Meet Tom Longboat, an Onondaga long distance runner who becomes a world-class athlete. French subtitling included. Faites connaissance avec Tom Longboat, un ...
This package is the online accompaniment for our feature travelling education kit: History Box. In this package you’ll find digitized copies of each object found in the box, historical context, additional resources and activity suggestions. You do not need to borrow the kit to use this online resource.
This package contains objects and resources that are represented in the Canadian Museum of History’s signature exhibition, the Canadian History Hall. Collected from across the country, and highlighting varied perspectives, these objects illuminate the richness and diversity of the Canadian experience. They can be used as entry points to discussions on different periods in Canada’s history, or as lessons in historical inquiry that can build students’ critical thinking and historical inquiry skills.
To book a History Box, or for more information, please visit historymuseum.ca/learn/history-box.
The topics covered in this History Box include Early Canada, Colonial Canada, and Modern Canada.
There are two types of activities: Package Activities and Object Activities.
Package Activities are project-based activities designed to accommodate one or more classes. These activities involve the use of historical thinking concepts while exploring the whole package, resulting in a more comprehensive experience.
Object Activities are short inquiry-based activities that typically take 5–25 minutes. These activities encourage students to think critically about the objects being presented, and to use historical thinking concepts.
Both types of activities were created with the guidance of educators from across Canada, and incorporate current educational theory and approaches.
Is everything accessible?
We know that everyone accesses information differently, and have tried to ensure that package content addresses the varied needs of students and educators. Some of the many ways in which these packages support accessibility:
- Three levels of historical context to accommodate different ways of learning.
- A variety of media, including audio and video content, for diverse learning abilities.
- Multiple activity suggestions for diverse learning abilities.
- Content can be read with Assistive Technology applications.
- Downloadable and printable content that can be accessed offline.
- Transcripts for video, audio and hard-to read archival documents.
- Video subtitles in both official languages.
- Content is available in both official languages.
- Website complies with Website Content Accessibility 2.0 AA Guidelines.
Eleven of the ninety-four Calls to Action of the Truth and Reconciliation Commission of Canada (TRC) final report are specific to education. Call to Action 63, “Building student capacity for intercultural understanding, empathy, and mutual respect,” challenges Canadian education systems to focus on students’ understanding of Indigenous human rights and social justice initiatives. Non-Indigenous students are now beginning to learn about the truth of residential schools, treaties and other long-standing issues facing Indigenous communities such as lack of clean drinking water, housing and food shortages. Truth and reconciliation is a spiritual and emotional journey required of all students and educators – from the head to the heart – that will unfold differently for everyone.
Échéance: le 26 janvier 2024
ARTS & COMPOSITIONS
«Les élèves qui participent au volet arts et compositions sont invités à soumettre une œuvre d’art, un essai ou toute autre représentation qui exprime leur vision de la réconciliation au pays. Jusqu’à douze projets seront choisis dans le volet arts et compositions et seront inclus dans un livret artistique présentant leur œuvre et leur message. »
PROJETS
«Les élèves qui participent au volet projets sont invités à aller plus loin en soumettant un plan et un budget pour leur vision de la réconciliation dans leur communauté ou leur école. Les projets suivants sont envisagés : inviter des survivants, des aînés ou des gardiens du savoir à prendre la parole dans le cadre d’une série d’activités d’apprentissage; construire une installation artistique permanente représentant la réconciliation à l’école; ou encourager le bénévolat dans les communautés sur le thème de la réconciliation. Six projets du volet projets recevront 750 $, six recevront 1 000 $ et trois recevront 1 500 $. Ces projets seront également reconnus dans un livret artistique.»
FORMATION AU LEADERSHIP & CÉRÉMONIE NATIONALE
«Douze projets du volet arts et compositions et du volet projets seront sélectionnés et honorés lors d’une cérémonie nationale. Les élèves responsables de ces projets auront la possibilité de participer à des exercices de formation au leadership en ligne. Les élèves dont les projets auront été sélectionnés dans le volet projets recevront une micro-subvention pour concrétiser leur vision de la réconciliation au pays.
Pour en connaître davantage, veuillez communiquer avec l’équipe du programme Imaginez le Canada :
Téléphone : 204 474-6069 ou sans frais au 1 855 415-4534 (Amérique du Nord)
Email: imagineacanada@umanitoba.ca »
The National Centre for Collaboration in Indigenous Education connects communities with each other to share their stories about Indigenous education across Canada and around the world.
Playlists of short films are available.
In honour of Truth and Reconciliation Week, the Canadian Olympic School Program is proud to feature the stories of two distinct Indigenous Team Canada athletes, Jesse Cockney and Jillian Weir. Through their personal growth and achievements, they have brought Indigenous voices to the forefront.
Students will explore the themes of gratitude and inclusion, making links between their world, curriculum and stories.
Athlete Stories are available in two different reading levels, Kindergarten – Grade 3 and Grade 4- 6. Each story is accompanied by discussion questions and learning activities that teachers can easily integrate into their curriculum.
This is a well-organized site that is easy to navigate and is available in both English and French.
There is much information on this site and I would encourage you to explore and read this resource online.
