Gentle Warrior was written by students and staff at Allison Bernard Memorial High School in Eskasoni, Cape Breton, Canada in tribute to Mi'kmaq poet and Eskasoni native, Rita Joe. The track features lead vocals by Kalolin Johnson, the rap styling of Devon Paul and powwow chanting by Thunder Herney. Gentle Warrior was created with the support of the National Arts Centre of Canada.

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 is a unit planning frame that could be used to help in creating the road map for teaching the grade 3 social studies curriculum. It was developed in order to give students a background and a framework in FNMI. The unit is divided the unit into Pre-Newcomers and Newcomers. This way the students will develop a better understanding of the FNMI understandings.

In this lesson students will explore the close relationship First Nations people of Saskatchewan have traditionally had with the natural world. First Nations people grew plants and produced food long before the European settlers began to arrive. Students will examine some aspects of the interdependence of First Nations people with their environment.
From Ag in the Classroom

In this lesson students will address the indicator in which they will guided to "create biographic profiles of a selection of Saskatchewan First Nations and Metis leaders in the time period prior to Saskatchewan joining Confederation." They will view a ROVER episode in which they are guided to make jot notes. From their jot notes they will write a descriptive paragraph (biographic profile) about Whitecap.

This lesson for PA 4.3 (a) asks student to make a poster illustrating the four levels of First Nations governance.

This lesson for PA4.3 (a) provides students with information on local government (urban, rural and band), and then has them fill in a comparison chart.

This lesson for PA4.3 (b) provides students with background information about the selection process for chief then and now, and gives the choice of two activities to demonstrate their learning.

This lesson for PA4.5 (c) asks students to come up with their own ideas of what they think current First Nations issues are.

This lesson for PA 4.4 introduces students to the Metis nation using a storybook called The Flower Beadwork People. The accompanying PowerPoint is a collection of illustrations that follows the storybook The Flower Beadwork People. The illustrations can be shown on the SmartBoard while the teacher read the storybook aloud.

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 illustrated Medicine Wheel shows the totem, elements, season, direction, color, kingdom, quality, human aspect, manifestation, time and Heavenly body components.

This T-Chart for IN6.1 (b) has students compare and contrast family roles/community roles and responsibilities of:

First Nations Peoples
Inuit
Metis
Atlantic Provinces
Country border Atlantic Canada

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

This Grade 9 ELA newspaper project can be used as a summative assessment after reading The Absolutely True Diary... by Sherman Alexie. Using Microsoft Word templates, students create a newspaper with a variety of different forms of text and representations.

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

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