Culture is crucial. Teachers want to build it in the classroom. School administrators want to build it in their schools. How do we build relationships with students, set standards, and make school a place where students want to be?

The classroom is a good place to start. This video shares 5 ways to build school culture with your interactive display.

Samsung has a fantastic interactive display called the Samsung Interactive Pro. This is the tool being used in the video, but the same strategies can be used with any interactive display device.

Here are the 5 ways to build school culture with your interactive display:
#1 - Classroom Rules and Norms Brainstorming Session
#2 - Get to Know You Unboxing Video Activity
#3 - Create a Digital Appreciation Board
#4 - Create a Class Banner or Quilt
#5 - Do a Digital "What Do You Remember" Activity

This site has a series of pre-made free lesson plans that are ready to teach right away. MATH, ELA, SCIENCE, SEL, CAREER, ART, DIGITAL LITERACY, TECH, STEM

They have clips of popular movies and TV shows built right in - and you are allowed to use them bc the site is made by AT
&T and Warner Bros.

"The Achievery helps connect students to a new world of digital learning through stories that spark curiosity and content that entertains as well as teaches."

Don't miss checking this one out! You can use the filters to find exactly what you need.

Copy and paste this url into a browser to watch a short 1 min intro video - https://youtu.be/w-y0u82ps3o

You will have to sign up to access the lessons but it's totally worth it.

This learning path is a professional development learning journey and set of classroom resources, grounded in social and emotional learning and curated by experts in the field of equity and inclusion, restorative practices, and education technology. It empowers educators to build the knowledge and capability needed to support equity and anti-racist work with students.

Educators must be courageous and confident in their journey to fully participate in dismantling racism in their learning environments. The intention of this learning path is to deeply question power, privilege, and fragility to interrupt teaching practices that marginalize, isolate, and exclude black, indigenous, people of color (BIPOC) students in the classroom.

In this learning path, you'll:
Deconstruct power, privilege, marginalization, and fragility
Develop individual accountability for becoming an anti-racist.
Apply social and emotional learning skills to learn how to teach from an anti-racist mindset toward building equity in the classroom

In this lesson students are introduced to the concept of “avatars” and share their experiences creating and playing avatars in video games and virtual worlds. They then create avatars using a program that is intentionally limited in terms of available body types and gender markers, first creating an avatar of their own gender and then of the opposite gender, and then discuss the program and relate it to representations of gender and body image in games and virtual worlds and in other media. Students then create avatars using a much more flexible version of the program and compare that experience to the more limited version. Finally, students use the more versatile program to create avatars that represent how they see themselves and how they would like others to see them online and reflect on the choices that went into creating them.

Sign up for a 45 minute virtual field trip, and follow it up with a classroom unit about human rights and being an upstander. The classroom unit includes an inquiry project.

Virtual Field Trip:
Students will learn how to be human rights upstanders by discovering the stories of people who used their personal strengths to take a stand to protect their rights and the rights of others, creating change.

Students will:
1. Learn to identify traits all upstanders possess and understand that each of us also possess these traits in our own unique way.
2. Experience exhibits and the inspiring Museum architecture as if they were at the Museum in person.
Interact with a Museum guide and ask questions to better understand how they can take action for positive change.
3. Engage in discussion, critical thinking and reflection on their role in the protection of their own rights and the rights of others.

Classroom Unit:
The Be an Upstander resource is a project-based learning unit designed to complement the “Be an
Upstander” school program. This resource targets students in middle years and encourages inquiry and
action on human rights issues. Students will examine the traits of human rights upstanders and follow
their example. By the end of the project, students will have had the opportunity to explore an issue they
are personally passionate about, share their knowledge and lead others toward action.

The Be an Upstander website is a digital student experience designed to support student learning as part
of a larger human rights themed, project-based learning unit. Students developing upstander projects
will engage in personal inquiry and action on human rights issues that matter to them. Students will learn
about the traits of human rights upstanders, be introduced to the Universal Declaration of Human Rights
and examine their personal strengths. Following the example of the upstanders they learn about,
students will be challenged to take tangible steps to becoming human rights upstanders themselves.

If you need this resource in a different format for accessibility purposes, please contact
info@humanrights.ca.

Be an Upstander website: https://humanrights.ca/upstander/#/
Complementary teacher's guide https://humanrights.ca/upstander/#/teacher-guide

In this 7 lesson unit plan students will use symbols to create a mixed media sculpture that represents their identities.

