NFB educational playlists are selections of films on themes that tie in with Canadian curricula and address the important issues of the day. Many of the playlists are also linked to our study guides.

Welcome to the Teacher’s Guide for Indigenous War Heroes, developed by the Wasauksing War Hero and Native Veteran’s Educational Awareness and Commemoration Project. The guide and associated website use the story of Francis Pegahmagabow as a launching point to provide educators and students with a framework and resources for understanding the military contributions of First World War Indigenous soldiers, as well as the cultural and political landscapes in which they lived.

The lesson plans explore the connections Francis Pegahmagabow’s life story has with many Indigenous veterans, thus helping illustrate the larger picture of Canada’s historical relationship with local Indigenous peoples. However, it is important to note there are always a diversity of stories and experiences in any complex situation. Not all Indigenous veterans’ experiences will be the same, and all unique stories are valuable contributions to our overall understanding of history.

"These lesson plans relate to Indigenous ways of knowing and being through building relationships to the natural world and understanding the past in order to foster healing and resiliency. Some lessons demonstrate how Indigenous knowledge can support a deeper understanding of the land and the changes that are a result of climate change. Others are focused on remembering ancestors, understanding treaties and exploring culture through traditional land-based practices (such as hunting, gathering medicines, weaving, drumming, shelter building, tree tapping, etc.)."
*politics
*bison, butterflies, caribou
*interdependence
*drum, flute, elements of art, weaving
*creation stories
*Indigenous stories
*land learning
*land based education
*gum tea, spruce, maple syrup, salmon, medicine walk
*colonialism
*seasons
*coding
*elders
*Inuit naming, igloos
*resilience
*Sacred water
*circle
& More

The Indigenous Wellness Framework Reference Guide stems from Honouring Our Strengths: Culture as Intervention in Addictions Treatment, a three-year study funded by the Canadian Institutes of Health Research. Led by a partnership between the Assembly of First Nations, Centre for Addiction and Mental Health, National Native Addictions Partnership Foundation and the University of Saskatchewan, the study examined the strengths of First Nations culture in drug and alcohol treatment.

Indigenous and Northern Affairs Canada (INAC) continues to renew the nation-to-nation, Inuit-Crown, government-to-government relationship between Canada and First Nations, Inuit and Métis; modernize Government of Canada structures to enable Indigenous peoples to build capacity and support their vision of self-determination; and lead the Government of Canada's work in the North.

This YouTube channel offers many videos with Indigenous content.

Please subscribe for more INAC videos: http://goo.gl/esyayp

Get more INAC: http://www.aadnc-aandc.gc.ca/

From St. John's Newfoundland, to Haida Gwaii, British Columbia and Cape Dorset, Nunavut, Aboriginal and northern people and communities across Canada have success stories to share.

Through this website you can learn about community-driven efforts to improve the lives of Aboriginal and non-Aboriginal individuals, families and communities.

>> Media Description | 5 minutes
For millennia, the Haíɫzaqv have depended on the seasonal cycles that bring ocean resources to the coast. Every generation learns to harvest in a sustainable way. But now these resources are dwindling. And it's up to us—all of us—to work together to put things back in balance. 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 | 45 minutes
Balancing act "c̓isḷa" comic activity. Students learn more about c̓isḷa—the act of looking after and taking care of something important. Students then create a comic that illustrates people taking care of and giving back to nature.

>>Get the activity
Here is a Google template link of the activity: https://docs.google.com/presentation/d/1RTA7LqU6EkCdlMngDHlQL4O6h5SVRtMYIKo8Or-6Fr4/template/preview

>> About the Indigenous content
This content was filmed and developed on unceded Haíɫzaqv homelands and waterways in direct collaboration with members of the Haíɫzaqv Nation. The Haíɫzaqv are an Indigenous Nation living in (what is currently) Canada's province of British Columbia (http://www.heiltsuknation.ca/about-2/territory/). We are sincerely grateful to the Haíɫzaqv Nation for allowing Ocean School to be guests in their territory, for sharing their stories and knowledge, and for collaborating with us for this module. All Haíɫzaqv language use in Ocean School content is overseen by the Heiltsuk Integrated Resource Management Department (https://www.hirmd.ca/).

