Exemplary Classroom Practice
Issue 30
Exemplary Classroom Practice
Elementary/ Secondary Education
The Line – Respect Each Other (Anti -Bullying)
Source: Australian Government
Focus: Ages 8-14
Summary: Respect Each Other is a series of plays, lesson plans and comics that are part of an Australia-wide campaign to show young people the right way to build respectful relationships and prevent bullying. These resources are easily adapted to the Canadian situation.
The Line
Respect Each Other provides Aboriginal and Torres Strait Islander youth aged 8-14, their parents, relatives and other community members with resources aimed at promoting healthy and respectful relationships.
Serpent Tales plays
Follow the stories of Tom, Jack, Stanley and the Mean Girls. See how they deal with issues such as bullying, texting and hitting, and learn about respecting others.
Lesson plans
Teachers can use these lesson plans in conjunction with the plays to encourage students aged 8-14 to think about what is healthy and unhealthy relationship behaviour
Comics
Read the stories of Tom, Jack, Stanley and the Mean Girls in a comic format.
Secondary Education
Canadian Studies Project 2: Storytelling – The Art of Knowledge
Source: Museum of Civilization
Focus: Grades 7-12
Summary: The philosophical foundation of an Aboriginal worldview is readily found in the oral literary tradition of the Storyteller. This set of lessons is designed to introduce students to the concept of how First Nations people transmitted cultural expectations through the use of storytelling. The lessons will emphasize the First Nations oral tradition and how legends, myths and stories were used to pass down the traditions, the knowledge, the attitudes, values and beliefs. The students will develop an understanding of how the storytelling method was used to explain, to teach and to entertain. The students will explore the cultural ties and differences within Aboriginal nations.
The method used to produce these lessons is based on the design down model of curriculum design as adapted from Understanding By Design: Professional Workbook. Jay McTighe and Grant Wiggins 2004.
In addition attention will be paid to the development of literacy skills as outlined in the Ontario Ministry of Education document, Think Literacy (a cross curricular document for grades 7-12).
Issue 29
Exemplary Classroom Practice
Elementary/ Secondary Education
Using First Nations Literature in the Classroom
Source: Online Learning Centre: Saskatoon Public Schools
Focus: Grades 7 & 8
Summary: This unit consists of four sections. Each section begins with a chart that summarizes the objectives that will be covered in that particular section as well as what types of activities will be used to achieve the listed objectives. Following the summary chart, you will find a description of the activity, samples of how charts (templates) are to be completed and links to any templates.
In the bibliography/references section there is a list of children’s literature to help you select the literature required for the unit.
This unit contains activities for several subject areas including Language Arts, Social Studies, Dance, and Drama. It begins with an introduction to oral tradition, storytelling, and First Nations cultural areas. Students will learn how geographic location influences the evolution of the various First Nations cultures and they will be required to differentiate between the different types of First Nations mythology. The students will also be required to examine the literature to find information about First Nations beliefs, values, customs, and ways of life. Following that, students will identify common themes found in the First Nations literature, using drama and dance to gain a deeper understanding of the First Nations way of life.
The students will also learn what types of characteristics make stories ideal for retelling or reading aloud. They will select their own stories to retell to their classmates. They will also examine original and adapted versions of the same tale to warm them up for an authentication project. The final section, authenticating folklore, will teach students about the important role that good research plays in communicating accurate cultural information. It will also encourage students to pay attention to the intricate details in the literature.
Secondary Education
Canadian Studies Project 2 Focus on Citizenship, Multiculturalism, Aboriginal Peoples and Diversity – Storytelling: The Art of Knowledge
Source: Museum of Civilization
Focus: Grades 7-12
Summary: The philosophical foundation of an Aboriginal worldview is readily found in the oral literary tradition of the Storyteller. This set of lessons is designed to introduce students to the concept of how First Nations people transmitted cultural expectations through the use of storytelling. The lessons will emphasize the First Nations oral tradition and how legends, myths and stories were used to pass down the traditions, the knowledge, the attitudes, values and beliefs. The students will develop an understanding of how the storytelling method was used to explain, to teach, and to entertain.
The students will explore the cultural ties and differences among Aboriginal nations.
In addition attention will be paid to the development of literacy skills as outlined in the Ontario Ministry of Education document, Think Literacy (a cross curricular document for Grades 7-12).
Issue 28
Exemplary Classroom Practice
Elementary/ Secondary Education
Gateway to Aboriginal Heritage: Making do with what you have
Source: Canadian Museum of Civilization
Focus: Kindergarten to Grade 4, Quebec Cycle 1-2
Summary: Students learn about the history and cultures of Aboriginal Peoples by identifying plant and animal materials used to make everyday objects, completing the Match the Object to the Material Activity Sheet, and engaging in a classroom discussion about materials people use to make objects.
- Making Do With What You Have - Lesson Plan (PDF 220k)
- Match the Object to the Material - Activity Sheet (PDF 495k)
- Match the Object to the Material - Teacher's Answer Sheet (PDF 480k)
Secondary Education
Wabanaki: People of the Dawn Part I
Source: Nova Scotia Office of Aboriginal Affairs
Focus: Grade 10 & 11 History and Native Studies
Summary: This learning guide was developed in collaboration with a Mi'kmaw Advisory Committee to ensure that the activities provided are culturally relevant. The video, Wabanaki: People of the Dawn (Part One), provides a snapshot of the history and culture of the Mi'kmaq in Nova Scotia as revealed by the discovery of artifacts in the Mersey River area of Nova Scotia. It also begins to unravel the connection between the archaeological past and the lives of the Mi'kmaw as conveyed through oral history and traditions. The video gives us a glimpse of how the Mi'kmaq may have lived thousands of years ago and demonstrates the interconnectedness of the land and water with the lives of the Mi'kmaq.
Wabanaki: People of the Dawn Part I is a video resource that will be of interest and of use to students and teachers in Mi'kmaq Studies 10 and Canadian History 11. The video complements both the content of these courses and the inquiry approach inherent in all high school social studies courses in Nova Scotia. Depending on the approach taken, and on the context within which it is shown, the video may help address a number of different specific curriculum outcomes in Mi'kmaq Studies 10 and Canadian History 11. The video will not, by itself, address any one outcome. Combined with prior learning, however, and with additional activities and research (like the suggestions in this guide), teachers may use Wabanaki: People of the Dawn Part I to help address any one of a number of outcomes.