The purpose of this Guide is to enhance your students' knowledge and appreciation of the Black Canadian experience, drawing from Lawrence Hill's award-winning historical fiction, The Book of Negroes, the remarkable journey of Aminata Diallo and the historic British document known as the "Book of Negroes." Structured around themes of journey, slavery, human rights, passage to Canada and contemporary culture, this Guide asks students to examine issues of identity, equality, community, and nation-building in both a historical and contemporary context.

In this lesson, students begin by examining the ways their sense of identity might be affected by social pressures associated with different spaces. By watching clips from RUMBLE, students then discover how musicians Robbie Robertson, Stevie Salas, and Taboo have negotiated their Native identities, and compare these musician's journeys with those of earlier Native Americans.

Get a better understanding and appreciation of Indigenous peoples, the role of the monarchy, as well as the languages, anthems and symbols that define Canada’s identity. Recognize the impact of the promotion of gender equality and the protection of human rights and cultural diversity in shaping our country.

This resource contains an abundance of ELA infused, cross-curricular lessons organized by themes for Grades 4, 5 and 6. Non-fiction, poetry and fiction reading lessons are all included. 

"This guide offers two different approaches to teaching Encanto:

1. Show a few specific clips, paired with discussion questions.
2. Show the entire film, paired with a more in-depth lesson plan (below) and handout.

Feel free to use either approach, or even combine the two into one lesson (or an entire unit) based around the movie. If you only have a single class period, it might be ideal to show just a few key clips mentioned below. If you decide to help students delve deeper into the topic, you might show the entire film and have more extensive discussions over multiple days. Of course, you could also use some combination of the two, adapting the lesson to best suit your class's needs."

This lesson and active viewing guide are aligned with CASEL 5 and you can help your students:
*develop interests and a sense of purpose
*show the courage to take initiative
*resist peer pressure
*resolve conflict
*show concern for others' feelings
*reflect on community
*identify solutions

In this lesson, students will discuss what identity means to them and will consider how their own identities are affected by the social and political realities of their time. They will then discuss how four artists—Otto Dix, Pablo Picasso, Dorothea Lange, and Alberto Giacometti—represent individual and universal identities in portraiture.

Explore the elements of art, culture, and identity through this guided lesson based on Leah Dorion's "The Giving Tree: A Retelling of a Traditional Métis Story." We are connected through place and culture! The values, beliefs, traditions, religion, natural environment, recreational activities, music, dance, and art that surround us help to form our identity. We share, listen, learn, and grow from and with each other. Students will think about their own identity and the many pieces that make them unique as they create a painting in the style of Leah Dorion's work.

The lessons in this resource guide are designed to be implemented in a range of courses, such as civics, history, social sciences, English, geography, business, careers, physical education and science. The resource has been produced as a PDF file on CD with an accompanying video on this website. Although the lessons are intended for use with high school curricula, the video and activity sheet may be of use to all Federation members who work with students.

The guide includes resources on:
- land
- residential schools
- health
- identity

Welcome to Grade 6 Arts Ed Course Outline

The focus of this year’s arts education course is identity. We will explore works of art that express ideas about our identity as well others’ identity and how it is influenced. Some of the ideas we will explore will be: pop culture, cultural heritage, peer groups, personal and family interests.

After doing facial feature sketches and a portrait shading practice, the students created their own self portraits. They were asked to create one realistic side in black and white, and one side including symbols about their identity which was completed in color.

This comprehensive site from North East School Division provides resources for:

*Elementary Students - Arts, Social Studies, ELA, Health, Science

*High School Students - Arts, Social Studies, Math, Health, Science, French, ELA, Drama, PAA, Psychology

*Multi-Age

*Adults & Teachers

*Legends

An easy to read and understand guide to all things "Canada"! Note: to update, please use "King" instead of Queen.
Contents:
-The oath
-Rights and responsibilities of Canadians
-Who are we?
-History of Canada
-Government of Canada
-Elections in Canada
-Justice system
-Symbols of Canada
-Economy
-Geography
-Websites

These 3 - 5 minute YouTube videos show students how to dance the various Pow-Wow dances in a step-by-step instructional video. The Pow-Wow dances include Men's Fancy Dance, Men's Grass Dance, Chicken Dance, Jingle Dance, Double Beat, Crow Hop, Traditional, and Old Style.

In this LIVE Arts installment Kevin and Nyle explore Indigenous stories and storytelling. Students write their own stories and use them as the basis for a visual artwork that combines text, image and color.