TEACHER RESOURCE GUIDE

A Promise is A Promise
By
Maxine Bett 7211171
Grace Scully 7656725
Andrew Luscombe 300096437
Monica Cipriani 300000317

How can we use this book to start conversations about Indigenous knowledge and ways of life
and how the students can find good appreciation for First Nations throughout this book.

2019
 TABLE OF CONTENT

Table of Content……………………………………………………………………………... 2

Introduction and Overview………………………………………………………..…….. 3- 4

Truth and Reconciliation……………………………………………………………..……

4-5

Discussion section…….……………………………………………………………...…… 6-8

​ ……………………………….………... 9-12
Lesson Plan Outline: ​Dancing for Meaning…

Lesson Plan Outline: ​Inuit Connection to the Land Through Art​……………….….. 13-18

References………….…………………………………………………………………….….. 19

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 INTRODUCTION/ OVERVIEW

As a teacher many resources can be used when teaching students about the
Indigenous culture and ways of living. An example of a starting point resource that can
be used is ​A Promise is a Promise, ​by Robert Munsch and Michael Kusugak, illustrated
by Vladyana Krykorka. It is written by Michael Arvaarluk Kusugak an Inuit elder who
grew up in ​in Repulse Bay, NWT (now Nunavut). As the author himself was raised living
a traditional Inuit lifestyle, this book is a pertinent resource to be used in the classroom
as a way to start conversation among the students in relations to First Nations. As this is
the book that is being used for this resource assessment, it will be discussing the
various ways this book can be used to to start conversations about Indigenous
knowledge and ways of life and how the students can find good appreciation for First
Nations throughout this book.

Michael Kusugak Robert Munsch

(2019) (Book Wars, 2019)

Created for a grade 4 class, this assessment will touch upon the dance and
language arts curriculum and the social studies and visual arts curriculum. Our various
lessons will touch upon the overall expectation A3 of Dance, ​Exploring Forms and
Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions,
and styles from the past and present, and their sociocultural and historical contexts and
upon A3 of writing; ​use editing, proofreading, and publishing skills and strategies, and

3
knowledge of language conventions, to correct errors, refine expression, and present
their work effectively. ​Furthermore, it will also bring forth the overall expectation of B3 of
social studies: ​Understanding Context: identify Canada’s political and physical regions, and
describe their main characteristics and some significant activities that take place in them
(FOCUS ON: Significance; Patterns and Trends).​ And finally on D2 of Visual Arts: ​Reflecting,
Responding, and Analysing: apply the critical analysis process (see pages 23–28) to
communicate feelings, ideas, and understandings in response to a variety of art works and art
experiences.

Truth and Reconciliation

This ressource connects to some of the 94 Calls to Action such as the Education
for reconciliation.
The first Call to Action that these lesson plans respond to is Call Number 63.

(CBC Radio’s Unreserved, 2016)

As this call to action states that it is of duty to include Indigenous lesson plans
from kindergarten to Grade twelve, these lessons plans touch upon Indigenous studies
for grade 4 learners, the junior learner. Furthermore, during these lesson plans the
students will learn to develop an appreciation and new knowledge in regards to First

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Nations which call upon this call to action. Hence, these lesson plan in this resource
guide will create an opportunity for the teachers to begin opening discussions on more
sensitive topics with the students. This will then create an opportunity for the students to
develop their appreciation and further their knowledge on First Nations.

The second Call to Action that these lesson plans respond it Call Number 64.

(CBC Radio’s Unreserved, 2016)

As this Call to Action states that Aboriginal spiritual beliefs and practices need to
be included in the curriculum these lesson plans explore these contents. In these lesson
plans students are thought about Indigenous myths and cultures through dancing,
writing, art and geography.

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Discussion section
A Promise Is A Promise ​as a resource has the potential to begin the
conversations that need to happen in the classroom in order to decolonize education.
When targeting fourth grade students we are presented with a unique challenge in
terms of teaching difficult truths, but we don't want to fall back on mythological
storytelling and crafts to try to convey Indigenous knowledge and ways of life to our
students; in fact to do so would be a disservice to them. They are going to have to be
exposed to the difficult truth in their near future and so we owe it to them to start
preparing them, to begin to develop a new lens through which they can view their world
so that they might begin the process of "two eyed seeing" (Battiste, 2010). We believe
that there is no one resource you can bring into your classroom to achieve
decolonization, it is not a one time action, it is a daily choice. As such we do not claim
that this resource can decolonize, but rather that it is fuel to be used to start a fire in our
students, to lead them towards a better understanding of Indigenous knowledge and
ways of life, that they might start the process of making that essential daily choice. In
this section of our resource guide we will break down a few of the ways in which ​A
Promise Is A Promise c​ an be used as a resource to start conversations that will
increase students connection to Indigenous knowledge and ways of life, in order to set
them on a path towards decolonization.

1. Writing Indigenous voices and perspectives into your classroom

narratives.
"Engaging these narrative tensions is crucial for complicating our ongoing
identifications with, and constructions of history." (Ng-A-Fook & Milne, 2014)
A Promise Is A Promise ​is a useful resource for growing Indigenous voices and
perspectives in the classroom. Including narratives from Indigenous authors such as
Michael Kusugak, who collaborated alongside Robert Munsch to create this book, is
important because the authorship lends credibility to the perspective this book is
providing. When using multicultural literature as a resource in the classroom we always

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have to be careful of choosing books that are represent the perspective of the given
community rather than the teacher’s own assumptions about a cultural identity (James,
2007). ​ lso presents an opportunity for a more direct
​A Promise Is A Promise a
discussion of the tensions between Indigenous and settler narratives, “On TV I have
seen Santa Claus, Fairy Godmothers and the Tooth Fairy, but never any Qallupilluit. I
think my mother is wrong.” (Munsch & Kusugak, 1993). It is this decision by our
protagonist to cast away Indigenous knowledge that leads her down a dangerous path
at the beginning of story. There is also a universal theme within that of the power of
media that can be explored to begin understanding the tools that have made
Eurocentric worldviews so prevalent.
Respect for the environment- way of knowing

2. Recognizing and acknowledging Treaties Rights

"Further, the creation of the Indian Act in 1876 undermined the treaty relationship
as one of “brother to brother” to one of “parent and child” with the Government taking on
a paternalistic role," (Tupper, 2014)
This book does not explicitly deal with issues pertaining to Treaties Rights, however
when used as a teaching resource there are ways that it can be used to start a
conversation about Treaties Rights. One of the most interesting connections comes
before even opening the book: "a promise is a promise". This phrase alone and the way
in which it is treated throughout the book, opens the door to an important discussion,
what does a promise mean? At the Grade 4 level it can be difficult to go too in depth
into the subject of Treaties Rights, but this simple idea about the value of a promise can
create an approachable lens for them in beginning to understand the betrayal of trust
that has occurred, and continues to occur, between settlers and Indigenous nations.
Additionally the distinct setting of the book can lead to exploration with a Grade 4
class about the regions within Canada, which opens up an opportunity for them to
reflect on how they perceive borders and divisions within Canada, and to begin
juxtaposing those understandings with information from treaty and nation maps.

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 3. Recognizing and reviving Indigenous languages
A Promise Is a Promise s​ upports Indigenous languages in a very limited manner.
This absence can be seen as a weakness in the book, but can be used thoughtfully as a
resource to still support this particular area of decolonization. There are two words in
particular in this book that stand out from the rest, the name of our hero: Allashua, and
of our villains: Qallupilluit. Students can be engaged with questions of why these two
names are different, allowing them to make inferences about how language is valued in
our society. This can also be lead into a conversation about the variety of Indigenous
languages, and the fact that those able to speak them are dwindling in numbers. By
focusing on this simple minimal representation of Indigenous words we can help
students “ to understand the consequences to the world when Indigenous peoples, their
languages and their knowledge, are denigrated, dismissed, or denied the resources
necessary to retain them.” (Batiste, 2010).