Issue 27
Exemplary Classroom Practice
Elementary/ Secondary Education
Gateway to Aboriginal Heritage: Discovering Objects
Source: Canadian Museum of Civilization
Focus: Grades 5-8, Quebec Elementary Cycle 3, Secondary Cycle 1
Summary: Students learn to interpret museum artifacts and learn about the history and culture of Aboriginal peoples in Canada, by studying objects from the Canadian Museum of Civilization's database, completing a Discovering Objects Activity Sheet, and making a presentation of artifacts.
Selected Artifacts Information Packages:
Secondary Education
Gateway to Aboriginal Heritage: Virtual Museum Challenge
Source: Canadian Museum of Civilization
Focus: Grades 9-12; Quebec Secondary Cycle 2
Summary: Students learn to interpret objects that were made by Aboriginal peoples in Canada, and learn about the history and cultures of Canada's aboriginal peoples, by researching and selecting images of objects from the Canadian Museum of database, completing the Virtual Museum Challenge worksheet, and making a presentation of artifacts selected for an imaginary exhibition.
Database Information Package:
Issue 26
Exemplary Classroom Practice
Elementary/ Secondary Education
Aboriginal Education Strategy – EDU
Source:Ontario Ministry of Education
Focus: Elementary classrooms
Summary: Professionally developed teaching strategies, designed to help Ontario teachers bring Aboriginal perspectives into the classroom.
Secondary Education
Traditional Aboriginal Careers – CSC
Source: Curriculum Services Canada (CSC)
Focus: Grades 9-12
Summary: Traditional Aboriginal Careers is a co-operative education course for skills and activities such as hunting, trapping, fishing, and guiding that reflect traditional First Nations careers. Sample co-operative placements are described, as well as all necessary documentation, assessment, and evaluation.
Issue 25
Exemplary Classroom Practice
Elementary/ Secondary Education:
The Seven Grandfather Teachings
Source: Produced by the Little River Band of Ottawa Indians, Anishinaabemowin Program - Kenny Pheasant, Director, and JS Interactive
Focus: All ages
Summary: Anishinaabemowin, the language of the Anishinaabe nation, is one of the oldest and most historically important Native American languages in North America, but it is in danger of becoming extinct if not passed on to a new generation. In earlier times, the language was passed on orally from a tribe’s elders to its younger members, but in more recent times, this practice has fallen victim to outside influences.
This interactive website is full of resources and activities that can be used at all levels from elementary through to college level.
Secondary Education
Our Land – Our Culture Cree People
Source: Department of Canadian Heritage through the Canadian Culture Online Strategy
Focus: Students and researchers interested in Cree culture
Summary: The Online Exhibits/Interactive Resource section of the Cree Culture web site brings together information gathered from many years of research in Iiyiyuuschii. By providing the information over the internet, learning and research opportunities will be made available to a larger audience of Cree and other users. Whether you choose to explore this rich source of information as a way to expand your general knowledge and appreciation of Cree culture or as an individual with serious research interests, you are invited to use the menus and search tools that have been developed for these purposes.
Cree Place Names: Place names provide a window into how Crees perceived and used the land, information that continues to be useful today.
Historical Photographs: Historical photographs enrich Cree oral traditions with images of the people, places, events and activities that are important in Cree history and culture.
Dressed as Visions: The designs on the clothing and accessories were created to please the animals who responded by giving themselves to the hunters. Eventually these items found their way to museums or private collections world-wide.
Issue 24
Exemplary Classroom Practice
Elementary Education
The Learning Circle Ages 8-11
Source: Aboriginal Affairs and Northern Canada (Indian and Northern Affairs Canada)
The First Nations Confederacy of Cultural Education Centres and the National Association of Friendship Centres
Focus: Junior level students
Summary: The Learning Circle has been produced to help meet Canadian educators’ growing need for elementary-level learning materials about First Nations. It is the second in a series of three classroom guides on First Nations in Canada.
Because First Nations are culturally diverse, the information in this activity book does not necessarily apply to all groups. To learn more about particular First Nations, and to get help with learning activities, teachers are encouraged to consult local Aboriginal Elders, cultural education centres or friendship centres. Some key addresses and contact numbers are listed at the end of this guide.
The Learning Circle is organized in thematic units, each with its own teaching activities. Units are designed to give teachers and students simple but effective exercises, projects and activities that will encourage students to learn more about First Nations. Educators can follow some of the exercises as stand-alone units on First Nations topics, or integrate them with existing curricula on Aboriginal peoples.
Most exercises in The Learning Circle can be completed in one period. Certain others will take several periods, days or weeks.
Secondary Education
Native Languages of the Yukon
Source: The project was conceived and implemented by Yukon Native Language Centre (YNLC) staff working closely with Elders and fluent speakers of the various Yukon languages
Summary: The Yukon Territory is in the northwest corner of Canada and borders on Alaska. There are eight aboriginal languages used there. Seven are from the Athapaskan family which spreads from central Alaska through northwestern Canada to Hudson Bay. These seven are Gwich'in, Hän, Kaska, Northern Tutchone, Southern Tutchone, Tagish, and Upper Tanana. There are also pockets of Athapaskan in the lower 48 states including Navajo and Apache. Tlingit is found mostly along the southwest Alaskan coast. Inland Tlingit is spoken in parts of British Columbia and southern Yukon. Tlingit is very distantly related to the Athapaskan family. (For more information on Athapaskan and other languages please see the sites listed by the Society for the Study of the Indigenous Languages of the Americas. You may also be interested in the site of the Alaska Native Language Center since ANLC works on many joint projects with YNLC on Athapaskan languages and Tlingit.)
Yukon Native people are working actively to teach, document, and enhance their languages. The YNLC was established by the Council for Yukon Indians in 1977, and over the years it has developed writing systems for the languages and trained people to read, write, and teach Native languages. The Centre also sponsors adult literacy classes and works cooperatively with schools and First Nations in developing language teaching curricula. It publishes dictionaries and compiles collections of stories and place names. At Yukon College in Whitehorse, the Centre offers Certificate and Diploma programs for Native Language Instructors, both developed in response to the growing need for teachers and instructional programs and materials.
Issue 23
Exemplary Classroom Practice
Elementary/Secondary Education
Aboriginal Language and Culture – Manitoba Ministry of Education K-12
Source: Manitoba Education, Citizenship and Youth
Focus: Elementary and Secondary teachers and administrators
Summary: This Framework is grounded in a traditional Aboriginal world view. This is a valid way of seeing the world that will guide Aboriginal peoples in reclaiming, revitalizing, maintaining, and preserving their languages and cultures.
