Dixon's Inquiry:
We wonder how we might create a relationshipÌýbetween our learners and our Musqueam Coast SalishÌýand other Coastal First Nations groups and ourÌýlearners. How might our learners learn the story ofÌýour land? The story of the Musqueam Peoples on theÌýland on which our school is located? How might ourÌýlearners understand and feel the connection to theÌýland? What are the truths about our land? How canÌýour learners start the process of reconciliationÌýthrough story?
Sharing stories and understanding that our land is full ofÌýstories, some stories are hard to hear, and some storiesÌýare still being uncovered and shared. Learning theÌýlanguage, learning that our First Nations stories beganÌýover 10 000 years ago.Ìý
We are noticing that our learners are engaged inÌýlearning about the story of our land. We notice that inÌýour large groups – 90 – 100 – students our learners areÌýunderstanding what time immemorial might mean?ÌýStudents also want to share their stories. We have hadÌýour learners share vulnerable stories about theirÌýfamilies. Our learners see our stories as crucial toÌýcreating a new story that recognizes the hard truths ofÌýthe journeys of our First Nations on our land. WeÌýnotice that our students like learning aboutÌý
What are learners noticing?
Are amazed about whatÌý14 000 years look like! We created a beadedÌýtimeline together toÌýshow what timeÌýimmemorial looks andÌýfeels likeÌý
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