4. Working with Elders, knowledge-keepers, and Indigenous communities

As an extension on this resource teachers could seek to bring in
knowledge-keepers from the local Indigenous communities. ​A Promise Is A Promise
teaches a lesson about how the environment needs to be respected, and when our
protagonist ignores that lesson she faces dire consequences. This message is valuable,
but it has a very specific setting and landscape that it is connected to. By inviting in
knowledge-keepers students can gain an opportunity to view environmental governance
and safety through a lens that is situated in their surroundings.

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Lesson Plan Outline: Dancing for Meaning
Integrated Lesson Plan 1

Title:​ Dancing for Meaning ​Subject/Course:​ Dance and Language Arts

Time: ​2 periods of 60-minute periods ​ Level:​ Grade 4

Lesson Description

In this lesson, students will view four different types of Indigenous dances. Students will then be asked
to compare these dance forms and reflect on why they believe it is important to their culture. Students
should also reflect on why it is important to their community and the role that dance plays in their lives.
Students will then put their findings into a text type of their choice to demonstrate their learning.

Stage 1: Desired Results

Big Question (link to the real world)

What is the message that various dances conveys to others?

Ontario Curriculum Overall Expectation

Dance A3:​ Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance
forms, traditions, and styles from the past and present, and their sociocultural and historical contexts

Writing 3:​ use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively

Ontario Curriculum Specific Expectation

Dance:
A3.1 describe, with teacher guidance, how forms and styles of dance reflect people’s different social
and political roles in various communities, times, and places.
A3.2 identify and describe the different roles of dance in their lives and in communities around the
world.

Writing:
3.3 Confirm spellings and word meanings or word choice using different types of resources appropriate
for the purpose.
3.8 Produce pieces of published work to meet identified criteria based on the expectations related to
content, organization, style, use of conventions, and use of presentation strategies.

Key Concepts and/or skills Prior Knowledge Activation:

to be learned/applied:

-students will learn how to -the elements of dance covered in previous classes
critically analyze various -Important elements to various types of texts (ex. essay, poem,
dance forms

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-students will apply their
writing skills to create a
review of the dances viewed

Stage 2: Planning learning experience and instruction

Learning Goals​: Instructional Strategies:

Success criteria​:

1 – ​Learning Goal​: Today we will apply our
knowledge of dance forms to our viewing of
various Indigenous dances.
2 – ​Why:​ So that we can understand why dance
is important to various cultures and traditions.
3 – ​Success Criteria for this Lesson:
You know you understand when you can
successfully identify the important aspects of
dance to the Indigenous culture, traditions and
the roles that dance play in their communities.
Students will watch the dance videos and do a
think, pair, share about various important
aspects of the dances. As students do this,
they will be filling out a graphic organizer with
all the information then they will collect their
ideas and express it in a form of writing of
their choosing.

Materials/Student Groupings Differentiation

-computer and projector with speakers -This lesson will be

-paper and pencil differentiated by the
-students will start by working independently, then in writing form through
pairs, then think as a group and then express their which students chose
ideas independently. to express their
knowledge

Assessment For Learning, Checking for Understanding & Feedback

To assess their learning, a formative assessment in the form of a checklist will be used to ensure that all
of the important elements were included in their writing piece. Students will then receive feedback on
their writing piece about what they did well and next steps.

Stage 3: Learning Activity

Motivational Hook (5 MINS.):

Introduce the topic of dance and show this video of the Nutcracker
https://www.youtube.com/watch?v=zV1qLYukTH8​ and discuss how this song is important to Canadian
culture.

Open ( 15 MINS):

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Discuss the following:
- importance of dance in culture and in communities in general
- how forms and styles of dance reflect people’s views in society in general
Then discuss how the two points relate specifically to Indigenous communities.

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis)

(85 MINS):

As a class, introduce the following dances in English and in their Native language.
- Grass Dance (Omaha dance) (Howard, 1951)
https://www.youtube.com/watch?v=vz-F3lA4qhA
- Jingle Dress Dance (Zaangwewe-magooday​ ​niimi'idiwin​) (​Ojibwe People’s
Dictionary​ , 2015)​ ​https://www.youtube.com/watch?v=lGfA82hTwGw
- ​Red River Jig (Oayache mannin) (​Indigenous Peoples Atlas of Canada​, 2018)
https://www.youtube.com/watch?v=uOQ3We6M6KI
- Hoop Dance (​biindaagibagizowin​) (​Ojibwe People’s Dictionary​ , 2015)
https://www.youtube.com/watch?v=aekMz60W1Hw

Give the students a graphic organizer with the following questions:

1) Which one was your favourite and why?
2) What do you notice that is similar between the dances (at least 2 things)?
3) What do you notice that is different between the dances (at least 2 things)?
4) What is one thing you wonder about?