Aboriginal languages and cultures are continually evolving, however, which may result in changing world views. In recognition of the diversity of evolving Aboriginal perspectives, the Framework attempts to accommodate changing world views while retaining a fundamental connection to traditional world views.
The intent of the Framework is to provide a focus and direction for student learning outcomes that will standardize learning experiences regarding the teaching of Aboriginal languages and cultures in Manitoba. The Framework also provides a foundation for the development of other types of language programming, such as bilingual and immersion programming. Topics in the Senior Years can be developed into school-initiated courses (SICs) and student initiated
projects (SIPs).
According to the traditional Aboriginal perspective, the wisdom of the Elders is central to cultural learning. Elders have been, are, and will continue to be the keepers of knowledge, and it is their guidance that Aboriginal people seek as they strive for balance in their relationships with the Creator, the natural world, other people, and themselves.
The Aboriginal Languages and Cultures Curriculum Project Team turned to the Elders when seeking guidance on the revitalization, preservation, and maintenance of Aboriginal languages and cultures.
Northern Research Portal
Source: University of Saskatchewan
Focus: Elementary and Secondary students, teachers and the general public
Summary: This site provides a multitude of resources for a variety of audiences. The resources were selected to assist learning about the north for a general audience, and includes both the option of 'self-serve' and interpretive materials.
The teacher resource section of the website includes questions, activities, and points to other sites which may be of interest to students and of assistance to teachers when developing lesson plans. In some cases, references can be linked directly back to one of the exhibits created specifically for this site. Additionally, links have been added to other resources which may be of use.
Material on this website originating from the University of Saskatchewan collections may be used in classrooms or compiled to create learning tools for students.
A kids’ section contains information about the northern countries where a kid can a detective, looking at images and writing about and by people of the North to try to discover the story they tell, or, look at exhibits, where other people have told one story based on the same information.
An Advanced Resources section is provided for faculty, graduate students, and other independent researchers.
Issue 22
Exemplary Classroom Practice
Elementary/Secondary Education
Walking the Path Curriculum Unit (Youth Empowerment – OPP 2009)
Source: Ontario Provincial Police and the Catholic Principals Council of Ontario
Focus: Elementary Students
Summary: Walking the Path is an educational initiative that focuses on teaching Aboriginal and non-Aboriginal students about the history, beliefs and cultural traditions of Aboriginal peoples. Developed and supported by the Ontario Provincial Police and using Anishnawbe cultural teachings as a foundation, it is designed as a way of providing all students with insight into Aboriginal culture, and for Aboriginal youth in particular, as a way to instil pride in who they are and where they come from.
Walking the Path addresses the belief that young people who have the self-respect and self-confidence to function independently are better prepared to cope with negative influences or peer pressure. Individuals who feel good about themselves are much more likely to respect others as well as the rules and laws of their communities. A positive self-image is essential for a person to function as a responsible and contributing member of society.
Through different modules, Walking the Path touches on youth empowerment strategies; promotes self-concept, self-esteem and respect for others; and deals with issues such as healing from trauma, abuse and racism, and combating stereotypes, prejudices and biases.
Elementary and Secondary Education
Aboriginal Perspectives across the Curriculum (APAC)
Source: South Australian Department of Education
Focus: Elementary and Secondary Students and Teachers
Summary: APAC is a project that aims to broaden and deepen students' and teachers' understanding of Aboriginal cultures and ways of being. Teaching APAC will assist all students to be able to look at the world from an Aboriginal viewpoint and understand the different Aboriginal points of view on a range of issues such as reconciliation, social justice and equality. Teaching Aboriginal perspectives involves assisting students to be able to look at the world from an Aboriginal point of view and understanding the different Aboriginal points of view on a range of issues.
The APAC project provides teachers and schools with a wide range of resources, to enable them to improve the academic performance of Aboriginal students.
Issue 21
Exemplary Classroom Practice
Elementary/Secondary Education
Gateway To Aboriginal Heritage: Online Exhibition
Source: Canadian Museum of Civilization
Focus: Grades 4, 5-8 and 9-12
Summary: The Canadian Museum of Civilization presents an extraordinary resource documenting the histories and cultures of Aboriginal Peoples in Canada.
Explore a selection of materials drawn from the Museum’s artifacts and archival collections. Historical and contemporary objects, images and documents vividly express the cultural diversity as well as creativity, resourcefulness and endurance of this country’s First Nations, Métis and Inuit peoples.
Learning Activities by grade:
K-4: Students learn about the history and cultures of aboriginal peoples by identifying plant and animal materials used to make everyday objects, completing the Match the Object to the Material Activity Sheet, and engaging in a classroom discussion about materials people use to make objects.
2-4: Students learn about the history and cultures of aboriginal peoples and learn to interpret their artifacts by studying objects from the Canadian Museum of Civilization's database. Students will complete an Amazing Object activity sheet, and make a presentation in a format of their choice.
5-8: Students learn to interpret museum artifacts, and learn about the history and culture of aboriginal peoples in Canada, by studying objects from the Canadian Museum of Civilization's database, completing a Discovering Objects Activity Sheet, and making a presentation of artifacts.
Students learn to interpret artifacts, and learn about the history and cultures of aboriginal peoples, by selecting images of objects from the Canadian Museum of Civilization's database, by creating a display that features similar objects from different cultures, and by making a presentation in a format of their choice.
9-12: Students learn to interpret objects that were made by aboriginal peoples in Canada, and learn about the history and cultures of Canada's aboriginal peoples, by researching and selecting images of objects from the Canadian Museum of database, completing the Virtual Museum Challenge worksheet, and making a presentation of artifacts selected for an imaginary exhibition.
Students learn about the history and cultures of Canada's aboriginal peoples, and learn how to write concise, meaningful label text, by selecting objects from the Canadian Museum of Civilization's database, writing several labels in different ways, sharing their labels with their classmates, and making a presentation in a format of their choice.
Students learn about the history and cultures of Canada's aboriginal peoples by searching the Canadian Museum of Civilization's Gateway to Aboriginal Heritage web module, completing the Gateway to Aboriginal Heritage Database Quiz, and discussing their findings. This activity introduces students to a useful source of information.
Issue 20
Exemplary Classroom Practice
Elementary Education
Rabbit and Bear Paws
Focus: Grades 1-4
Summary: Adventures of Rabbit and Bear Paws is for the young and the young at heart. This series is set in 1750’s colonized North America and features the comical adventures of two brothers, Rabbit and Bear Paws. Using Traditional Native Teachings and humour, the stories are based on THE SEVEN FIRES PROPHECIES and THE SEVEN GRANDFATHERS.
