There are many possibilities for the integration of nēhiyawēwin and other subject areas. In doing this integration, however, teachers must be cautious to not lose the integrity of any of the subjects. Integration gives students experiences with transfer of knowledge and provides rich contexts in which the students are able to make sense of their learnings. Listed below are a few of the ways in which nēhiyawēwin can be integrated into other subject areas (and other subject areas into nēhiyawēwin) in grades 10 – 12.
Arts Education – In arts education, three concepts in the dance strand that students are exploring are patterns, relationships, and transitional movements. These concepts can be related to the nēhiyaw language that the students are learning through integrated learning activities in which the students describe, replicate and create patterns, relationships, and transitional movement using a wide variety of representations. Drama contexts can be used to explore nēhiyawēwin, through students’ relationships with one another and their community. Improvisation in music requires students to establish, recognize, and interpret patterns and relationships, thus paralleling much of the nēhiyawēwin that the students are learning. nēhiyaw relationships and patterns can be represented in a variety of ways, including musical. In Visual Art, students can be asked to explore and create works of visual art that relate their understandings and attitudes towards the nēhiyaw culture.
English Language Arts – The variety of texts in English language arts can engage students in topics that inspire students to pose questions that can be researched and explored through First Nations and Métis content and perspectives through inquiry and reasoning. This application expands students’ understanding of the influence and relevance of First Nations and Métis content, perspectives and ways of knowing.
Health Education – nēhiyawēwin 10, 20, 30 allows for many direct connections to the students’ learnings in health education. Students will be able to demonstrate healthy and safe behaviours and care and concern for others in school, in the home and community. Students will make wise decisions about consumption, and understand basic economic principles and they can also reflect upon health issues within First Nations and Métis populations such as diabetes, discuss and plan for their own well-being which could include physical activity. Students can learn about the medicine wheel which could assist them in creating a holistic wellness plan. From there, students can be engaged in developing and implementing health action plans while learning the nēhiyawēwin terminology.
Physical Education – Physical Education and Health combined provides a connected approach to learning about the mind and body that promotes healthy and active living. In today’s society, an entire generation of children is provided with increased opportunity to live sedentary lifestyles with reduced social interactivity. It is necessary for educators to examine approaches for putting physical activity back into the daily lives of children and youth. It is a shared responsibility of the home, school and community to ensure that students are active daily and to enable them to make active and healthy lifestyle choices.
The students’ study of active living, movement, and personal, social and cultural activities in physical education through the nēhiyaw language can include student reflection on learning concepts through the nēhiyawēwin language, in contextual situations.
Career Education – While students are investigating their different work and life roles, students can research different career paths. Similarly, the students could be exposed to role models within the community by inviting a variety of guests into the classroom to discuss and share their experiences with the learners. Students can also investigate the benefits of paid and unpaid work.
Science – Indigenous science allows the learner to explore and wonder while generating knowledge and identity through the nēhiyaw language. Indigenous science is interconnected to the natural world in a holistic, relational place-based manner. It is our responsibility to humbly co- exist with nature while honouring and protecting this relationship. Inquiry-based learning supports First Nations and Metis ways of knowing by providing experiences of learning on the land with community participation such as Elders and Traditional Knowledge Keepers.
Social Studies – Students can do in-depth investigations of the Treaties and histories of First Nations, Métis and Inuit peoples across Canada. Social Studies are the study of people in relation to each other and to the world in which they live which include their language and culture. Units in Social Studies will create opportunities for students to learn the nēhiyaw language in context. By drawing upon some of the historical and geographical aspects and integrate relevant content to the language. Social Studies examine the past, present and look toward the future and helps students acquire the skills, knowledge, and values necessary to become active democratic citizens and contributing members of their communities, locally, nationally and globally.