Students should then perform a think, pair, share about what they put into the graphic organizer to allow
for students to see different perspectives from their peers.

Students will then chose a form of writing (ex. paragraph, poem, letter, etc.) for them to express their
thoughts

Close (success criteria visited) (15 MINS):

Revisit why dance is important to the Indigenous culture and how it reflects their views.
Discuss what the students learned from this lesson, how it connects to their lives and how they can
apply it in other situations.

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Assessment Tool for Lesson Plan 1

Criteria Exceeds Meeting Expectations Approaching

Expectations Expectations

Student’s favourite dance is

clearly identified with a clear
explanation.

Student identified 2 things

that are similar between the
dances.

Student identified 2 things

that are different between the
dances.

Student identified 1 thing they

wonder about.

Student used the Indigenous

name when identifying the
dance in their writing.

Student used proper editing,

proofreading and publishing
skills appropriate for their
chosen form of writing.

Comments:

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Lesson Plan Outline: Inuit Connection to the Land Through Art
Integrated Lesson Plan 2

Title: ​Inuit Connection to the Land Through Art​ Subject/Course: ​Social Studies & The Arts (Visual
Arts)​ Time: ​65 minutes ​Level:​ Grade 4

Lesson Description

This lesson will be focused around interpreting the illustrations, of the students choosing, from Robert
Munch's "A Promise is a Promise". Students will be given the opportunity to reflect on their current
understandings about the landform and climatic region of the northwest territories (NWT). These
preconceptions will be related to Vladyana Krykorka’s illustrations using the Pastro’s 2005 elements of
art; line, shape, colour, form, texture, value and space. The lesson is built for students to do research
about how the geographic conditions (landform/ climate) connects to Indigenous peoples to sustain their
lifestyle to explore if these illustrations painted an accurate portrayal of that. There findings of this will be
demonstrated in a visual arts response.

Stage 1: Desired Results

Big Question (link to the real world)

How does the illustrations in a “Promise is a promise” give us a better understanding of Inuit
connections to the land?

Ontario Curriculum Overall Expectation

1. Social studies: ​PEOPLE AND ENVIRONMENTS: POLITICAL AND PHYSICAL REGIONS OF

CANADA (grades 1-6)
Overall expectations:
Social Studies
B3. Understanding Context: identify Canada’s political and physical regions, and describe their main
characteristics and some significant activities that take place in them (FOCUS ON: Significance;
Patterns and Trends)

1. The Arts (grades 1-8)

Overall expectations:
The Arts (Visual Arts)
D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to
communicate feelings, ideas, and understandings in response to a variety of art works and art
experiences;

Ontario Curriculum Specific Expectation

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B.3. Specific expectations
Understanding Context: Regions in Canada
● B3.1àidentify various physical regions in Canada (e.g., landform, vegetation, and climatic
regions), and describe their location and some of the major ways in which they are distinct from
and similar to each other
● B3.2àidentify some of the main human activities, including industrial development and
recreational activities, in various physical regions of Canada
● B3.3à describe the four main economic sectors (i.e., the primary sector is resource based, the
secondary sector is based on manufacturing and processing, the tertiary sector is service
based, the quaternary sector is information based), and identify some industries that are
commonly associated with each sector (e.g., primary: logging, fishing, mining; secondary: pulp
and paper, car manufacturing; tertiary: banks, stores, transportation; quaternary: education,
research and development)

D.2. Specific expectations

Reflecting, Responding, and Analysing

● D2.1 interpret a variety of art works, and identify the feelings, issues, themes, and social
concerns that they convey
● D2.3. demonstrate awareness of the meaning of signs, symbols, and styles in works of art

Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:

Learning goal: Students will identify the landform(s)
and climatic region(s) of the North West Territories in
order to implement their research to create a response
of their choice to the illustrations of the book after
analyzing Pastros elements of art
● Landform/ climatic regions of Canada
● Responding to elements of art
(identifying and applying these
elements to a reflexive practice of
interpretation)
● Making connections between different
formats (i.e. visual to visual, reading
to visual, visual to reading etc.)
● Having read “A Promise is a Promise”
(SMASH book time/ lunch time read
aloud or previous lesson)

Stage 2: Planning learning experience and instruction

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Learning Goals​: “clearly identify what students
are expected to know and be able to do, in
language that students can readily understand.”
Success criteria​: “describe in specific terms
what successful attainment of the learning goals
looks like” (Growing Success p. 33).
Today we will create responses from the pictures in
A Promise is a Promise. After researching its
geographic conditions (landform/climate), students
will understand if these illustrations are accurate
depictions of what they thought Indigenous
connection to the land of the NWT looked like
before the research. The success criteria is to
recognize how biases relate to geography inspired
by visual theory to deepen the understanding of this
one resource. Connections between different
concepts around a main goal is a life skill worth
practicing. This concept is very interdisciplinary and
multimodal. Students will understand they achieved
the learning goal when their response (cumulative
assessment) reflects their opinion on if the
illustrations reflected their pre-consumptions about
Indigenous connections to the land in the NWT or
not using at least two of Pastros elements of art.
Materials/Student Groupings
● Appropriate amount of copies of “A Promise
is a Compromise”
● Art supplies (construction and lined paper,
pencil crayons, crayons, markers, felt, glue,
safe scissors, pencils, erasers etc)
● Chromebooks
● Copy of Pastro readings (hard copy and
online)
Instructional Strategies:
● direct instruction- introducing the lesson
and explanation of learning goals and
task and consolidation
● individual work (can be an opportunity to
work in groups) to research and
complete task
Choose instructional strategies purposefully
and based on the learning goal.
Differentiation
● Full access to resources and
learning goals of the lesson on
chromebooks (programs-
google read and write,
magnifier etc.)
● Make learning goals visible in
the classroom (smart board)
● Have appropriate resources in
hard copy
● Flexible seating
● Opportunity to work in pairs
● Given options to what exactly
students can submit within the
same expectations (unless
modified by IEPS) and how
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 they want to submit it (hard
copy, electronic etc.)

Assessment For Learning, Checking for Understanding & Feedback

● Formative assessment- see rubric for the “Response to Illustration” task attached below

Stage 3: Learning Activity

Motivational Hook (5 MINS.):

Show the following picture:

This picture is called “The geography of poverty”.
Then ask, “Can anyone see how geography in this illustration is affected by what is happening in certain
communities?”

Objective: Share with the students that visual arts can be used as a unique tool to mirror socio-political
and historical conditions to further understand how certain communities sustain their lifestyle.

Open (5 MINS):

· Welcome class
· Class pledge
· Agenda reminder
· Read learning goals/ objective on smart board

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (50
MINS):

Discuss the following:

● Review Pastro’s visual elements, make them visible somewhere in the room for students to
reference (5 minutes)
● Allow students to personally record and reflect on the following question(s), “What do I already
know about the NWT?” “What examples can I think of about how Indigenous Peoples live off of
the land?” and or “Is there a connection between the geographic conditions and the Indigenous
connection to the land in the visuals of A Promise is a Promise?” (10 minutes)
● Release students to research about how the geographic conditions (landform/ climate) of the
NWT connects to how Indigenous peoples sustain their lifestyle (i.e. fishing, housing tools) with
the focus to explore if these illustrations painted an accurate portrayal of what their response
was to this question before the research (10 minutes)
● Create response to illustrations (25 minutes)

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Close (success criteria visited) (5 MINS):
● Review learning goal
● Take a poll on how many students felt they achieved the learning goal by asking them
● Make notes on who and how many students need more time and modify the following lessons
● Homework reminders
● Dismissal

Grade 4 Rubric

Name: ____________________________________ Date: __________________________________

Title of Response: _________________________

Response to Illustration
Components Level 4: Expert Level 3: Proficient Level 2: Apprentice Level 1: Novice

Includes Covers topic in Includes essential Includes essential Content is minimal

Pastro’s depth with knowledge about the information about OR there are several
elements of details and topic. Subject the topic but there factual errors; no
art (minimum examples; knowledge is good; are 1-2 factual elements are
2) subject the 2+ elements are errors; 1 or 2 included.
knowledge is stretched. elements are
excellent; 2+ included but not
strong elements relevant.
are made.

