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.

This documentary introduces us to thousands of Indigenous Canadians who enlisted and fought alongside their countrymen and women during World War II, even though they could not be conscripted. Ironically, while they fought for the freedom of others, they were being denied equality in their own country and returned home to find their land seized.

Book- Four Faces of the Moon: is a short graphic novel adapted from a stop motion animated short film that discusses colonization, residential schools and specifically the slaughter of buffalo and other assimilation tactics.

Website- has the stop motion animated film as well as additional information and resources.

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 video outlines Indigenous involvement in WWI, and teaches us about Indigenous war hero, Francis Pegahmagabow.

Producer Anita Hunter – Indigenous Student. See FNMI additional course and Teacher resources at http://www.oneca.com/teacher-resources.html .

"Indigenous Canada is a 12-lesson Massive Open Online Course (MOOC) from the Faculty of Native Studies that explores Indigenous histories and contemporary issues in Canada. From an Indigenous perspective, this course explores key issues facing Indigenous peoples today from a historical and critical perspective highlighting national and local Indigenous-settler relations. Topics for the 12 lessons include the fur trade and other exchange relationships, land claims and environmental impacts, legal systems and rights, political conflicts and alliances, Indigenous political activism, and contemporary Indigenous life, art and its expressions."

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.

Please find a number of units to support high school science from grades 10 in Saskatchewan.

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 project is a year long in-depth inquiry project into the Pacific Rim Region and is fully based on the grade seven social studies curriculum. It does not function as a curriculum replacement but as a "vehicle" to learn the suggested concepts and strategies. The difference is that in this type of approach, you have an individual connection to a region. The project will connect to real-world issues by exploring how geographical features, climate, and available resources influence different Pacific Rim countries, both historically and now. Throughout the entire year it is always easy for you to see the importance and practicality of learning such skills.

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.

Exploring “renewal” and “regeneration” through a holistic perspective, this project presents these concepts through the lens of sustainability. Students make connections to these concepts in the classroom and on the land. Whether they are exploring the impact of fires and controlled burns on the ecosystem or considering ways to regenerate and heal from trauma, students will have the opportunity to consider the many ways that people and the environment can rejuvenate in the wake of real or perceived destruction.In this folder, you will find:1. Teacher Overview2. Science Unit Plan3. Art Extension Unit4. ELA Extention Unit5. Outdoor Education Extension Unit6. Health Extension Unit7. Indigenous Perspectives Extension Unit

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. 

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."

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.

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.

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 ...