First Nations, Metis and Inuit Programs
In conjunction with curriculum requirements, (and because it’s always fun to learn something new), Jacqueline now offers programs for kindergarten through grade twelve with a high indigenous component.
Through research and consultation with teachers, the content of these programs is specifically created to compliment the First Nations, Metis and Inuit component students currently receive in school programming. These sessions cross curriculums and help students understand the background of indigenous people and how they helped form the fabric of Canada.
Jacqueline’s FNMI programs are intended to help students explore and enjoy learning about Canada’s First Peoples.
For twenty years Jacqueline has toured extensively across Canada, the United States, Tanzania and Ghana championing literacy. She has presented to students and teachers in over 2000 schools.
For more information about these specialized programs please e-mail Jacqueline at writer@jacquelineguest.com.
Canada’s Indigenous Peoples Program
FNMI Kindergarten – Grade 2 & Available for Virtual Presentation
This sixty-minute PPT session introduces students to Canada’s Indigenous Peoples, the First Nation’s, Metis and Inuit, in a way that all can understand and enjoy. By concentrating on aspects today’s students understand, young minds see how these early Canadians lived in the past. We learn about traditional housing, food and clothing for each group giving young explorers a glimpse of how indigenous peoples lived in early Canada. Children then get to peek into the ‘Time Travelling Suitcase’ which contains various artefacts from each of the groups. Students are allowed to handle these artefacts and then, using our new knowledge, they must decide which of the three groups the item belonged to. Our young archeologists then use a map of Canada to show the class where the people who owned the artefacts lived. This program offers a great starting point for students to understand how early Canadians survived and encourages discussion on how today’s indigenous people live and are a part of mainstream society.
Requirements: PPT projector and screen or Smartboard, table
Curriculum Connections: Social Studies
Additional Acitivities: Download Time Traveling Suitcase Activities (pdf)
Pourquois Stories
FNMI Grade 3 – 4 & Available for Virtual Presentation
Oral story telling is integral to First Nation’s history and culture. Many fantasy stories exist on how the animals’ special adaptations came to be, such as how the beaver got his flat tale or how the mouse got his brown teeth. These are known as ‘Pourquois Stories’. In this sixty-minute PPT session, students explore Pourquois Stories, their construction, meaning and ability to entertain. Students choose their own animal, (wild or domestic), and investigate what they would deem is special about this animal. With tips on how to correctly construct a story, what to include and how to make it exciting, they then write their own pourquois stories. They create a story where the animal must use his ‘superpower’ to get himself or a friend out of a jam. All the stories will end with ‘…and that is why to this very day, the XYZs (their species), have ABC, (the special trait).’ Once this is complete, students will share their story with the rest of the class. An extension to this session allows for students to illustrate their story by choosing an exciting image that is representative of the tale, drawing it, and attaching the written story to the image.
Requirements: PPT Projector and screen or Smartboard. Students need paper and pencil and writing surface such as desk. Extra activity: crayons and paper for illustration.
Curriculum Connections: Language Arts and Social Studies
Classroom Feedback
I queried teachers about your visit and the feeling was unanimous that it was a great experience for teachers and students alike. Teachers felt that your lessons were very clear and very systematic; the kids could follow where you wanted to take them. Teachers and students liked the 5 W’s idea for writing; a few mentioned this in particular. There were also high marks for the artifact display and opportunity for kids to view and ask questions about that. Another plus was learning more about the First Nations, Metis and Inuit peoples of Canada during the visit to the artifact exhibit. There were some things that were new for teachers and students alike. Again, thank you so much for your visit and for providing some effective lessons for students with respect to writing. The immediate feedback you gave to the children who shared was helpful to students as we know that is the best kind of feedback: in the moment and specific. I think seeing that was probably helpful for teachers, as well.
Elisa Waingort Jimenez, W.O. Mitchell School, Calgary, Alberta
Belle of Batoche – Metis History and Mystery
FMNI: Grade 4-6, 60 minutes
Was Belle as real girl?
Was there really a four-day battle here in Canada with canons and casualties?
Was Marie Antoinette kidnapped?
Why did Belle and Sarah have to hide out in a giant gopher hole?
New Presentation
All these questions and more will be answered in this sixty-minute presentation Belle of Batoche – Metis History and Mystery.
