This online lesson provides perspectives from Native American community members, images, objects, and other sources to help students and teachers understand the efforts of Native Nations of the Pacific Northwest to protect and sustain salmon, water, and homelands. Scroll to begin an exploration of the Pacific Northwest history and cultures.

As Cree people, we were given the gift of being named for the four parts of human beings. Nehiyawak, we were called.

It means being balanced in the four parts that are found in the four directions of the Medicine Wheel. These four parts for human beings are the spiritual, physical, emotional and mental aspects of the self. We need to try and balance these four parts that were given to us, to function as people.

The fire is in the centre of the Medicine Wheel. That is where the meaning of the teachings comes from. For me this fire is also the self. When you look at the Medicine Wheel, you start from self. And as you look out, you make your circle.

This is how the Medicine Wheel represents the life journey of people.

The Piikani Nation is part of the Blackfoot Confederacy. The Siksika, the Bloods, and the Piikani all speak the Blackfoot language, and we’re all part of Treaty 7 in southern Alberta - along with the Tsuu T’ina, or Sarcee, who speak a different language.

When they put in the border for the United States, they put it right through our Piikani territory. Half of us were sent to the states and the other half went north. So we became the northern Piikani. The Southern Piikani are across the border in Montana.

This content covers financial planning, goal setting and elements that influence financial decisions. Uniquely tailored to Indigenous students’ experiences and histories, Financial Empowerment covers a wide range of topics in financial planning, personal finance, and financial decision-making. Threaded throughout with Indigenous and Canadian content, videos with Elders are also included, offering students their perspectives to enhance the learning experience.

This Treaty focus will be implemented in the Grade Four Social Studies quite well, and has been a part of the current curricula. My objective is to focus on the Treaty information and the impact that the Indian Act of 1876 had upon the First Nations of Saskatchewan. To do this, I plan to use the government Treaty Kit more, and obtain information from our liaison teachers in the school for materials, ideas and suggestions. In particular, there are Smartboard activities , and interactive websites from FNIM. Much of the Social studies content is on Saskatchewan, the Land, The People, interactions and interdependence of individuals, societies, cultures, and nations. Fitting specific Treaty information and essential learnings can mesh with this subject, though many FNIM topics are also in the Language Arts and Science. My goal is to focus study on the treaties themselves, the Indian Act of 1876, and its implications and results, and through various forms of evaluation, have results that show the students have a better understanding of this goal.

This document outlines all Grade 8 Arts Ed outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.

The impact of treaty making in Canada has been wide-ranging and long standing. The treaties the Crown has signed with Aboriginal peoples since the 18th century have permitted the evolution of Canada as we know it. In fact, much of Canada's land mass is covered by treaties. This treaty-making process, which has evolved over more than 300 years between Aboriginal and non-Aboriginal people in Canada, has its origins in the early diplomatic relationship developed between European settlers and Aboriginal people. As the two parties made economic and military alliances, Canada began to take form. These diplomatic proceedings were the first steps in a long process that has led to today's comprehensive claims agreements between the Crown and Aboriginal groups.

As climate chaos increases around the world, Michelle Week, a farmer outside of Portland Oregon is drawing on her Sinixt indigenous knowledge to adapt her farm to the changing seasons. By practicing techniques like seed saving and dry farming, Michelle is combating the increasing food security crisis while continuing to provide fresh food to her local community.

Women of the Earth is a new show on PBS Terra, produced by Summer Moon Productions, featuring stories of women across America who are leading a new movement to restore and protect the land. By focusing on women in land stewardship roles like farmers and shepherds, the series will explore women’s unique relationship to the earth and their innovative undertakings to heal the earth from climate change.

This short video from CBC talks about how to talk about Indigenous people in Canada.

Through traditional ecological knowledge and ocean navigation, understand how the indigenous peoples around the world succeeded on their lands well before modern science and technology were invented. Compare this knowledge to modern ocean navigation by diving head first into the Volvo Ocean Race, a sailing race across the globe with sustainability at its heart. Discover the incredible things which all peoples are able to accomplish through their understanding of place, nature, and the ocean.