The characters are mischievous and the audience learns enjoyable life lessons from their numerous pranks and mistakes while also appreciating the unity of the Native communities and how they related to one another peacefully.
The characters will travel to different parts of the country, from coast to coast in new humorous adventures. In those adventures students will learn about the different cultures and the gifts that they contributed to modern society.
All the characters are based on Traditional Teachings. Rabbit is based on the ideas from THE SEVEN FIRES PROPHECIES. He is to be the little boy who helps to guide to the path the ancestors have made. While Bear Paws is based on stories that describe Naniboozhoo and the many adventures that were created around this person.
The Seven Grandfathers is used to help create all age stories that reflect a positive message that is needed for all the people of the medicine wheel. Since the main characters were brothers, the adventures center around social experiences and everyday life events that would happen in the 18th century that are as important today as they were yesterday.
Secondary Education
Walking with the Earth - Pimohtiwin: Lessons to Support Science 10
Source: These lessons were developed by the following team of teachers, Elders, and cultural advisors: Yvonne Chamakese, David Hlady, Anna-Leah King, Duane Johnson, Marcia Klein, Lana Lorensen, Sally Milne, Joseph Naytowhow, Lamarr Oksasikewiyin, Stuart Prosper, Ron Ray, Ted View, John Wright, and Laura Wasacase. Support was provided by Dean Elliott from the Ministry of Education, and Margaret Pillay from the Saskatchewan Professional Development Unit.
Focus: Grade 10 Sciencce
Summary: These lessons involve a walk in nature that could take place in any community, or could also be a field trip to an environmental centre. Hints for using the outdoor classroom are included. This activity includes a pre-site lesson, an on-site lesson, and a post-site lesson.
The material here is based on experiences at Brightwater Science and Environment Centre with Saskatoon Public Schools, an outdoor education centre located near Saskatoon. In these visits, students are accompanied by an Elder or a traditional knowledge keeper.
These lessons incorporate objectives from the unit entitled Life Science: Sustainability of
Ecosystems (SE) in the Saskatchewan Science 10 Curriculum Guide.
Foundational Objectives:
- Explore cultural perspectives on sustainability.
- Examine biodiversity within local ecosystems.
Issue 19
Exemplary Classroom Practice
Elementary Education
Potlatch: Then and Now
Source: U’Mista Cultural Society, Albert Bay, British Columbia
Focus: Grade 4 students
Summary: Potlatch: Then and Now has been designed with a fourth grade Social Studies learner in mind. The narrative is simple but presents many ideas that can be used as starting points for further discussion.
The following lesson plans have been designed for direct classroom use, but can be adapted to your situation and preference.
Secondary Education
Aboriginal Education Strategies
Source: Ministry of Education, Ontario
Focus: Secondary students
Summary: Since 2003, the Ontario government has been committed to providing accessible, high-quality education and training opportunities to Aboriginal peoples at all levels of learning. The strategy includes initiatives that support learning and achievement for Aboriginal students. It will also help raise awareness about First Nations, Métis and Inuit cultures, histories and perspectives in schools.
There are increased opportunities for Aboriginal students and improved resources so educators and staff can better support Aboriginal learners and increase awareness about First Nation, Métis and Inuit cultures.
Professionally developed teaching strategies, designed to help Ontario teachers bring Aboriginal perspectives into the classroom include:
Issue 18
Exemplary Classroom Practice
Elementary Education
Our Boots: An Inuit Woman’s Art
Source: Curriculum Services Canada
Summary: Our Boots: An Inuit Woman's Art is based on the field work and research of ethnographer Jill Oakes and biologist Rick Riewe. They lived with and learned from Inuit seamstresses and hunters from every region of the Canadian Arctic between the 1970s and 1990s. Inuit women shared their traditional knowledge and skill so that the process of Inuit boot or kamik–making could be documented, while Inuit men provided information about traveling on the land, hunting wildlife, and the importance of skin footwear for arctic journeys throughout the year. Our Boots: An Inuit Woman's Art was one of the inaugural exhibitions at The Bata Shoe Museum when it opened in 1995. A book of the same title was published by Douglas & McIntyre the same year. Much of this valuable knowledge has been formatted in an online–exhibition to extend its reach.
About the Activities: The three activities were inspired by the extraordinary tapestry created in 1979 by Mina Napartuk of Kuujjuarapik, Québec, depicting the various steps that result in a finished pair of seal skin kamiks. They also give students opportunities to find other information and artifacts in the Our Boots online–exhibition.
Teachers will find ways to use this exhibition at many different grade levels.
Secondary Education
Where we live - Who we are.
Source: Parks Canada
Focus: Grades 7-10
Summary: The heritage and history of some Canadians go back much further in Canada than those of others. These first inhabitants developed technologies that enabled them to live in balance with the environment in which they lived. In each region of the country, they developed different cultures and ways of life, depending in part on the climate and the natural resources available to them. This activity explores the history of how different Aboriginal groups interacted with the environment in which they lived. Aboriginal peoples of Canada adapted to change in the past, and continue to do so today.
In this activity, students will:
• understand different types of human-environment interaction
• explain how the interrelationships between humans and their environment shape the characteristics of both the people and the environment
• analyze how the characteristics of regions of the country can explain similarities and differences of people
• communicate learning in a computer slide show presentation
Issue 17
Exemplary Classroom Practice
Elementary Education
The Learning Circle: Classroom Activities on First Nations in Canada
Source: Department of Indian Affairs and Northern Development
Focus: Elementary aged students
Summary: The Learning Circle has been produced to help meet Canadian educators’ growing need for elementary-level learning exercises on First Nations. As First Nations are culturally diverse, the information contained in this activity book does not necessarily apply to all groups.
Information in The Learning Circle has been organized into thematic units that are broken down into several teaching activities. Units have been designed to provide teachers and students with simple but effective exercises, projects and activities that will stimulate students to want to learn more about First Nations. Educators are invited to follow some or all of the exercises as stand-alone units on First Nations topics or to integrate them with existing curricula on Aboriginal peoples.
