Using Our Power to Become Good Ancestors

Abstract

This reading and writing curriculum unit supports ideas discussed by Daniel Heath Justice in Why Indigenous Literatures Matter. This unit explores one of the four guiding questions that the book explores: How do we become good ancestors? Justice (2018) questions, “How do we create the kind of world and relationships that will nurture those who come after, and give them cause to thank us rather than curse or grieve our destructive selfishness? What does literature do to help guide this work?” (p. 28). These questions are not too difficult for 2nd grade students to explore. This unit supports a larger project-based learning unit around the theme of power with the driving questions: How can we as students use our power to become good ancestors? How do wind and water use their power to shape our Earth? The unit explores how people have power to make decisions individually and collectively, and what can be accomplished when we use our power to become good ancestors. This project lends itself to many of the social-emotional skills that we want our students to develop. Children’s agency, or their “ability to influence the world around them, is materially governed by their identity” (Frey et al., 2019). This includes but is not limited to, children’s ability to believe in oneself and a growth mindset that is charged by perseverance and grit. Additionally, in the Frey et al., model of social emotional learning, public spirit is identified as “the way that people contribute to and steward their communities” (2019). Ways in which children build their public spirit is by using social justice work to improve the lives of others, understand one’s own ethical responsibility, and utilize service learning. The intentional learning of and careful integration of teacher moves into daily instruction will ensure that students develop the necessary skills to help them be their best selves.