We were learning about the importance of First Nations peoples to Canada in Social Studies 5. Students learned about the Medicine Wheel, the importance of the Circle to FN history, and how the FN structures their government, among other concepts. After researching, students compared FN peoples` way of structuring their government with Hutterians` government structure, and found them to be quite similar, which was an eye opener for them. Using a retelling strategy, students worked in small groups to find out certain information, and then as a whole group to share their findings. Students then took the information and as a whole group, collaborated to design a poster that could be hung in any classroom in Canada, showing the structure of government of First Nations people.

Aboriginal Literatures in Canada: A Teacher’s Resource Guide serves a double purpose: to encourage the teaching of Aboriginal literature in English high school curricula across the country because Aboriginal students deserve to be taught texts they can relate to and, because non-Aboriginal students should be educated about Aboriginal culture, history and contemporary life through the richness of Aboriginal writing with its innovative uses of the English language. Various works of Aboriginal literature are included.

"Alberta Native News has been an outstanding source of Aboriginal news and viewpoints since 1984 distributing 12,000 copies monthly to all First Nation and Inuit communities, Metis settlements and Friendship Centres throughout Alberta, Manitoba, Saskatchewan, Northern BC, the Yukon, Nunavut and Northwest Territories.

Alberta Native News is a monthly, independent tabloid newspaper that features national and regional news and focuses on issues that are important to the Aboriginal communities across the country."

Students sat in a circle around a collection of about twenty posters of First
Nations art laid on the floor. Students shared thoughts about what they saw in
common in many of the pieces of art (ie. Animals, faces, colors, etc.)
Students looked at the piece of art nearest them and looked for animals, faces,
etc. We listed the ideas that had been shared.
The following day, students were given a graphic organizer containing each of
the ideas generated the day before. In pairs, they analyzed one piece of art
they’d not seen before. They completed the graphic organizer and were asked

The Buffalo: A Treaty of Co-operation, Renewal and Restoration.

This site offers the history of this Treaty, the relationships it involves, related films and news articles and access to the Buffalo Treaty blog.

In 2008, a group called the Truth and Reconciliation Commission (TRC) was made. Their job was to listen
to stories about residential schools and then write the stories down so we can learn from our mistakes.
In 2015, the Truth and Reconciliation Commission announced their 94 Calls to Action. These are 94
activities all governments, courts, businesses, schools, and people living in Canada can do to help fix the
mistakes of the past and present so that all children – including First Nations, Métis, and Inuit children –
can grow up happy, healthy, safe, and proud of who they are.

This booklet is written by Spirit Bear as a youth-guide to the TRC’s 94 Calls to Action. Each of the calls is outlined in student-friendly language that will give them a deeper understanding of Truth and Reconciliation process.

Lesson plans to support learning about Canadian History.
Highlights:
- Treaties
- Treatment of minorities
- Expo '67
- World War I & II
- Gold Rush
- New France
- Historical Consequences
- Red River Settlement

Canadian art is a door to learning about a wide range of subjects.

The Art Canada Institute teacher resource guides presented here offer students the opportunity to study a multitude of subjects—from environmental awareness to activism, social justice to gender studies, politics to computer science (to name a few)—through the art and artists who have defined this country’s visual culture.

Following our provinces’ education curricula, the teacher resource guides provide multidisciplinary learning activities that reveal how Canadian art powerfully reflects our world so we can better understand it.

Activities for K-12!

This timeline presents key events and developments in Indigenous history in what is now Canada, from Time Immemorial to present. While no timeline can be exhaustive in its coverage, it provides a broad chronological overview to support educators and students.

The online Canadian Encyclopedia, funded by the Government of Canada, has a specific site/section on Indigenous
Peoples that includes interactive resources for teachers and others.

The Grade 6 and 8 Social Studies classes will collaboratively create a display
demonstrating Canadian treaties. This will provide the students with an
opportunity to be engaged in a high-level task, discussing, making shared
decisions, and designing a product that demonstrates deeper learning.

The importance of family is prominent throughout the works, The vibrant colours represents the joy of life, it is meant to inspire hope, success, and happiness. These paintings are a tribute to my late mother who was my guide throughout my life, my late Grandmother for her strength in cultural beliefs and traditions, and my children for the inspiration they give me, Meegwetch.

- Kevin Peeace

This site provides demographic information about young Aboriginal children in Canada. Statistics provided by information collected in the 2016 census.

Every culture has its stories. Long ago, before people invented writing, stories about important beliefs, deities, heroes, and experiences were told and retold. The best of these were passed by word-of-mouth from one generation to the next to form an important part of our heritage. Some early stories were told in the form of poems, others in the form of songs, and others in the form of what we now call tales or narratives.

Each of these stories has something important to tell and teach us. The main characters challenge us to explore the complexity and fragility of being human. They force us to examine our relationships with others and our environment, our many faces of virtue and our human failings. They force us to relate the values, behaviours, and attitudes of the characters in the narrative to our own personalities and our own lives. Many of the stories are tales that give us a window into the values, beliefs, and practices of people past and present.

These narratives not only teach and entertain but also make us think about the big questions regarding human nature and the meaning of life that have confronted humankind through the ages.

Indigenous art colouring page in honour of National Day of Truth and Reconciliation/Orange Shirt Day
Child, Heart, Florals

Through Problem based learning the students will take the perspective of a fictional character from the mid 1800’s to gain a perspective on the external forces that pushed Canada towards Confederation. The students will be given disclosures that guide them to further enquiry regarding topics like the U.S. manifest destiny, the British Corn Laws, the Treaty of Reciprocity, the U.S. Civil War, and the Fenian raids into Canada. Through this enquiry process, the students will be challenged to use the historical thinking concepts of: historical significance, continuity and change, cause and consequence, and historical perspective. Once the students have completed their research around all of the disclosures they will then need to write a speech that outlines what they believe to be the best course of action for the elected assembly of Canada to take, considering all of the external pressures that are on the British colonies of North America at this point in history. The students are required to be creative in their speech as they do not have any information in the disclosures that tells the students that these events would contribute to Canada’s Confederation in 1867.

Bebe jumps at the chance to play a drum when she and Mo are invited to visit a First Nations powwow with Bob Goulais, while Gavin learns all about totem poles in British Columbia.

IF THE VIDEO DOESN'T PLAY CLICK "VIEW ON YOUTUBE" TO WATCH. OR COPY AND PASTE THIS URL INTO YOUR BROWSER https://www.youtube.com/watch?v=C2xry8Truu4

This site has links that provide information on the following:
- Aboriginal Business Opportunities Network (ABON)
- Economic Development
- Northern Saskatchewan Business Directory
- Aboriginal Business Service Network
- Gaming Trusts and Grants

The SSBA offers First Nations and Métis Education Services, in support of its strategic plan and the Indigenous Council. The Indigenous Council consists of all self-identified First Nations and Métis school board members in Saskatchewan. The Indigenous Council elects one member to act as the Indigenous Constituency Representative on the SSBA Provincial Executive. Currently, the Council represents 11 per cent of all Saskatchewan school board trustees. Prior to the October 2016 school board elections, nine per cent of all Saskatchewan school board trustees had self-declared as Indigenous.

SSBA First Nations and Métis Education Services include:

Supporting the Indigenous Council in advancing initiatives, projects, and programs
Indigenous culture and reconciliation presentations
Advancing the Association’s Strategic Plan as it pertains to FNME priorities
Information and research
Resources

FNME Achievements and Resolutions
FNME Research Centre Reports