Secondary Education
Indigenous Knowledge and Cultural Weather Perspectives: Lessons to Support Science 10
Source: These units were developed by the following team of teachers, Elders, and cultural advisors: Yvonne Chamakese, David Hlady, Anna-Leah King, Duane Johnson, Marcia Klein, Lana Lorensen, Sally Milne, Joseph Naytowhow, Lamarr Oksasikewiyin, Stuart Prosper, Ron Ray, Ted View, John Wright, and Laura Wasacase.
Focus: Grade 10 Science students
Summary: This series of lessons incorporates four of the foundational objectives from the unit entitled Earth and Space Science: Weather Dynamics in the Saskatchewan Science 10 Curriculum Guide but can be applied to other science curriculum.
Key Understandings:
• Knowing what the weather would bring was important to those who lived off the
land, and is important to a variety of people today.
• All cultures had ways of determining what the weather would be prior to technology.
• Weather patterns can be identified using cultural knowledge as well as by using
technology.
These lessons examine cultural perspectives on weather and weather predictions, and are
designed to be an introduction to the topic of weather.
Issue 16
Exemplary Classroom Practice
Elementary Education
Aboriginal Education Strategy: Practical teaching strategies for the elementary classroom
Source: Ontario Ministry of Education
Focus: Elementary students
Summary: Professionally developed teaching strategies, designed to help Ontario teachers bring Aboriginal perspectives into the classroom through Language Arts, Social Studies and History.
Secondary Education
Canada in the Making – Aboriginals: Treaties and Relations
Source: A cooperative effort sponsored by the Canadian Heritage, Library and Archives of Canada, Industry Canada, the Gladys Krieble Dalmas Foundation, Historica Foundation of Canada
Focus: Teacher Resources for Grades 9-12 Social Studies and First Nations Studies
Summary: This site is about the history of Canada through the words of the men and women who shaped the nation. Built around the Government Documents collection of the Early Canadiana Online collection, it integrates narrative text with links to primary source texts.
Since the time of European First Contact, the course of Aboriginal history in Canada has been deeply altered by relations with Europeans and the laws they imposed on Aboriginals - laws like the Indian Act. Furthermore, major and minor treaties played a significant and important role in charting the course of European - Aboriginal relations within the country.
This section of the Canada in the Making site will look at these treaties and laws, and the events that preceded and followed these changes.
A Table of Curricular Relevance to Canadian Provinces and Territories is also included.
Issue 15
Exemplary Classroom Practice
Elementary Education
Multi Cultural Lesson Plans – Buffalo Hides Lesson
Source: Lessons recommended by American art teachers
Focus: Grade 2 Art and Social Studies
Summary: Art has always played a significant role in shaping and recording cultural history and lifestyles. Teaching it from this perspective has become an increasingly necessary discipline in our ever shrinking world.
The purpose of this lesson is to familiarize young students with Native American symbolism and the ancient art of petroglyphs.
Secondary Education:
Statistics Canada: The First Nations, Métis, and Inuit Peoples of Canada Lesson 5
Source: Statistics Canada
Focus: Grades 7 to 12 Social Studies, Geography, Aboriginal studies, History
Summary: This lesson was written by The Critical Thinking Consortium with editorial input and subject matter expertise from Statistics Canada's Education Outreach Program and Social and Aboriginal Statistics Division.
Learners will create population pyramids illustrating the growth of Aboriginal and non-Aboriginal populations in Canada. Aboriginal populations include Inuit, Métis and First Nations on and off reserve. Then learners will examine the graphs to draw inferences about the needs of a young and growing Aboriginal population. Finally, learners will use statistical evidence to validate statements regarding the growth of Aboriginal populations.
Issue 14
January 2011
Exemplary Classroom Practice
Elementary Education
Through Mala’s Eyes: Life in an Inuit Community. A Learning Resource
Source: Indian and Northern Affairs Canada
Focus: Junior/Intermediate students
Summary: This series of lesson plans, built around the first-person narrative of a 12-year-old Inuk boy, will help teachers and students appreciate life in the Inuit community of Salluit, in the northern part of Nunavik, Northern Quebec.
Although designed for students from 9 to 12 years of age, some of the lesson plans and strategies in this unit can be adapted for other grade levels. Suggested activities and lists of research resources offer exciting and engaging opportunities to learn more about the history, customs and traditions of Inuit in Canada.
Secondary Education
Exploring Motion-Related Technology Through a First Nations’ Game: A Lesson to Support Science 10
Source: Government of Saskatchewan. Developed by a team of teachers, Elders, and cultural advisors: Yvonne Chamakese, David Hlady, Anna-Leah King, Duane Johnson, Marcia Klein, Lana Lorensen, Sally Milne, Joseph Naytowhow, Lamarr Oksasikewiyin, Stuart Prosper, Ron Ray, Ted View, John Wright, and Laura Wasacase.
Focus: Grade 10 Science
Summary: This lesson is from the unit in the Saskatchewan Science 10 Curriculum Guide entitled Physical Science: Motion in Our World (MW), and can be used as an introduction to the concept of motion. The lesson uses a First Nations’ game, snow snakes, to illustrate motion. Because snow is necessary for this game, the unit will need to be used during the winter.
Issue 13
December 2010
Exemplary Classroom Practice
Elementary Education
The Fur Trade “Jimmy Goes Home”
Source: Parks Canada: Teacher Resource Centre
Focus: Grades 4-6
Summary: The story Jimmy Goes Home, written by Susan Dobbie, follows a fictitious character, a young boy of mixed ancestry, as he and his family travel from a Hudson's Bay Company trading post in Northern BC to another in Southern BC. The story is based on the history of Hudson's Bay Company activities west of the Rocky Mountains in the 1850s, but much of the historical background of this story is applicable to the fur trade across North America.
The lesson plans are designed to help students gain a better understanding of Aboriginal and European contributions to the development of Canada. Comprehension questions draw out some of the pertinent points of the story, a mapping exercise helps students with a spatial representation of the story, and a journal writing exercise gives students a chance to creatively empathize with the characters of the story. Additional activities contrast two different types of aboriginal housing as well as compare bartering to a monetary system of exchange. The story and lesson plans are aimed at Grades 4 through 6 and can be used as an integrated unit that incorporates Language Arts, Math, and Social Studies.
Secondary Education
Where are the Children? Healing the Legacy of Residential Schools
Source: Legacy of Hope Foundation
Focus: Secondary students
Summary: This is a virtual classroom site whose primary objective is to promote awareness among the Canadian public about residential schools and try to help them to understand the ripple effect those schools have had on Aboriginal life. The purpose also is to bring about reconciliation between generations of Aboriginal people, and between Aboriginal and non-Aboriginal people.
