D1.5 demonstrate an understanding of gender identity and identify factors that can help individuals of all identities and orientations develop a positive self-concept [A1.2 Coping, A1.5 Self]
Teacher ToolkitHow do Indigenous cultures honour queerness and gender diversity?
How do Indigenous cultures honour queerness and gender diversity?
What?
This learning module explores how many Indigenous languages have long recognized and valued queer and gender‑diverse identities. Through the study of these pre-colonial terms, as well as how some queer and gender diverse Indigenous Peoples express their identities through art, students will understand how reclaiming traditional terms and creative expression can increase visibility, strengthen representation, and support ongoing efforts to address homophobia and transphobia.
Whom?
Press the following tabs to explore curriculum expectations connected to the content of this learning module.
A2.1 analyse the role of spiritual identity in First Nations, Métis, and Inuit world views, drawing on evidence from several different art forms and arts disciplines
A2.3 explain how the form, materials, and/or techniques used in various First Nations, Métis, and Inuit art works/productions have been selected by the artist(s) to express a perspective or communicate a message about gender and gender roles
B1.4 analyse the key objectives and results of various efforts by First Nations, Métis, and Inuit individuals and communities to reaffirm and strengthen cultural identity in response to colonial naming
B3.1 describe various ways in which First Nations, Métis, and Inuit individuals in Canada self-identify and/or are identified by others
Note: While this learning module includes content aligned to Grade 8 Health and Grade 9 and 11 First Nations, Métis, and Inuit Studies courses, it also connects meaningfully to several other curriculum expectations across both Elementary and Secondary courses. You are encouraged to adapt this learning module to fit your specific course, grade level, and learning context.
How?
Please note all prompts and information included in this Teacher Toolkit are suggestions only. Educators are always encouraged to evaluate the specific needs of their learners and use their professional judgement.
1. Get ready…
Before you begin teaching, consider the following prompts to prepare yourself. Some suggested answers have been included as samples.
- What materials will you need for this learning module?
- access to research tools
- access to a notebook or place for students to record their answers
- consider using 2SLGBTQ+ inclusive signage in your classroom to support inclusivity, promote respect, and reinforce the vocabulary introduced in this Teacher Toolkit
- What pre-conversations will you need to have with your students?
- What kind of respectful language can we use while studying sensitive topics?
- What is gender identity? How is it different from a person’s sex assigned at birth, or their sexual orientation?
- What vocabulary do your students need to know?
The following list includes some suggested vocabulary:
Two-Spirit is an English umbrella term to describe Indigenous people who embody both masculine and feminine spirits (or another form of gender/sexual diversity).
Cisgender describes people whose gender identity matches the one that is associated with the sex they were assigned at birth.
Transgender describes people whose sense of their own gender is different to the sex that they were assigned at birth.
Nonbinary is a term that includes several gender identities (e.g., gender fluid, agender) that do not fall within the male-female binary.
Intersectionality is a way of understanding how different parts of a person’s identity like race, gender, class, sexual orientation, ability, or faith can overlap and affect their experiences.
Heteronormativity is a world view that presumes heterosexuality to be the only "normal" or default human sexuality and reinforces a binary view of gender (male/female).
Revitalization (cultural, linguistic) refers to an advocacy movement to preserve (and reverse the decline of) cultural traditions, practices, and languages often within Indigenous or marginalized communities.
- What pre-teaching needs to happen to prepare your students for this content?
- the definitions of gender identities (i.e., cisgender, transgender, nonbinary)
- the ways that harmful and inaccurate stereotypes or assumptions can become associated with certain gender identities in dominant culture
- approaches to learning about sensitive content
- Is there any pre-reading that you need to do to facilitate this content?
The following video might be useful to explore prior to teaching:
- Will students work independently, in partners, in small groups, or is this a full class activity?
Students should complete the self-check opportunity matching task independently. The discover more research task and the demonstration of learning response may be completed in small groups. You may choose to facilitate selected sections as whole-class discussions, as appropriate. (Opens in a new window)
2. Get set…
Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.
- What are the learning goals and success criteria for this learning module?
We are learning to:
- show an understanding of “gender identity” as a concept and a label, and identify the kind of things that can help individuals of all identities and orientations see themselves in a positive light
- consider the role that certain spiritual identities play in First Nations, Métis, and Inuit world views, based on evidence from different art forms and creative disciplines
- explain how the form, materials, and/or techniques used in various First Nations, Métis, and Inuit art works/productions have been selected by the artist(s) to express a perspective or communicate a message about gender and gender roles
- analyze the goals and wins of various First Nations, Métis, and Inuit individuals/communities seeking to reaffirm and strengthen their cultural identity by replacing colonial names and terms
- describe various ways in which First Nations, Métis, and Inuit individuals in Canada self-identify and/or are identified by others
- You may choose to co-create the success criteria with your students or develop your own.
- How will you activate and/or assess your students’ prior knowledge ahead of this learning module?
- How will you draw your students’ attention to the learning outcome for this learning module?
- At different points throughout the learning module, highlight to students the connection between intersectionality, art, and activism.
- After students have learned traditional Indigenous-language terms related to queer and gender-diverse identities, consider having small-group discussions on how these terms contrast with the idea of a fixed gender binary based on biological sex.
3. Go!
- Students will learn about Two-Spirit identities and activism by learning pre-colonial terms for queer and gender-diverse identities in traditional Indigenous languages, examining works by living Indigenous artists who identify as Two-Spirit, and conducting additional research to support an understanding of how Indigenous cultural and linguistic revitalization efforts can shape and strengthen broader movements for LGBTQ+ rights.
- Students will have an opportunity to check their understanding by completing a matching exercise where they will associate an Indigenous-language term and its definition with the corresponding Indigenous Nation.
- Students will demonstrate their learning about the intersections of traditional Indigenous perspectives on/language for queer and gender diverse identities and modern advocacy movements by responding to a series of open-ended inquiries in one of the following formats:
- a written statement in response to the guiding questions
- an audio recording of their responses
- a video recording of their responses
Press the following Show Suggestions button for ways to assist students while they work through the learning module.
- Answer any questions or queries.
- Direct students to any of the resources indicated in the following section.
- Observe students’ engagement with the content.
- Conference with individual students using the self-check activity, the essential question, or the demonstration of learning section.
- Lead a guided group through the content.
Resources
As an extension of learning, extra information, or supplementary activities, please refer to the following resources:
- Egale Canada: Resources for Educators (Opens in a new window)
- Egale Canada: Key Takeaways from climate survey on homophobia, biphobia, and transphobia in Canadian schools (Opens in a new window)
- Egale Canada: What is Two-Spirit? (Opens in a new window)
- TVO Today video: What is Two-Spirit identity? (Opens in a new window)
- Egale Canada: Supporting Your Gender Diverse Child (Opens in a new window)
- PHE Canada: Transgender, Non-Binary and Two-Spirit Youth & Physical and Health Education | Environmental Scan (Opens in a new window)
Assessment opportunities
Access the following rubrics to assess student learning:
Tips
Creating learning goals
- Clearly identify what students are expected to know and are able to do in language that students can readily understand. This represents the knowledge and skills that the students must successfully demonstrate to achieve the overall expectation.
Triangulation of assessments
- The following is a sample chart/checklist for use in documenting your triangulation of assessments during observations, conversations, and conferences: