SUMMARY OF UNIT
This unit focuses on the worldview and identity of Aboriginal people, but also the world view and identity of the students themselves. It provides an opportunity for students to reflect on their values and beliefs, and how they relate to Aboriginal perspective. A major component of the unit also addresses stereotypes and how labeling impacts the identity of Aboriginal people. Students will be able to analyze a variety of text forms that contain stereotypes and create an informed opinion based on their understanding. It is hoped that by the end of the unit, students will have a greater awareness and understanding of Aboriginal worldview and identity, but their own as well. Included are all lesson materials and PowerPoints to accompany the lessons.

Please note that the Native Studies 10 curriculum has not been renewed since it was originally developed in 2002, so foundational objectives and learning objectives are used. Because our students are familiar with learning outcomes, the author simplified the objectives by making them more similar to outcomes.

The National Museum of the American Indian honors American Indian Code Talkers.

During World War I and World War II, hundreds of American Indians joined the United States armed forces and used words from their traditional tribal languages as weapons. The United States military asked them to develop secret battle communications based on their languages—and America’s enemies never deciphered the coded messages they sent. “Code Talkers,” as they came to be known after World War II, are twentieth-century American Indian warriors and heroes who significantly aided the victories of the United States and its allies.

This site offers information on:
- Native Languages
- Boarding Schools
- Code Talking
- Coming Home
- Survival
- Recognition

The following is an expert from the full book. It is the first 26 pages of Natural Curiosity 2nd Edition: The Importance of Indigenous Perspectives in Children's Environmental Inquiry.

The site has options for:
- Kids (recommended for K-5 students)
- General Resources (recommended for older students and a general audience)
- Advanced Resources (recommended for independent researchers)
- Resources for University of the Arctic students
- Resources for K-12 Teachers

The "For Kids" section contains information about the northern countries. On this site, students can be a detective, looking at images and writing about and by people of the North to try to discover the story they tell. Or, they can look at exhibits, where other people have told one story based on the same information.

Resources for teachers includes questions, activities, and points to other sites which may be of interest to students and of assistance in developing your lesson plans. In some cases, references can be linked directly back to one of the exhibits created specifically for this site. Additionally, there are links to other resources which may be of use.

The provision of northern health care entails many unique challenges and circumstances that are rarely represented in mainstream health sciences education. This OpenEd Resource provides accessible content on health and health care from a northern perspective for the growing number of health professionals being educated in northern communities.

Numeracy is having the confidence and habits of mind to use mathematics to meet the general demands of everyday life. Being a numerate person means using mathematics to make sense of something new and know what mathematics can and cannot do.

Numeracy provides First Nations, Métis and Inuit students the opportunity to discover connections on their own and apply strategies to solve real life problems. Throughout history, First Nations, Métis and Inuit peoples have used real life traditional learning contexts to connect to their world.

In the Empowering the Spirit video series, students explore numeracy through Traditional Games, an elementary math class on probability and a high school physics class examining the structure of a tee pee and rocket nozzle.

Reconciliation is about exploring the past and choosing to build a better future. Sharing stories of understanding helps one another to build trust. We want to hear about your moments of reconciliation.

Head to the "Education" Tab to access resources.

This site offers many interactive games, lesson plans and activities to support the Algonquin culture.

The Omàmiwininì Pimàdjwowin mission is to revitalize, reintegrate, enhance and protect the cultural traditions, customs, practices, heritage, language and arts of the Algonquins of Pikwakangan First Nation.

This site offers definitions, pronunciations and symbols for learning, understanding representing the Cree language.

If the site doesn't work, please try copying and pasting this address into your browser: http://kids.creedictionary.com/

Learn more about the treaties, treaty relationships and treaty rights that shape Ontario.

On this page
- Treaties
- The treaty relationship
- Treaty rights
- List of treaties in Ontario
- Treaties Recognition Week
- Treaty learning resources

Level 1 - Grade 5+

Learning Outcomes: • I can articulate the purpose of Orange Shirt Day, and how symbols and testimony work to encourage social change. • I can articulate the history of residential schools in Canada and the ongoing intergenerational impact on Indigenous communities.

Essential Questions: • What does Orange Shirt Day symbolize? • What is the Truth and Reconciliation Commission? • What is the work of reconciliation, and what does it mean to you?

