The following paper was written by a Grade 9 student from Eston Composite School. The paper is very well-written and provides a great example for effective writing and citing sources.
This is a year plan created using GAP resources that any teacher can take and use. This is intended for teachers new to teaching Grade Six, but can be used by any Grade Six teacher to offer ideas of what can be used to teach the content of the Grade Six curriculum.
In the summer of 2015, filmmaker Scott Parker travelled to the great plains of southern Saskatchewan to produce 10 short documentary films based on community-generated ideas. Subjects, themes, even interview questions were all selected using significant community input, and each film was screened with the participants for their feedback and final approval.
Ch 1 - Land Acknowledgement Protocol
Ch 2 - Elder Protocol
Ch 3 Talking Stick Protocol
Ch 4 Potlatch Protocol
Ch 5 Powwow Protocol
Ch 6 Indigenous Cultural Tourism Protocol
You will need to provide your information to download the guide.
"The CASS “Guide to Relationships and Learning with the Indigenous Peoples of Alberta” was developed to support our members, as system leaders, to deepen their understanding of foundational knowledge of the Indigenous Peoples. This Guide was developed through an Indigenous lens by including the voices and teachings of Elders and Knowledge Keepers. Their voices are captured on video and edited to introduce and bring understanding to multiple areas of learning that capture and cover the essential teachings identified by the First Nations, Métis and Inuit Peoples of Alberta."
The Planet Protector Academy: H2Whoa! resource teaches students about water conservation and protection and inspires them to take action.
The resource consists of four 60-90 minute lessons that include content developed with Indigenous elders, culture keepers and artists.
Teachers can sign up on this site and get started.
PLUG & PLAY! MINIMAL PREP!
Print Worksheets, Set Up Projector, Let The Website Do The Rest!
Curriculum Objectives:
- To increase awareness of the residential school system as a major part of the European colonizing effort against Aboriginal peoples, resulting in significant intergenerational impacts.
- To increase awareness and understanding of what Nishnawbe Aski Nation (Ontario) members experienced while attending the 13 residential schools in the region.
- To promote awareness in reclaiming language, culture and skills that were lost as a result of residential schools.
- To promote individual healing in the context of rebuilding links with families, communities and Elders.
Complete lessons (2013, 2002) based on Ontario Curriculum.
Grades 9-12.
HONOURING INDIGENOUS LANGUAGES Toolkit.
Learn common phrases in:
INUKTITUT
CREE
LUNAAPEEW
MICHIF
MOHAWK
OJIBWE
OJI-CREE
The information and insights contained in this document will be of interest to anyone involved in bringing local knowledge to bear in school curriculum. Drawing upon the efforts of many people over a period of several years, Sidney Stephens has managed to distill and synthesize the critical ingredients for making the teaching of science relevant and meaningful in culturally adaptable ways. This handbook will provide teachers invaluable assistance with the task of developing and teaching "culturally responsive science curriculum."
There is mounting evidence that curricular and teaching practices that link schooling to the surrounding cultural and physical environment produce positive results on all indicators of student and school performance. This handbook reflects the most current pedagogical principles that move educational practice from teaching about culture as another discrete subject to teaching through the local culture as a way to bring depth, breadth and significance to all aspects of the curriculum.
During World War II, Charles “Checker” Tomkins fought the enemy with a different kind of weapon. As a code talker in the Canadian military, he used his knowledge of the native Cree language to help develop a top-secret communication system to defeat the Germans.
Socially-based Curriculum Unit
This unit, developed for ENG3E (English, Grade 11, Workplace Preparation - Ontario), uses W.P. Kinsella’s short story anthology Dance Me Outside for a study of the past and present treatment of Natives in Canada, but also for an understanding of the behaviour of non-Natives.
The big ideas that students will understand include: tolerance, awareness, and acceptance of Native culture. The key knowledge concepts include:
- learning about different types of values and value systems as they apply to individuals and different cultures;
- learning more about the definitions of stereotypes, discrimination and racism as they apply to the stories studied;
- learning about standard and non-standard language usage and their place in different societies;
- differentiating between connotation and denotation.