Topics include:
Truth & Reconciliation
First Nations
Inuit
Metis
Indigenous Saskatchewan Encyclopedia
Over 200 entries about Saskatchewan's Indigenous history for you to discover
The Indigenous Voices and Reconciliation learning channel aims to engage learners in discussions about Canada’s colonial history and its impact on Indigenous communities. Explore our collection of films by distinguished Indigenous filmmakers, creators, and allies.
This is an interview with First Nations lawyer and poet Francine Merasty. The interview is in three parts with each part focusing one one of her poems.
Part 1 Homebound-Residential Schools
Part 2 Fiery Woman-60's Scoop
Part 3 Reconciliation- TRC Calls To Action
Homebound-A Reading and Conversation with Cree poet Francine Merasty on the healing power of poetry. With grace and wit, Francine discusses how has helped her deal with the trauma of residential schools and celebrate the strength of her family.
This resource aims to support educators, school administrators, and community members facilitate more culture-based learning on the land. It was created by four Dene and Metis education resource developers, hired by the Dene Nation in summer 2020.
The lessons in this document can be used as stand-alone activities to bring more cultural learning into classrooms and to get students learning outdoors during the regular school day. However, in order for students to build deeper connections with the land, culture and language, the ideal practice would be to bring them out on the land for more extended experiences. The lessons in this document can be used as part of multi-day culture camps, for example, or other outdoor excursions.
The “Camp Logistics” section of this document aims to facilitate this type of extended on-the-land learning. It provides sample gear lists, safety protocol suggestions for organizing a camp. Section A of the appendix also includes sample schedules or organization materials to help with this.
Lessons in this document can be used as starting points for a whole week of activities on the land, for example. Since each community is different, we encourage educators to reach out to cultural knowledge holders in their own community, to explore other activities that would connect with the ones described here. For example, the lessons on Labrador tea and sweetgrass in this document could turn into a week-long medicine camp, in which students learn about the protocol around harvesting and processing several different types of plant medicines with the guidance of local Elders.
This is a collection of fabulous resources to integrate FNME into your classroom.
Some resources include:
*English First Peoples (gr. 10-12)
*Science First Peoples (gr. 5-9)
*Indian Residential Schools and Reconciliation Teacher Resource Guides (gr. 5-10)
*Math First Peoples (gr. 8-9)
*Career Journeys Role Model Program
*Online Catalog
*More
Contains a list of suggested videos to help learn more about truth and reconciliation as well as the legacy of residential schools. Many of the videos are intended for adult learning while others are appropriate for classroom use.
Also contains resources that teachers and other professionals may find useful when learning about truth and reconciliation as well as the legacy of residential schools.
This site houses great resources for teaching Government.
You can sort resources by grade (K-12), subject, or topic.
Topics include: relationships, mock trials, elections, government, treaties, families, law, youth criminal justice act, courts, drugs and alcohol, creating laws, democracy and more.
The Legacy of Hope Foundation is a very comprehensive site that offers lots of great resources that help to promote healing and Reconciliation in Canada. The Legacy of Hope Foundation's (LHF) goal is to educate and raise awareness about the history and existing intergenerational impacts of the Residential School System (RSS) and subsequent Sixties Scoop (SS) on Indigenous (First Nations, Inuit, and Métis) Survivors, their descendants, and their communities to promote healing and Reconciliation.Check out each of the sections to see the great resources they have to offer.
Des ressources fournies par l'Institut de l'art canadien:
« Plans de cours et ressources en libre accès pour la communauté enseignante. Nos guides pédagogiques offrent la possibilité d’enseigner une multitude de matières – des changements climatiques à la nutrition, de la justice sociale aux études sur le genre, et de la décolonisation aux mathématiques – par le biais de l’art et des artistes qui ont défini la culture visuelle au pays.
Écrits par des expert·es, révisés par des enseignant·es et créés en partenariat avec des conseiller·ères culturel·les, nos guides pédagogiques sont offerts gratuitement en français et en anglais, et sont composés d’activités suscitant la réflexion, de plans de cours à suivre étape par étape, de ressources numériques supplémentaires et d’une banque d’images en un diaporama PowerPoint téléchargeable. »
This learning resource is made for students in Grade 4 and it is correlated to the outcomes and indicators in the provincial curriculum. It can be adapted to higher grade levels if desired. The young, future leaders of the Métis Nation–Saskatchewan can gain an early understanding of the concept of governance and of how our Nation is governed while being part of larger communities, the province, and Canada
"The purpose of this support material is to assist educators in using collaborative inquiry to engage in conversations and develop actions to deepen their own, their students’ and communities’ understanding of residential school experiences and related issues that affect the process of reconciliation in Saskatchewan.
These materials may be used in a variety of contexts such as staff meetings, professional learning groups, workshops, school councils and community gatherings. The sample conversation questions and actions may also be useful for individual teacher reflection and planning."
Conversation 1 - What is Reconciliation
Conversation 2 - What do we know about SK residential schools?
Conversation 3 - How can we incorporate culturally-responsive practices in our classrooms to honour the Truth and Reconciliation recommendations and calls to action?
Conversation 4 - How can we move forward...?
Additional Supports
Other Projects in SK
Engaging lesson plans based on the Five Foundational Knowledge Themes. Educators have the opportunity to build their foundational knowledge while delivering Métis content through lessons that reflect promising practices.