Created to tandem with the Jacqueline’s novel Belle of Batoche, this curriculum- based presentation will inspire interest in this important and pivotal event in
Canadian history and encourage individual reading.
In this grade-appropriate session, students discover the reasons behind the North West Resistance of the Metis people and what led to the 1885 battle. Colourful characters, both real and imagined, will take the reader into the world of the Metis at Batoche. Students will be introduced to Louis Riel, General Middleton and, of course, Belle Tourond.
Class sets of Belle of Batoche, (minimum 20 books), include a complimentary virtual Q&A after students have read the book.
Requirements: PPT projector or Smartboard
Curriculum connections: Language Arts, Social Studies
Remembering the Buffalo Hunt Through Journaling
FNMI Grade 6 – 9
This NINETY-minute PPT session challenges students to create a journal entry detailing their experience on the day of the Big Hunt. Imagining they are a First Nation’s boy or girl on a buffalo hunt, students are assigned a number which corresponds to one of four different groups that would have played their parts during the hunt: the scouts, hunters, harvesters or story tellers. With visual prompts that show what would be involved for that group during the hunt, students create a ‘journal entry’ describing their part and including a crisis to make the entry more exciting. These entries are read out loud, then students rewrite the entry, trying to include as many ‘show don’t tell’ moments that bring the story alive for the audience. Correct literary construction is emphasised with a template offered to help students. This session fosters insight into early First Nation’s life and challenges students to create a piece that incorporates their knowledge of how the buffalo hunt proceeded and how each person’s role was integral to the success of the hunt. The tools and tips from this session are transferable to all written work and students can face future assignments with confidence knowing they have the technical expertise to write it right!
Requirements: PPT Projector or Smartboard. Students require paper and pencil and writing surface such as desk or binder.
Curriculum Connections: Language Arts, Social Studies
Classroom Feedback
Jacqueline’s presentations were informative, engaging and inspiring. The process involved instruction from a writer’s perspective and a group exercise where students reported on a single event, (the buffalo hunt), but from different perspectives. Students who normally participated well wrote volumes; reluctant writers also wrote volumes. They presented final drafts in their working groups, (hunting parties), and all the students participated fully – none baulked! I did attend each of the presentations personally but asked for feedback from teachers and students after Jacqueline had left. I asked the teachers to be honest as there’s no point in repeating an exercise that doesn’t work. All the feedback from teachers and students was very positive. To be clear: this is not entertainment; it is learning, engaging, inspiring and builds a tremendous amount of self confidence. This is a program I would not hesitate to recommend.
Keith McLean, Indigenous Support Worker Beairsto School, Vernon, British Columbia
I queried teachers about your visit and the feeling was unanimous that it was a great experience for teachers and students alike. Teachers felt that your lessons were very clear and very systematic; the kids could follow where you wanted to take them. Teachers and students liked the 5 W’s idea for writing; a few mentioned this in particular. There were also high marks for the artifact display and opportunity for kids to view and ask questions about that. Another plus was learning more about the First Nations, Metis and Inuit peoples of Canada during the visit to the artifact exhibit. There were some things that were new for teachers and students alike. Again, thank you so much for your visit and for providing some effective lessons for students with respect to writing. The immediate feedback you gave to the children who shared was helpful to students as we know that is the best kind of feedback: in the moment and specific. I think seeing that was probably helpful for teachers, as well.
Elisa Waingort Jimenez, W.O. Mitchell School, Calgary, Alberta
FNMI Easy Key Elementary Writing Workshop
FNMI Grade 3 – 6 & Available for Virtual Presentation
This sixty-minute PPT session teaches the basics on how to write a correct paragraph, short story or essay. Students learn what is essential to craft a piece of writing that will be technically correct and will score marks. Drawing on their knowledge of Canada’s indigenous people, the First Nation’s, Metis and Inuit, students examine a visual prompt depicting a moment from history, then take their new technical expertise and construct a story that will not only entertain other classmates, but will be a conduit into our nation’s past. The format for writing a correct story is one that can be used in all their writing assignment, and is the same one I use when constructing a novel. Excellent for students who just don’t know how to begin to write a story!