Have you ever wondered what it would be like to live in an igloo?It would be pretty cold compared to the houses we live in now. Could you imagine living with over forty other people in one big house? Living with that many people would be like sharing a house with your whole class and all the teachers in your school!

The environment that we live in affects everything that we do. Canada is a country with a lot of different environments. There are parts of Canada where the temperature is freezing and all you can see is snow for most of the year. There are places where it rains a lot of the time and places where it is very dry. There are places that have mountains and some that are flat. There are rivers, lakes and oceans. Canada has a very diverse landscape.

In the past, First Nations were the only people living in Canada.They are the First Nations because they were the first occupants of North America. In Canada, each First Nation had to adapt to their environment in different ways. The houses they built, the food they ate, and the activities they did were all greatly affected by the environment they lived in.

Here you can look at three different aboriginal cultures from three different parts of Canada: the Huron, the Haida, and the Inuit. You can compare them to see how different their ways of life were because of where they lived.

Teaching resources available.

The Children’s Health and Well-being Measure (ACHWM) is a tool that gives Indigenous communities and organizations an overview of the health and well-being of children and youth in their communities.

The measure offers insight into children's Spiritual, Emotional, Physical, and Mental wellness.

The survey is completed on a tablet that engages children and acts as a catalyst for honest conversation. The results are shared with each child or youth in a visual form on the Balance Chart.

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.

This document helps support students and teachers wishing to engage with Indigenous perspectives in science. It also covers why it is important to connect to local Indigenous communities, provides suggestions on how to develop student understanding, and shares examples of how student science research can directly connect to the
Canadian Truth and Reconciliation Calls to Action.

Also check out the Indigenous Engagement Starting Points Checklist which provides a list of Indigenous groups and/or individuals you/your students can reach out to, to start this connection. A question checklist is also provided to help support those starting discussions.

This site features over 300 videos of fireside chats with Indigenous leaders across Canada and their careers.
Many videos include reflection and discussion guides.
You can explore by Career, location or community. Click on the fire to get started.

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 people have long passed on knowledge from generation to generation through oral traditions, including storytelling. Storytelling teaches history, values, beliefs and ways of life.

Enjoy this series of oral stories told by Elder Hazel, where you'll hear all kinds of fascinating stories.

Throughout Canada's history, Indigenous peoples have helped shape this land into the country we know today. Before Canada became a country, Britain's military alliances with First Nations were a key part of the defensive network of British North America.
During the War of 1812, First Nations warriors and Métis fighters played important roles in the defence of these British territories against invading American forces. Thousands of First Nations warriors and Métis fighters fought beside British troops and Canadian settler militias during the war.
These Indigenous allies were often accompanied by officials from the Indian Department who spoke Indigenous languages and who could help First Nations war chiefs and British military commanders speak to each other.
First Nations and Métis communities sided with the British during the war because they shared a common goal: to resist American expansion. More than 10,000 First Nations warriors from the great lakes region and the St. Lawrence Valley participated in nearly every major battle.
For British military leaders such as Major-General Sir Isaac Brock, commander of Britain's forces, First Nations warriors strengthened local garrisons and were seen as exceptional fighters.
In Canada, the war was fought on three main fronts: in the western great lakes region, the Niagara region and the St. Lawrence region. In each region First Nations warriors helped repel the invading American forces.
First Nations warriors from the Ojibwa and Dakota fought at the Battle of Michilimackinac. The Ojibwa, Odawa, Pottawatomi and Shawnee fought at the capture of Detroit. Six Nations warriors fought during the battles of Queenston Heights and Beaver Dams. The Algonquin, Mohawk, Huron and Abenaki fought at the Battle of Châteauguay.
According to several British commanders, these important battles were won in large part because of the participation of their Indigenous allies.

This site, hosted by the Lac La Ronge Indian Band, offers many opportunities for students to gain proficiency in the Cree language through:
- interactive activities to help learn Cree
- songs and audio in Cree
- instructional videos for learning Cree (on FaceBook)