5 Films...

"Orange Shirt Day was launched in 2013 to call attention to 165 years of residential school experiences (1831-1996). For residential school survivor Phyllis Webstad, the severing of the threads connecting her to family, community, and culture began in 1973, when the beautiful orange shirt she wore to her first day of school was stripped from her and never seen again. The removal of the orange shirt was the first of a series of destructive methods enforced to deplete her sense of self-worth, erase her culture, and suppress her spirit. Her story is just one of the experiences described by countless survivors, but many others did not live to tell their own story. Intergenerational experiences rooted in the trauma inflicted through residential schools and other forced-assimilation policies continue to ripple through communities today...."

This resource, as the disclaimer says, is a continuing work in progress mapping out territories, languages and treaties. On this website you are able to click on an area and find out about related treaties and Indigenous languages. They have also developed a teacher’s guide.

Our Homes Are Bleeding - Digital Collection

The "Our Homes Are Bleeding" collection has grown out of the stories of cut-off lands in British Columbia. These stories are a part of the history of the reserve system in Canada, aboriginal title and rights and First Nations resistance to colonial assertion of land title.

The digital collection draws together several types of primary materials. The records of the McKenna McBride Royal Commission (1913 - 1916) include transcripts of testimonies given to the Commission, photographs and maps. Additional historical records, including maps, documents, newspaper articles, photographs, audio and video clips, show the continual assertion of aboriginal title and rights. Resource lists, narrative essays, a student webquest and teacher's resources have been developed to support the use of the collection.

Material relating to First Nations, Metis, and Inuit peoples, found in Saskatchewan cultural and heritage collections.

Socially-based Curriculum Unit

In this unit developed for NAC1O (Expressing Aboriginal Culture), students create a collaborative art piece that expresses Aboriginal identity in a variety of areas. The collaborative art piece consists of many individual pieces of art that form together to form the word “pride.” Each letter has a group assigned to it, and each letter is assigned a theme/idea (ie. clanship, land claims, traditional teachings, community activities, etc) that is researched and then expressed in the artwork of each letter and presented to the class.

Students are provided with an opportunity to discover why Aboriginal peoples identify and are concerned with certain social and political issues. They are also given the opportunity to research an assigned topic, express themselves creatively, work in a group setting, discuss salient issues, and present to their peers. The project also fosters a sense of classroom unity via large group collaboration.

This interactive Atlas focuses on historical written evidence of Inuit presence in most of the Canadian Arctic. It contains a selection of material obtained from hundreds of published and unpublished documents produced by explorers, ethnographers and other visitors who were in contact with Inuit during the early contact period or shortly before Inuit moved to permanent settlements. A very significant proportion of those trails and place names are still used today. The Atlas is a database, and the sources can be found through searches, or clicking on the features on the map. Each document has been given a geographic reference (which in some cases, it occupies the whole Canadian Arctic). Whenever possible Inuit place names and trails encountered in the documents were digitized separately.

This YouTube video addresses the issue of how history has effected the lives of Aboriginal peoples in our country. Presented by Truth and Reconciliation Commission of Canada.

Lyrics:
From unmarked graves their bones cry out;
"Don't let what happened to us be forgotten"
Indian hunters were paid for each scalp by the government.
You have nothing to be proud of, my white friend.
but, it's your world. it's your world.
And, if ever there was a perfect crime...
if ever there was a perfect crime...

I grew up in an empty room in a foster house full of strangers.
every dream i had about going home never ever did come true.
They lie broken like the promises that litter every street and every alley in your world. In your world.
And if ever there was a perfect crime...
if ever there was a perfect crime...

From ourselves we hide, from the darkness deep inside.
You took away our pride. And you'll never know what you have done.

If ever there was a perfect crime...
If ever there was a perfect crime...
If ever there was a perfect crime...
If ever there was a perfect crime...

if ever there was a perfect crime...

From unmarked graves their bones cry out; "Don't let what happened to us be forgotten"

First Nations peoples are the original inhabitants of most of the land now called Canada. First Nations people prefer the name First Nations when referring to the collective. Individual Nations are defined by their own languages, cultural, and spiritual traditions rather than criteria developed or established by settler governments or academics.

This resource guide and facilitator's book was created with Walking Together, Education for Reconciliation and The Alberta Teacher's Association.

The resource examines Awareness, Acknowledgement, Atonement, Action, and Truth in Reconciliation.