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.

*activities, galleries, lessons, tutorials, course collections!
200 resources!

"Educators and students across Canada can access ArcGIS software, support and teaching resources for free. All our resources are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International, and we encourage educators to share and adapt our resources to work with their courses.

ArcGIS is a powerful tool for learning in social studies for various reasons. It allows students to tell stories by visualizing, analyzing, and interpreting data related to location and place. This can be incredibly valuable in social studies, where understanding the spatial relationships between historical events, cultural phenomena, and natural resources can help students develop a deeper and more nuanced understanding of the world around them. Check it out"

This resource is a full book online.

"Financial Empowerment is designed for a single-semester introduction to financial planning and decision-making, in order to provide first and second-year students with the necessary financial literacy and skills needed to make sound financial decisions, assess financial risk, and achieve financial success. This textbook attempts to speak to the varied backgrounds, knowledge systems, and experiences of Indigenous and non-Indigenous Canadians by providing Indigenous and non-Indigenous perspectives on personal finance and financial planning using examples and information from Elders, the Canadian financial system, and the economy. Additional resources can be found at https://www.uregina.ca/oer-publishing/index.html."

"Find various Canadian financial literacy programs for classrooms and for those learning on their own.

The resources and programs on this page have not been connected directly to curricular outcomes in Saskatchewan. However, many educators, students, and families will find connections within these recommended sites since the themes of various modules in these programs clearly connect to Financial Literacy curricular outcomes. Teachers who have questions about connecting content to curricular outcomes can contact SaskMoney at the bottom of this page."

Includes:
*Indigenous Learners
*English Language Learners
*Recommended Programs

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 colouring book represents the collective efforts of 19 Indigenous artists,
and celebrates a diversity of health and wellness perspectives.

Colouring is an activity that can increase mindfulness and decrease stress, and
can help you find balance in challenging times.

This webinar and list of resources for First Nations Metis 60s Scoop Experience in Canada was provided by FAST Educational Programs.  If you wish to contact Lisa you can find her (lraber@fastcyv.ca) to ask questions, or share the work you have done with your students to make them advocates against hate. 

This poster describes a set of learning principles specific to First Peoples. The First Peoples Principles of Learning were articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the the English First Peoples course created by the BC Ministry of Education and First Nations Education Steering Committee in 2006/2007.

The Food 2050 Series is a collection of videos from The Rockefeller Foundation about regenerative agriculture and food sustainability across the globe. A specific Saskatchewan example that connects to Indigenous agricultural practices is included.

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.

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.

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 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."