Skills that the students will learn as a result of this unit include reading for meaning and analysis, and critical thinking skills.
The unit culminates in a comparison of the book with its film adaptation.
A Guide for Parents and Families of Aboriginal Students
This resource covers the following topics:
How Can My Involvement Benefit My Child?
How Can I Help My Child’s Learning?
Ideas for Parents and Families of Students in Early Years
Ideas for Parents and Families of Students in Middle School Years
Ideas for Parents and Families of Students in High School
School Partnerships in My Child’s Learning
What Questions Can I Ask About My Child’s Learning?
What Should I Do If An Issue Arises?
Other Sources of Help and Information
This Heritage Minute follows the life of Onondaga long-distance runner Gagwe:gih, whose name means “Everything.” Known around the world as Tom Longboat, he was one of the most celebrated athletes of the early 20th century.
1 min. video
A eulogy is given for Tommy Prince, Canada’s most-decorated Indigenous war veteran.
For more information about Tommy Prince, visit: http://www.thecanadianencyclopedia.ca
Media Description | 5 minutes We're diving for data! With the help of an “eye in the sky” and some savvy scuba surveyors, researchers are estimating the number of herring in the water... by counting their eggs! But modern methods can only tell us so much. To get the full picture, we turn to the people who know the herring best. If you like this content you can see all of the available resources in the Harvest module in the Ocean School Help Centre (https://help.oceanschool.nfb.ca/educational-resources/module-guides/the-harvest-module-guide). >> Activity Description | 5 minutes'Herring census' - Stock assessment survey: Students are challenged to determine which herring stock will most likely have a healthy population in the future! Students perform a herring census using a simplified version of the methods used by scientists at Fisheries and Oceans Canada. An additional data sheet is available with this activity: https://docs.google.com/spreadsheets/d/1BRhtQ3t1PEN3wHJwtZTuELdVH3hnC56jjCCXEFBw95I/template/preview
This site offers a database of lessons and units searchable by content and cultural standards, cultural region and grade level.
Plans de leçon de la revue de La Société Histoire Canada. Excellente ressource pour l'apprentissage de l'histoire canadienne.
Options are provided for I DO, WE DO and YOU DO for this very well-planned Grade 7/8 project.
The historical thinking concepts developed and promoted by the Historical Thinking Project have been incorporated into curricula, classroom resources, and professional development tools. They include:
Provincial Historical Thinking Projects - Application process and criteria.
Blog Archive - Read about the experiences and reflections of four young teachers on the challenges and rewards of working with the historical thinking concepts.
Books - Order books that explore more deeply the teaching with the six historical thinking concepts.
Historical Thinking Posters – A set of six 12 x 17" posters illustrating the Historical Thinking Concepts is available in English and in French.
Demonstrations and Discussions - PD resources to assist in incorporating historical thinking into the classroom.
Lessons - We are currently in the process of transferring lessons from the old site. These are not yet available.
Other Classroom Materials - Teacher’s resource guides, historical thinking lessons developed by other organizations (usually in collaboration with us), and links to websites that contain historical thinking lessons.
Research - A sampling of research related to historical thinking and the curriculum.
Workshops - Contact these experienced workshop providers directly for assistance in professional development.
Use of Materials/Copyright
We encourage the use of resources, lessons, and information from our site, but we ask that you credit the Historical Thinking Project for the ideas and materials, by listing our name and our website URL (www.historicalthinking.ca). Fair use of resources does NOT include posting of HTP power points, videos, or other resources on other sites. Use a link to www.historicalthinking.ca instead.
We want historical thinking incorporated into curriculum, classrooms, and educational resources as widely as possible. When you reference the Historical Thinking Project (www.historicalthinking.ca) you are helping us to achieve this goal.
Meet Tom Longboat, an Onondaga long distance runner who becomes a world-class athlete. French subtitling included. Faites connaissance avec Tom Longboat, un ...