Through this site students will experience an interactive history of the Residential School system in Canada, travel through maps and timelines to visit schools and explore the Residential School Era. Students can explore the Mohawk Institute Residential School through a 3D tour, listen to survivors share their stories of life before, during and after residential school, and visit the original “Where are the children?” exhibit.
Issue 12
November 2010
Exemplary Classroom Practice
Elementary Education
Inside the Circle: Aboriginal Peoples in Canada
Source: Ontario Curriculum Review Team
Focus: Grade 6
Summary: Inside the Circle reflects the importance of the circle to Aboriginal peoples. The circle represents inclusion for all people to come together. This unit is designed to identify and celebrate the diverse cultures of the Aboriginal peoples in Canada. Students will engage in activities in Social Studies, Language Arts, Visual Arts, and Music to gain an understanding of Aboriginal peoples.
Elementary/Secondary Education
Contemporary Inuit Sculpture
Source: National Gallery of Canada
Focus: Teachers of students K-12
Summary: The lessons focus on contemporary Inuit sculpture, dating from 1973 from the four regions of Arctic Canada – Nunavik, Baffin, Keewatinf and Kitikmeot and the Western Arctic.
10 Inuit artists, whose work reflects traditions that are thousands of years old at the same time that they bear witness to a culture that is alive and well, and in full transition today are represented.
The lessons present diverse thematic and aesthetic approaches to art making in the North.
Issue 11
October 2010
Exemplary Classroom Practice
Elementary Education
Aboriginal Themed Lesson Plans
Source: This work is the product of continuing efforts of the Indian and Métis Curriculum Advisory Committee of the Regina Public School Division #4, Saskatchewan.
Focus: Elementary and Secondary Social Studies
Summary: This expansive resource was created to provide instructional ideas in a ready-to-use lesson format for Kindergarten to Grade 12 Social Studies. Saskatchewan Learning’s initiative in web-based learning provided the impetus to extend this resource offering beyond the borders of the Regina Public School Division.
Teachers may use the lessons and any of the activities in the given format or adapt them to suit their needs. The creators strongly advise teachers to read the supplementary items prior to venturing into the lessons. The supplementary topics contain valuable information on terminology, traditional perspectives on various issues as well as a host of bibliographical listings, including web sites.
The lessons and activities are organized under six themes: Diversity (in general as well as the diversity among Indigenous peoples); Treaties; Governance; the Metis; Role Models; and Aboriginal Contributions to Society.
All lessons emphasize the importance of initiating/maintaining close connections to the Aboriginal members of a community to ensure teaching materials and methods are relevant to that Aboriginal group, at the very least, and at the most, to encourage Aboriginal participation in instruction.
Issue 10
September 2010
Exemplary Classroom Practice
Elementary Education
Reading to Learn: English Literacy
Source: Aboriginal Education, Board of Studies, New South Wales, Australia
Focus: Aboriginal students and teachers
Summary: Perhaps the greatest single challenge in Australia today, for Aboriginal students and their teachers, is literacy in English. Reading and writing in English are the fundamental skills that all students need to succeed in school. The abilities to read independently and to learn from reading across the curriculum are the foundations for engaging in school learning, as writing across the curriculum is the foundation for demonstrating what has been learnt. However numerous state and Commonwealth reports, and teachers’ experience in the classroom, indicate that too many Aboriginal students do not have the reading and writing skills they need for success.
The Board of Studies is committed to assisting teachers with strategies for the learning and teaching of literacy. The Reading to Learn project is a highly successful literacy program being used in Australia.
Secondary Education/ [also Elementary]
Aboriginal Education Enhancement Agreements
Source: British Columbia Ministry of Education, Aboriginal Education Branch
Focus: K-12
Summary: An Educational Enhancement Agreement (EA) is a working agreement between a school district, all local Aboriginal communities, and the Ministry of Education designed to enhance the educational achievement of Aboriginal students. The EA establishes a collaborative partnership between Aboriginal communities and school districts that involves shared decision-making and specific goal setting to meet the educational needs of Aboriginal students.
EAs highlight the importance of academic performance and more importantly, stress the integral nature of Aboriginal traditional culture and languages to Aboriginal student development and success. Fundamental to EAs is the requirement that school districts provide strong programs on the culture of local Aboriginal peoples on whose traditional territories the districts are located.
Enhancement Agreements . . . .
- are intended to continually improve the quality of education achieved by all Aboriginal students;
- support strong cooperative, collaborative relationships between Aboriginal communities and school districts;
- provide Aboriginal communities and districts greater autonomy to find solutions that work for Aboriginal students, the schools and the communities; and
- require a high level of respect and trust to function.
Issue 9
August 2010
Exemplary Classroom Practice
Elementary Education
Teaching Treaties in the Classroom: A Treaty Resource Guide for Kindergarten to Grade 6 (2008)
Source: Saskatchewan Ministry of Education
Focus: Primary/Junior teachers
Summary: This document represents the Saskatchewan Government’s commitment to strengthen K-12 education by undertaking a number of initiatives. One of these initiatives is to "ensure that Treaty education is made mandatory in the K-12 curriculum".
To support mandatory Treaty education, the Ministry of Education worked with the Office of the Treaty Commissioner to develop Teaching Treaties in the Classroom: A Treaty Resource Guide for Kindergarten to Grade 6 (2008). This resource guide supports the achievement of the Goals of Education for Saskatchewan.
Secondary Education
Aboriginal Documentary Heritage: Historical Collections of the Canadian Government
Source: Canadian Memory Fund of Canadian Culture Online, Department of Canadian Heritage, Library and Archives Canada
Focus: Secondary Students and Teachers
Summary: This Web exhibition recounts first-hand information illustrating the complex and often contentious relationship between the Canadian government and Canada's Aboriginal people from the late 1700s to the mid-20th century.
The website presents three thematic sections with essays and selected documents about the Red and Black Series (the Department of Indian and Northern Affairs' administrative records of Aboriginal people from 1872 to the 1950s), Treaties, Surrenders and Agreements, and Aboriginal Soldiers in the First World War. The site features searchable databases of digitized records from the Department of Indian and Northern Affairs and the soldiers of the First World War.
Issue 8
Exemplary Classroom Practice
Elementary Education
Portrait Gallery of Ontario: Four Kings and One Queen
Source: Library and Archives Canada
Focus: Grades 4-6
Summary: This resource is particularly well suited to classrooms investigating the traditional culture of Canada's Aboriginal peoples and their historical relationship with European powers in the early 18th century. This activity also supports aspects of the Visual and Language Arts curricula. It explores themes of Canadian history, identity and portraiture through lesson plans that interpret the portrait collection.
