves provide a framework for addressing the curriculum and considering learning outcomes, but they are written from a colonial perspective." To raise awareness, it is essential to provide meaningful education.

·         By adopting an open-minded approach to receiving information, evaluating it, and making informed decisions, students can develop a deeper understanding of Indigenous history and culture.

·        Teaching them about the indigenous residential schools, the Sixties Scoop language, and treaties is a great way to foster respect and empathy

·        Organizing field trips of new immigrant students and First Nations kids to connect with the local reserve community (e.g., via field studies, visits) might be another way to stimulate/build understanding of what it means to be indigenous.

·        For students, it is important to read the UNDRIP and DRIPPA  documents because they shed light on Indigenous injustices and affirm their rights. They help us understand the impacts of colonization and understand the ways to promote active contributions to reconciliation and inclusive environments. From these documents, they will learn that Indigenous Peoples have the right to make decisions that affect their lives. They have the right to be free from discrimination.

·        By teaching them about Truth and Reconciliation. 

I will incorporate these strategies by weaving them into everyday lessons—not just on special occasions—through stories, local knowledge, and collaborative partnerships with Indigenous families and communities

Whenever possible, I will invite Indigenous Elders and Knowledge Keepers to share their wisdom with the students. This will help to foster respect, empathy, cultural sensitivity, and mutual understanding between students.

By creating projects that enable students to engage with local Indigenous communities, we help them learn through authentic connections.