Requirements: PPT Projector or Smartboard. Students need paper and pencil and writing surface such as desk or binder.
Curriculum Connections: Language Arts, Social Studies
Teacher Feedback
What an absolute pleasure to have Jacqueline in our class today! My grade 6 students where all very engaged during her presentation. They responded and enjoyed the flash writing activity. Her personal passion for writing was evident and she was easily able to make my students embrace her energy! I highly recommend she visit your classroom.
Jen MacDougall, Teacher, Sister Mary Phillips School, Fort McMurray
The FNMI Senior Easy Key Writing Workshop
FNMI Grade 7 – 12 & Available for Virtual Presentation
This sixty-minute PPT session will give students the tools they need to create a story that is solid. One that contains all the elements needed for students to write a technically correct story that will impress teachers and editors. The use of Indigenous prompts requires students to call on their Social Studies knowledge learned as they studied the Indigenous peoples of Canada. A logical approach to writing is also used with students incorporating science, politics and government when required. Students will approach any writing assignment with more confidence after taking this workshop.
Requirements: PPT Projector or Smartboard. Students need writing materials such as paper and pen/pencil or computers.
Curriculum Connections: Language Arts, Social Studies
The Comic Book War: WW2 and Cosmic Comic Book Superheroes
FNMI Grade 7 – 9 & Available for Virtual Presentation
In this sixty-minute PPT session, students discover how Canadians on the home front contributed to the war effort in WW2. They also learn how First Nation’s, Metis and Inuit soldiers were part of the war effort. Indigenous soldiers we can all be proud of are highlighted helping students understand the contributions these unsung heroes made to the war effort. Students also learn about rationing, savings stamps, fat drives and those telegrams no family ever wanted to receive. The story involves a boy who is worried about his soldier brothers. The session shows that we all need coping strategies and that some are stranger than others – such as believing your comic book superheroes can save your three brothers fighting overseas. This fantastic premise to handling mental stress is an excellent conversation starter with students contributing their ideas as to whether the protagonists approach was feasible or not. Students can see and hold an actual meteorite, the vehicle that precipitated the strange happenings in the story.
Requirements: PPT projector and power cord or Smartboard
Curriculum Connections: Language Arts, Social Studies, Science, Humanities
Rights and Wrongs: History Gets Personal
FNMI Grade 9 – 12 & Available for Virtual Presentation
In this sixty-minute PPT session, students act as a jury and must decide whether Louis Riel and the Metis people were traitors or were standing up for their rights. Students hear the underlying reasons for the Red River and North West Resistances, including land rights, religion, political and economic motives. They are presented with an in-depth explanation of the efforts the Metis people went to as they tried to avoid war. Prime Minister Macdonald’s reasons for insuring the insurrection occurred are also explained. My own family’s part in the resistance is incorporated into the session allowing students to humanise the events instead of simply seeing them as ancient history not connected to today’s world. After hearing the facts, the students vote as to whether justice was served and Riel fairly punished.
Presentation Requirements: PPT Projector and Screen or Smartboard.
Curriculum Connections: Social Studies, Government and Language Arts
Writer-In-Residence
FNMI Division 1-4, One-Two Week Sessions
Extended Writer-In-Residence programs are available and are intended to enhance and reinforce the classroom experience by providing alternate strategies for young writers who may struggle with the written word.
Division One: Designed to appeal to younger students, this program combines different aspects of classroom learning in a way that is appealing to children with shorter attention spans, but who have a thirst for discovery. Interactive and with different components, students learn in a way that keeps their attention focused and creative juices flowing!
Division Two, Three and Four: Each of Jacqueline’s programs is tailored to specific grade levels with projects completed over the course of the Residency. Building on information in each session, students learn how to compose a piece of writing that is both creative and technically correct. From learning how to incorporate the Five Senses into composition through the use of Indigenous artifacts, to doing factual historical research in creating a Winter Count Hide for their school and area, students’ skills build so they can tackle any Language Arts assignment with confidence. Through the use of unconventional techniques, Jacqueline strives to reach every student in her class, creating an inclusive learning environment that fosters success. Individual and team work are utilized to ensure no student is left behind.
Please contact Jacqueline for more information.
Presentation Requirements:
Curriculum Connections: Social Studies, Government, Humanities and Language Arts