It includes easy-to-use activities designed for classrooms across Canada with clear curriculum connections for use in Social Studies, Language Arts and Visual Arts.
Secondary Education
Aboriginal Literatures in Canada: A Teacher’s Resource Guide
Source: Curriculum Services Canada
Focus: Senior level English (Grades 11-12)
Summary: This teacher resource guide serves a double purpose. First, it encourages the teaching of Aboriginal literature in English high school curricula across the country allowing Aboriginal students to be taught texts they can relate to. Second, it provides the opportunity for non-Aboriginal students to be educated about Aboriginal culture, history and contemporary life through the richness of Aboriginal writing with its innovative uses of the English language.
Issue 7
Exemplary Classroom Practice
Elementary Education
Activities for National Aboriginal Day – June 21, 2010
Source: Elementary Teachers Federation of Ontario (ETFO)
Focus: Primary, Junior, Intermediate students
Summary: A collection of language and visual arts materials for elementary students provided by the Elementary Teachers Federation of Ontario (ETFO) to recognise National Aboriginal Day, June 21, 2010.
Elementary & Secondary Education
Our Words, Our Ways: Teaching First Nations, Métis and Inuit Learners
Source: Alberta Ministry of Education in collaboration with the Aboriginal Learning Services department of the Edmonton Catholic Schools.
Focus: Grades K-12
Summary: This extensive curriculum resource provides information about Aboriginal cultures and perspectives, and sample strategies for meeting the needs and recognizing the gifts of Aboriginal students. It can assist classroom teachers and staff to better serve the needs of their Aboriginal students.
Secondary Education
Mathematics in Indigenous Contexts Project
Source: Aboriginal Education Board of Studies New South Wales, Australia
Focus: Mathematics and Numeracy (K-6) and (7-10)
Summary: The Mathematics & Numeracy project involved developing teaching and learning programs consistent with the aims of the K–10 learning continuum, using the curriculum content that underpins mathematical learning within Mathematics K–6 and 7–10 syllabuses in New South Wales. These units of work demonstrate a variety of approaches to teaching, including subject contextualisation and multi-staged curriculum development.
Each of the teaching programs was developed through cooperative efforts between schools and Aboriginal community members. The results illustrate the educational benefits to students’ learning, and to the community in general, that are possible when parents and communities are actively involved in their children’s education.
Of great significance to the schools represented on this website were the links and long-lasting partnerships the schools built with their local Aboriginal communities as a result of the collaboration. These relationships help define the stories that chart each school’s journey.
Issue 6
Exemplary Classroom Practice
Elementary Education
Four Directions Teaching
Source: National Indigenous Literacy Association and the Department of Canadian Culture
Focus: Students and teachers (Grades 1-12) who want to experience Indigenous knowledge and philosophy.
Summary: Four Directions Teachings celebrates Indigenous oral traditions by honouring the process of listening with intent as each elder or traditional teacher shares a teaching from their perspective on the richness and value of cultural traditions from their nation. In honour of the timelessness of Indigenous oral traditions, audio narration is provided throughout the site, complimented by animated visuals.
In addition, the site provides free curriculum packages for Grades 1 to 12 to further explore the knowledge and cultural philosophy that is introduced within each teaching. The curriculum is provided in downloadable PDF and can also be read online through the Teachers’ Resource link.
Secondary Education
Arctic Circle: Virtual Classroom
Source: Support for the Arctic Circle World Wide Web Project has come from many sources including the University of Connecticut Research Foundation and the Wenner-Gren Foundation for Anthropological Research, the Arctic Institute of North America, the American Philosophical Society, the Russell Sage Foundation, and the Canadian Government.
Focus: Senior secondary students interested in understanding the people and environment of the Arctic Circle.
Summary: The overall goal of Arctic Circle is to stimulate among viewers a greater interest in the peoples and environment of the Arctic and Subarctic region. This 'electronic circle' has three interrelated themes: natural resource; history and culture; and social equity and environmental justice. In addressing these issues, the presentations utilize a range of textual and photographic materials, and in the near future, sound and short video recordings.
Specific topics include discussions of Sustainability, Equity, and Environmental Protection; Northern Development and the Global Economy; Ethnographic Portraits of indigenous peoples in Alaska, Canada, Northwest Siberia, etc.; and specific studies dealing with the impact of petroleum, gas, hydroelectric, and other forms of large scale natural resource development in selected regions of the Circumpolar North.
Issue 5
Exemplary Classroom Practice
Elementary Education
Manitoba Kindergarten to Grade 4 Aboriginal Languages and Cultures: Bibliography of Recommended Picture Books/Novels with Suggested Uses: A Reference for Selecting Learning Resources
Source: Manitoba Education: Citizenship and Youth
Focus: Kindergarten – Grade 4
Summary: An extensive list of referenced student and teacher learning resources related to the clusters and learning experiences in Kindergarten to Grade 4 Aboriginal Languages and Culture. The annotated bibliography describes the suggested uses for each resource listed.
Secondary Education
Backcheck: Hockey for Kids – Aboriginal Hockey
Source: Library and Archives Canada
Focus: Intermediate and Senior students
Summary: This digital project's primary focus is on the early days of hockey. Materials from the collection of Library and Archives Canada (LAC) are presented to trace the development of Canada's national winter sport.
The site includes a chronological presentation of hockey stories from English and French language newspapers, providing a valuable resource for online hockey research. The site also includes feature articles, rare items from the collection of LAC, as well as a guide to hockey resources at LAC.
Issue 4
Exemplary Classroom Practice
Elementary Education
Vancouver 2010 Aboriginal Education Resources
Collaborative effort between the British Columbia Ministry of Education and Aboriginal teachers from across the province
Focus: Lesson plans for Elementary teachers wanting to integrate the 2010 Olympics into their curriculum
Summary:The Vancouver 2010 Find Your Passion in Sport posters provide a unique opportunity for Aboriginal and non-Aboriginal students to learn about Aboriginal athletes and their commitment to their sport and culture.
A complimentary set of lesson starters is also available for K-12 teachers across Canada to use in conjunction with the poster series. The lesson starters provide teachers with developed ideas for lessons that they can modify to suit their particular classroom needs.
The lesson starters can be used in a number of curriculum areas, such as language arts, geography, science, social studies, health, career education and drama.