>> About Ocean School
Ocean School is a free educational resource from the Canadian Government about the ocean, through Dalhousie University, Ingenium - Canada’s Museums of Science and Innovation, and the National Film Board of Canada. Ocean School is inquiry-based, entirely online, available in English and French, and for students in grades 5-9. Learn more about the Ocean School project at our What is Ocean School page.

>> Available in French
This same media is available in French here: https://www.youtube.com/watch?v=6MdRoCy8AZw
This same activity is available in French here (Google Template): https://docs.google.com/presentation/d/11XZeCZu0ICsb18DzBzUe1Kc-VcPYwMIZDm5mjf34nM8/template/preview

>> Accessibility
Captions and Transcripts are available for Ocean School content. Captions are within the Ocean School platform (or on YouTube) and transcripts can be found in the module guides: https://help.oceanschool.nfb.ca/educational-resources/module-guides

>> Please note: Ocean School activities are not stand-alone lessons (they do not cover all aspects of one topic or subject) but instead supplement learning through dynamic and engaging experiences.

Indigenous habitation dates back to 10,000 years ago. By the 1600's, the A’aninin (Gros Ventre) followed the bison herds in this area. More recently, the Nakoda (Assiniboine), Nehiyawak (Plains Cree), Niitsitapi (Blackfoot), Dakota and Lakota (Sioux) also inhabited this grassland area on a seasonal basis

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.

Looking for simple gross motor activities you can do indoors? This is the mega list!

At Indspire we are committed to supporting communities and educators in helping students become the leaders of tomorrow. Indspire’s Guide for Educators of Indigenous Students is designed for educators of Indigenous students. The 2nd edition of Indspire’s Guide for Educators of Indigenous Students was created using valuable educator feedback gathered through conversations and surveys. Within these pages, you’ll learn about professional development programs and events, resources to support educators in the classroom, career planning events for educators and students, and much more.

Visit the website to download the guide.

Students use a simple set up consisting of a coil of wire and a magnet to visualize induced EMF. First, students move a coil of wire near a magnet and observe the voltage that results. They then experiment with moving the wire, magnet, and a second, current carrying coil. Students connect the coil to a circuit and the current from the induced EMF charges a conductor.

This activity demonstrates Lenz's Law, which states that an induced electromotive force generates a current that induces a counter magnetic field that opposes the magnetic field generating the current. In the demonstration, an empty aluminum can floats on water in a tray, such as a Petri dish. Students spin a magnet just inside the can without touching the can. The can begins to spin. Understanding what happens can be explained in steps: first, the twirling magnet creates an alternating magnetic field. Students can use a nearby compass to observe that the magnetic field is really changing. Second, the changing magnetic field permeates most things around it, including the aluminum can itself. A changing magnetic field will cause an electric current to flow when there is a closed loop of an electrically conducting material. Even though the aluminum can is not magnetic, it is metal and will conduct electricity. So the twirling magnet causes an electrical current to flow in the aluminum can. This is called an "induced current." Third, all electric currents create magnetic fields. So, in essence, the induced electrical current running through the can creates its very own magnetic field, making the aluminum can magnetic. This is activity four of "Exploring Magnetism." The guide includes science background information, student worksheets, glossary and related resources.

In which John Green teaches you about the Indus Valley Civilization, one of the largest of the ancient civilizations. John teaches you the who, how, when, where and why of the Indus Valley Civilization, and dispenses advice on how to be more successful in your romantic relationships.

You probably know some of the signs of industrialization in the nineteenth century: Trains connected cities, symbolizing progress. But they also brought about the destruction of rural lands, divisions between social classes, and rapid urbanization. But there's a whole lot more to talk about in this episode of History of Science!

This short video and interactive assessment activity is designed to teach third graders about inequalities.