Ce dossier contient des ressources qui introduisent les élèves à l'histoire de l'Holocauste et qui les sensibilisent aux conséquences de l'antisémitisme et de toutes autres formes de haine.
Ce site contient 13 ressources pour les élèves de la 6e à la 12e année. On y trouve aussi quelques outils pédagogiques.
The Holodomor Research and Education Consortium provides opportunities to support teachers and students to learn more about the Ukrainian Holodomor of the 1930s. Information about teaching materials and resources, such as the recently-published resource, Holodomor in Ukraine, the Genocidal Famine 1932-1933 : Learning Materials for Teachers and Students can be found here.
Many people think that food is eaten only because it satisfies hunger. They do not regard food as something that keeps them healthy. One of a caterer's concern is to provide food which can help nourish the body and protect it against disease. This unit would equip you with the necessary knowledge to provide healthy and nutritious meals for your customers.
This nonfiction piece tells about Barbara del Colorado, a village in Costa Rica. People needed a way to make money; a scientist suggested that they grow butterflies. The town now sells 250 pupae a month, making enough money to buy what they need.
This site has resources to help teach about Métis Veterans in an engaging manner.
There are discussion questions, videos, website links, and even an online breakout room activity and answer key.
(Copy and paste this url into a browser to go right to the breakout room activity answer key - https://docs.google.com/document/d/1GG1v68E7BkUc4RP9R6HETwzeK9t9ykTodHOUpl40Hn4/edit)
(Copy and paste this url into a browser to go directly to the Métis Veterans Game - https://platform.breakoutedu.com/game/play/mtis-veterans-155694-51TPEMLE28)
For most of Canada’s existence, the teaching of its history has omitted the many racist laws, horrors, abuses and genocide perpetrated on the Indigenous Peoples of this land. This mini-lesson follows Murray Sinclair as he demonstrates that the colonial narrative that shaped Canada’s version of history tokenized, dehumanized and erased the many contributions and innovations of Indigenous Peoples and their key role in shaping what is now known as Canada.
ŕHottest, Coldest, Highest, DeepestĚŇ takes the reader on a journey around the world to various continents found on Earth that contain unique natural features.
ŕHow Animals TalkĚŇ is an informational, nonfiction selection describing how various animals communicate or send messages. Animals communicate with each other to warn of danger, to share feelings, to attract a mate, and even prove dominance.
3 Levels of Government game
These three lessons are part of the overall unit called, "How does my Cambodian Culture Affect Who I Am as a Student?" In the lessons, students will compare their Cambodian school culture to that of the United States. They will address the similarities and differences and will discuss the preconceived notions they had about school in America and how their culture affects who they are as students in the American school system.The lessons are geared for newcomers (ESL students) from Cambodia to the United States, grades 5-8. Their language proficiency is at various levels so instruction should be differentiated.
So we know that sociology is the study of society, but what exactly *is* a society? Today we’re going to find out. We’ll look at Gerhard Lenski's classification of societies into five types, and the technological changes that turn one into another. We’ll also return to Marx, Weber, and Durkheim to consider how they understood societal change. Finally, we’ll explore Durkheim's concept of social solidarity.
How do we teach students to identify fake news?
In a world where it is increasingly dangerous to simply trust what we read and see.
There is a fact sheet available for download as well.
A great framework for helping audiences understand the what, how, and why to make something complicated simple.
In this video, Senior Art teacher Ashley Clarke and Mr. Cates discuss some key elements of good visuals. Covers the topic of what types of images to put into your poster, how to organize your title, fonts, and colour
Use this to help you produce a bibliography to accompany your assignments.
This graphic organizer outlines the difference between a summary and a paraphrase. It also outlines the steps in writing a summary. A short selection is included for practice. This is a good resource for any subject area.
This short video from CBC talks about how to talk about Indigenous people in Canada.
This article shared by the University of Calgary contains age-appropriate ideas for talking with kids about COVID-19.
Researchers from UCalgary's Department of Psychology answer common questions from parents on talking to children about this timely topic. Some questions addressed include:
Will talking about COVID-19 increase my child's anxiety?
What is an age apporpiate age to talk to my kids about COVID-19?
Should I tell them what the symptoms are?
Are there any tips/tricks to promote handwashing?
Any recommendations for activities to do if we have to self-isolate?
In the media and in the classroom, much emphasis has been placed on India's stunning economic growth since the 1990s. Less attention has been paid, however, to the consequences of the country's rapid industrialization on the nation's people and natural environment. Like many other developing societies throughout history, India's economic progress has resulted in environmental degradation, natural resource depletion, and increased consumption and waste, thereby threatening people's health, access to resources, and traditional ways of life. Using case studies on pollution in the Ganges River, coal mining in Jharkhand, and data comparing the country's total and per capita energy consumption, this cluster explores, and places within a global context, the pressing environmental and human challenges brought by India's industrialization.
These activities for ages 11-16 explore the human impact of the climate emergency and provide new spaces, approaches and opportunities for climate education and social action.
This resource frames the climate emergency as a human rights and people-centered issue and supports teachers to promote a sense of agency and empowerment within young people.
This in turn is recognized as one strategy to help young people manage eco-anxiety, as well as disillusionment and disengagement with climate issues.
The resource includes five activities:
Activity 1 - Climate change, human rights and equality - An activity to introduce the links between climate change and human rights
Activity 2 - Climate justice - A mystery activity to demonstrate the inequalities inherent in the global interconnectedness of climate change. All people are affected in some way by the climate emergency but who you are and where you are in the world matters
Activity 3 – Critically thinking about evidence -An activity to examine case study films and make conclusions about which human rights are most threatened by climate change, which groups in society are most affected and what the solutions are.
Activity 4 – A climate consequences wheel - A consequences wheel activity using evidence from one case study film to make inferences about the different impacts of climate change on members of a community with different personal characteristics (for example: male or female).
Activity 5 – The climate game - A role play activity for which a clear space, either indoors or outdoors, is required. Learners compare the impacts of climate change on people from different backgrounds and in different circumstances. For some participants, the impacts of climate change overlap and are amplified. This strengthens learners’ understanding of intersectionality (interconnectedness).