Secondary Education
Exploring Aboriginal Art in Canada
Curriculum Services Canada
Focus: Grades 9-12 – Building literacy skills through Visual Arts
Summary: This cross-curricular visual art and information literacy resource is designed to help students develop skills to help find meaning in Aboriginal art and culture. The tasks using information literacy skills require students to determine the extent of their information needs to access a variety of materials to satisfy these needs, then to synthesize and communicate information within the context of the assignments. The visual literacy tasks teach students to “read” pictures as documents, analysing imagery to learn about culture and society. The resource uses a structured inquiry and research methodology combined with the artistic process. The resource describes how visual arts and resource centre teachers can collaborate in presenting an integrated study.
Issue 3
Exemplary Classroom Practice
Elementary Education
Aboriginal Perspectives across the Curriculum (APAC)
South Australia Department of Education
Lesson Plans: Early Childhood
Lesson Plans: Middle Childhood
Focus: Kindergarten to Grade 8
Summary: APAC is a project that aims to broaden and deepen students' and teachers' understanding of Aboriginal cultures and ways of being. APAC assists all students to be able to look at the world from an Aboriginal viewpoint and understand the different Aboriginal points of view on a range of issues such as reconciliation, social justice and equality.
Secondary Education
The Atlas of Canada
British Columbia First Nations Studies 12: Integrated Resource Package
British Columbia Ministry of Education
Focus: Grade 12 Native Studies
Summary: This Integrated Resource Package (IRP) provides basic information teachers will require in order to implement British Columbia First Nations Studies 12. It focuses on the diversity, depth, and integrity of the cultures of British Columbia’s Aboriginal peoples. In emphasizing the languages, cultures, and history of First Nations peoples, the course addresses an important part of the history of British Columbia. Designed to introduce authentic Aboriginal content into the senior secondary curriculum with the support of Aboriginal peoples, the course provides an opportunity for British Columbia students to acquire knowledge and understanding of the traditions, history, and present realities of British Columbia Aboriginal peoples, as well as a chance to consider future challenges and opportunities.
British Columbia First Nations Studies 12 addresses the richness and diversity of First Nations languages and cultures by exploring them within their own unique contexts. It is intended to provide a conceptual foundation for all learners to develop an appreciation and respect for the similarities among and differences between the diverse cultures of the world. As such, it will help to promote understanding of First Nations peoples among all students. A curriculum that concentrates on Aboriginal content can lead to enlightened discussion of Aboriginal issues and can also contribute to Aboriginal students’ sense of place and belonging in the public school system.
Issue 2
Exemplary Classroom Practice
Elementary Education
Shared Learnings: Integrating BC Aboriginal Content K-10
Aboriginal Education Enhancements Branch, British Columbia Ministry of Education, written and designed to include the support and participation of Aboriginal teachers, Elders, and other knowledgeable members of each school or district’s local Aboriginal community(ies).
Focus: A comprehensive Kindergarten to Grade 10 integrated curriculum which focuses on the diversity, depth and integrity of the cultures of British Columbia Aboriginal Peoples.
Summary: Shared Learning is a comprehensive learning resource for teachers organised by grade level and subject area with Aboriginal content appropriate to specific grades or grade clusters and subject areas. Instructional strategies suggest ways of integrating specific Aboriginal content in the classroom. Resources include recommended and locally developed print and video materials. Teaching Tips that can enhance effectiveness of instructional strategies are included as well as information and statistics on Aboriginal Peoples in BC and Canada in the “Did you Know?” section. “Planning Your Program” offers detailed setup and background information to assist planning and implementing the integration of Aboriginal content into any classroom. Aboriginal Peoples of British Columbia provides a brief history, definition of terms applied to BC Aboriginal Peoples and information about their traditional territories and language groups. A comprehensive set of Appendices include Sample Lesson Plans, Information about Aboriginal Peoples and an Annotated List of Resources.
Secondary Education
The Atlas of Canada
Natural Resources Canada
Focus: Secondary History, Geography and Social Studies
Summary: The current 50 languages of Canada's indigenous peoples belong to 11 major language families - ten First Nations and Inuktitut. Canada's Aboriginal languages are many and diverse, and their importance to indigenous people immense. This map shows the major Aboriginal language families by community in Canada for the year 1996, and it is a part of a series of three maps that comprise Aboriginal Languages. The “get info from map” function provides detailed and specific information for each community.
Issue I
Exemplary Classroom Practice
Elementary Education
Aboriginal Curriculum Integration Project (ACIP)
The intent of the Aboriginal Curriculum Integration Project (ACIP) is to raise the profile of Aboriginal people in the curriculum. One of the goals is to present well developed curriculum that enhances student learning through high levels of engagement and accountability. ACIP is committed to honouring the values, cultures and perspectives of British Columbia's Aboriginal people. The knowledge derived from local Aboriginal experts will be valued and utilized respectfully. The resources provided by ACIP are meant to reflect the diverse nature of the Aboriginal people of British Columbia and be authentically reflective of the knowledge, culture, and history of Aboriginal people.
Focus: Grade 7 and 8 English
Summary: A compilation of Grade 7 English lessons with accompanying oral and video clips. The lessons are aligned with the British Columbia Ministry of Education learning outcomes and can be adapted to meet the expectations Grades 5 through 9. Embedded in each lesson is the opportunity for students to share and rehearse their thinking and extend their understanding.
Secondary Education
Integrated Resource Package 2008 – British Columbia Ministry of Education
The First Nations Education Steering Committee (FNESC) has developed curriculum pursuant to a jurisdictional agreement with the Province of British Columbia. This agreement represents a departure from past practice with respect to both the development of provincially prescribed curriculum and the provision of resource documentation to support for provincially prescribed curriculum. This distinctive development process is intended to ensure that
- teaching and learning with respect to First Peoples in British Columbia’s school system is based on authentic knowledge and understanding, as articulated by Elders, educators, and other content experts from within British Columbia’s First Nations and Métis communities
- decisions affecting teaching and learning with respect to First Peoples in British Columbia’s school system take appropriate account of the advice and opinion of community leaders from within the province’s First Nations and Métis communities.
Focus: Grade 12 English – First Peoples
Summary: English 12 First Peoples provides opportunities for all students to engage with indigenous creative expression to enter the worlds of First Peoples provincially, nationally, and internationally. The course focuses on the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text, including oral story, speech, poetry, dramatic work, dance, song, film, and prose (fiction and non-fiction).
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