Media Studies Unit - focused on First Nations, Métis & Inuit topics - Indigenous

Full media studies unit that focuses on First Nations, Métis and Inuit topics - students will learn about media literacy, bias in the news, stereotypes, cultural appropriation, Indigenous representation in various forms of media and how to take action.

Every lesson includes a Learning Goal and a Task (either a reflective/discussion-based activity and/or assignment with rubric)

Lesson 1: Introduction to Media

• Learning goals
• Why do we study the media?
• Media terminology
• Media literacy
• Questions to ask yourself to become media literate
• Links to videos about media literacy
• Class activity to watch a video on media literacy and share ideas - individual/group/reflection/discussion

Lesson 2: Media Bias and the News

• Learning goals
• What is Bias?
• How to detect bias in the news
• Lesson on analyzing bias in the news - activity to read articles about how the media shows bias on Indigenous and Black news (articles provided)
• Class activity to investigate news articles further and identify types of bias - individual/group/reflection/discussion
• Lesson on viewing different perspectives on Canadian pipelines - links to videos about the Wet'su'wet'en Pipeline Dispute with investigative questions and assignment
• Rubric included

Lesson 3: Stereotypes and Cultural Appropriation

• Learning goals
• Statement on the importance of listening to specific individuals from other cultures about how they are impacted by actions of those from the dominant culture
• Lesson on stereotypes, cultural appropriation and privilege
• Examples from different Indigenous people and other BIPOC through art, fashion, Halloween, writing, etc
• Links to different videos and articles to listen/watch/read perspectives from others
• Class activity to analyze examples from the We're a Culture, Not a Costume campaign - individual/group/reflection/discussion

Lesson 4: Indigenous Representation in the Media

• Learning goals
• Lesson on different representation of Indigenous peoples through the media by making connections back to the stereotypes lesson
• Lesson that includes information on Indigenous women (and how it has led to the high numbers of missing and murdered Indigenous women and girls)
• Lesson on sports logos and Indigenous mascots - compare/contrast various logos, read article/watch videos from Indigenous peoples about impact of Indigenous sports logos
• Lesson on Indigenous representation in Hollywood - article and videos about impact of representation
• Includes different videos and articles throughout
• Class activity to investigate recent information about Sports Logos and Hollywood representation - individual/group/reflection/discussion
• Assignment for students to further investigate missing and murdered Indigenous women and girls - RAFTS assignment
• Rubric included

Lesson 5: Reel Injun film analysis - "On The Trail of the Hollywood Indian"

• Learning goals
• Connection to previous lessons on stereotypes and Indigenous representation
• Background on the documentary film Reel Injun
• Questions to answer while watching the film
• Link to watch the film in Canada
• Class activity to reflect on the film - individual/group/reflection/discussion
• Assignment for students to respond to the film and submit their questions
• Rubric included

Lesson 6: Summative Assessment - Taking Action through Media Creation

• Learning goals
• Assignment for students to make a Public Service Announcement (PSA) video on raising awareness on an Indigenous topic
• Includes videos on how to be an activist, how to make PSAs and examples of PSAs
• List of full requirements included
• Also includes class activity for students to share their creations with each other and learn from each other
• Rubric included

This unit would work quite well with NBE3U - Grade 11 University Preparation English: Contemporary First Nations, Métis and Inuit Voices in the Ontario curriculum

*Please note: Lessons 2 and 4 include the racial slurs of “sq***” (Lesson 2 and 4) and “red****” (Lesson 4) for context. Please have a discussion with your students about racial slurs and how they should not use them; perhaps censor the terms completely and/or refer to them as the CBC does as the S-word and R-word: “The CBC has chosen to only use [the term] once for context and censor it in later references.” As always, connect with the Indigenous Education department in your school board. Miigwech. (This message is also included in the files as a reminder).

SELLER NOTE: In my nearly 12 years of teaching, my main subject focus has been Indigenous Studies and integrating Indigenous history, culture and perspectives into all subjects of the curriculum. While I am not an Indigenous person, I have endeavoured as a settler ally to make connections to nearby Indigenous communities and Knowledge Keepers, and have taken numerous courses to learn as much as I can to pass on to students. I have also worked with and supported First Nations, Métis and Inuit youth through alternative education programs connected with Friendship Centres and as a Student Success Teacher/Grad Coach. I am also currently pursuing my Master of Education with a focus on Indigenous Education. While I think this is a great resource, I would also encourage you to connect with your Indigenous Education department in your school board to ensure teaching and learning experiences are authentic. Thank you, miigwech.