In their Indigenous Peoples unit, Grade 7 students explored specific regions of North America. Through inquiry-based learning, students studied individual tribal nations and explored the themes of place, displacement, visibility, persistence, resistance, and acknowledgment. They engaged in thoughtful reflection and discussion about the richness and resilience of Indigenous cultures, gaining a more nuanced understanding of the complex relationships between Indigenous communities and early American settlers.

After completing their research, Grade 7 students proudly presented their findings in a gallery walk to Grade 3 students, serving as a provocation for the Grade 3 Indigenous Studies unit.

Inspired by their gallery walk and a visit to the Gichigamiin Indigenous Nations Museum, Grade 3 students began their own Indigenous Studies work by discussing and defining culture. Together, they identified key cultural elements, including food, shelter, clothing, art, games, transportation, religion, and music. Students then engaged in inquiry projects, researching one cultural element within a specific region. Those who studied the same element came together to compare and contrast how that aspect of culture appears across different regions.

Guided by the big question, “Why is culture different in different places?” students discovered how geography and climate powerfully shape all elements of culture. To consolidate and showcase their learning, Grade 3 students created projects highlighting their findings.

This time, the roles were reversed: Grade 3 students invited Grade 7 students to visit their “museum,” where our younger students proudly presented their work to their older peers. It was a joyful and meaningful moment of shared learning, reminding us how much we gain when students teach and learn from one another, no matter their age.