The room fell silent as Jo-Ina Young, a Métis Elder and knowledge keeper, held up a beaver pelt, its rich texture glinting under the light.
“This,” she said, her voice steady and warm, “is more than just fur. It’s a story. A connection. A piece of history.”
For the students, staff and faculty at SMUS, Young’s visits are more than just presentations. They are transformative experiences. Through storytelling, artifacts and personal anecdotes, she weaves Indigenous culture, history and traditions into the fabric of the school’s learning environment. With her upcoming visit to the Middle School, the journey of understanding and connection continues to grow.
Curiosity sparked, connections made
In the Junior School, Young’s visit couldn’t have come at a better time. Students were deep into their exploration of Canada’s diverse regions and cultures, with a particular focus on the Métis people. Young’s storytelling brought the Prairies to life, offering a vivid glimpse into the Métis way of life and their deep connection to the land and animals.
One moment stood out. As Young shared stories of hunting buffalo with Junior Kindergarten students, a four-year-old’s hand shot up.
“If that’s how they hunted the buffalo,” the child asked, wide-eyed, “how do they hunt the wolf?”
It was a question that spoke volumes.
“When students ask questions like that, it shows they are not just listening. They are thinking, connecting and engaging,” said Jennifer Fletcher, SMUS Acting Indigenous Liaison. “That’s where real learning happens. Jo-Ina has a gift for making complex histories and cultures accessible to even our youngest learners.”
Young’s visit also beautifully tied into the Junior School’s themes of pet ownership, animal rights and Why Stories (such as How the Beaver Got His Tail). Through puppets, songs and artifacts, she created an immersive experience that left students buzzing with curiosity and respect for the natural world.
Deepening understanding in the Senior School
In the Senior School, Young’s presentations were tailored to align with the social studies and English First Peoples (EFP) curricula. Over two days, she spoke to Social 9 classes about Métis history, culture and practices, while EFP 10, 11 and 12 students delved deeper into Métis storytelling and traditions.
Her presentations were a masterclass in connection. She began by asking, “Do you know what an Elder is?” It was a simple question that opened the door to a rich discussion about the role of elders in Indigenous communities. From there, she shared the story of her ancestor, Peter Fiddler, a Hudson’s Bay Company employee who mapped much of Western Canada and married a Cree woman, Mary Mackagonne. Through this story, Young highlighted the Métis people’s unique identity as a blend of European and Indigenous cultures.
Artifacts played a key role in bringing history to life. Beaver pelts, beaded items and traditional tools weren’t just objects. They were portals to the past. Young explained how beaver hats were once a symbol of wealth in Europe and how the Métis people played a crucial role in the fur trade. She also touched on the resilience of the Métis during the near extinction of the buffalo, showcasing how they adapted through beading, embroidery and storytelling to preserve their culture.
“When students see and touch the artifacts, when they hear the stories directly from someone whose family lived through these events, it changes their perspective,” said Fletcher. “It makes history personal and relevant.”
Oral traditions reveal historical ways of life
Jo-Ina Young’s visit to the Middle School this week wove together history, identity and social justice, sparking meaningful connections for Grade 7 and 8 students. With a thoughtful nod to each grade’s unique curricular themes, she transformed classrooms into spaces of discovery and reflection.
In Grade 7, where students are exploring how artifacts and oral traditions reveal historical ways of life, Young captivated the room as she unpacked furs and garments, inviting students to consider the stories these items carry.
The session naturally transitioned into storytelling, with Young emphasizing how oral traditions encode both ecological knowledge and cultural values.
“Stories are living artifacts,” she shared, prompting students to reflect on the power of narrative as a bridge across generations.
For Grade 8 students, currently delving into themes of identity and justice through literature, the conversation deepened. Young drew parallels between Métis advocacy and today’s social justice movements, encouraging students to see continuity between past and present struggles for equity.
In the end, the lesson wasn’t just about history, it was about authorship. Who gets to write history? And how does that shape what we know?
A community-wide learning journey
Indigenous education at SMUS isn’t confined to the classroom. Last fall, staff and faculty participated in a special professional development session featuring a Red River Métis display. The experience deepened their understanding of Métis culture and equipped them to bring these insights into their teaching.
“It’s important for everyone in our community to be part of this learning journey,” said Fletcher. “When our staff and faculty engage with Indigenous education, it creates a ripple effect that enriches the entire school. The session was a powerful reminder that reconciliation starts with understanding, and understanding starts with education.”
Young’s upcoming visit to the Middle School promises to further enrich SMUS’s commitment to Indigenous education. Faculty have been consulted to ensure her presentations align with upcoming units, and her extensive collection of artifacts will once again serve as a bridge between past and present.
“Indigenous education isn’t just about adding content to the curriculum. It’s about weaving it into the fabric of what we do,” said Fletcher. “Jo-Ina’s visits help us create those connections. Whether it’s through storytelling, artifacts or discussions, she helps students see how Indigenous history and culture are intertwined with Canada’s past, present and future.”
Young’s visits are more than just presentations. They are moments of transformation. From the youngest learners in the Junior School to the staff and faculty, her stories and teachings inspire curiosity, respect and a deeper appreciation for Indigenous cultures.
Every moment, big or small, changes us in profound and permanent ways. Young’s visits remind us that reconciliation isn’t just a goal. It’s a journey. And it’s a journey we’re taking together as a community.