Includes Applies Applies knowledge Applies knowledge Applies knowledge

knowledge of knowledge and and skills in familiar and skills in familiar and skills in familiar
and identifies skills in familiar contexts with contexts with some contexts with limited
geographic contexts with a considerable effectiveness. effectiveness.
conditions high degree of effectiveness.
(landform/ effectiveness.
climate) of
the NWT

Demonstrate Product shows a Product shows some Uses other people’s Uses other people’s
s individual large amount of original thought and ideas (giving them ideas but does not
response of original thought critical thinking. credit), but there is give them credit.
personal and critical Work shows new little evidence of
growth after thinking. Ideas ideas and insights. original thought or
the research are creative and critical thinking.
inventive.

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 Incorporates The analysis is The analysis of the The analysis of the Does not attempt to
Indigenous strong and evidence stretches evidence has no explain how the
Connection explains how its meaning to relation to the evidence relates to
to the Land the evidence support learning learning goal;1 or 2 learning goal; no
(at least 2 supports the goal; the 2+ examples are examples are
examples) learning goal; 2+ examples are included but not included.
strong examples stretched. relevant.
are made.

Appearance Makes excellent Makes good use of Makes some use of Use of minimal color,
of final use of color, color, graphics, color, graphics, graphics, effects,
response graphics, effects, etc. to effects, etc. to etc. to enhance the
effects, etc. to enhance the enhance the presentation. Often,
enhance the presentation. presentation, but these detract from
presentation. occasionally these the content.
detract from the
content.
*late project lose 5 points daily

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References

Battiste, M. (2010). Nourishing the Learning Spirit: Living our Way to New Thinking. Education
Canada, 50(1), 14-18.

Howard, J. (1951). Notes on the Dakota Grass Dance. ​Southwestern Journal of Anthropology,
7​(1), 82-85. Retrieved from​ ​http://www.jstor.org/stable/3628652

Indigenous Peoples Atlas of Canada. (2018). ​Music and dance. I​ n​ Indigenous Peoples Atlas of
Canada​ (Métis). Retrieved from
https://indigenouspeoplesatlasofcanada.ca/article/music-and-dance/

James, Carl. (2007) Negotiating school: Marginalized students’ participation in their education
process. In Enomoto, R. and Johnson G.(Eds.), ​Race, Racialization and Antiracism in Canada
and Beyond (​ pp. 17-36). Toronto: University of Toronto Press.

Jingle Dress, Dance, Hoop Dance. (2015). ​Ojibwe People’s Dictionary.​ Retrieved from
https://ojibwe.lib.umn.edu/search?utf8=%E2%9C%93&q=Jingle+dance&commit=Search&type=
english

Kusugak, M. (n.d.). The Storyteller. Retrieved March 02, 2019, from

http://www.michaelkusugak.com/

L. Radford & T. Hollweck, adapted from "Understanding by Design", Wiggins and McTighe
(2005).

Munsch, R., & Kusugak, M. (1993). ​A Promise Is A Promise.​ Toronto, ON: Annick Press.

Ng-A-Fook, N., & Milne, R. (2014). Unsettling our Narrative Encounters within and
outside of Canadian Social Studies. Canadian Social Studies, 47(2).

Pastro, H. A., & Mann, L. (2011). Exploring the Elements of Art. In K. Grauer, Starting With . . .,
(pp.126-133). Victoria, B.C.: Canadian Society for Education through Art.

Tupper, J. (2014). Social Media and the Idle No More Movement: Citizenship, Activism and
Dissent in Canada. Journal of Social Science Education, 13(4), 87-94

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