Summary: A young Indigenous man, struggling to understand the mandate to wear a mask during COVID, begins to see the face of compassion behind it.
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Source: Government of Canada
Summary: Find Government of Canada programs and services for First Nations, Inuit and Métis People. Learn more about Indigenous Peoples and communities.
Source: Gouvernement du Canada
Sommaire: Découvrez les programmes et les services du gouvernement du Canada à l’intention des Premières Nations, des Inuit et des Métis. Obtenez des précisions sur les Autochtones et leurs collectivités.
Focus: Elementary students
This document was developed to provide you with information, ideas, and resources that promote further learning while supporting you in your reconciliation journey. It will invite you to acknowledge your own values, your relationship with family, the community, and the land. It will also explore our collective responsibility to protect the natural environment. As you go through the resource, you will be invited to engage in the activities and to examine the importance of nurturing relationships with the Indigenous communities in your region. To further support your learning, there are many hyperlinked resources for you to review which have been interwoven throughout the document. At the heart of this resource is you, and in the spirit of reconciliation, we wish you a good journey in your learning.
Source: Great Bear Sea
Focus: Grades 9-12
Summary: The Great Bear Sea serves as a useful British Columbia case study to consider how development and management of resources in an area might be planned and implemented to ensure sustainability for generations to come. The Exploring the Great Bear Sea Environmental Science Grades 11 & 12 Curriculum Resource is a five-lesson unit of study that takes an inquiry-based approach to exploring themes of collaborative planning and research, Indigenous Knowledge, sustainability, and stewardship. Through this unit, students will take an in depth exploration of collaborative sustainable resource management and planning through the lens of the Great Bear Sea, addressing a variety of Big Ideas, content, and curricular competencies in the Environmental Science Grades 11 & 12 area of learning.
Source: SFU (Simon Fraser University)
Focus: Elementary students
Summary: To promote mathematics among Indigenous learners, we have created a series of stories with mathematical themes. These stories are based on the storytelling tradition of Indigenous Peoples. The fact that most of our stories have been translated into several Indigenous languages as well as French is probably the biggest recognition that an author could hope for. Take a moment to scroll down through this page and click on each of the stories….you will see and hear many different translations of each story.
Source: University of Toronto – OISE
Summary: This guide is designed to help Initial Teacher Education students find materials that centre or focus on First Nations, Métis, and Inuit worldviews, experiences, and knowledge for teaching in the K-12 classroom.
Source: CBC News
The first residential schools opened in Canada in the 1870s. They were the product of churches and the government; a collective, calculated effort to eradicate Indigenous language and culture that the commission called a policy of cultural genocide.
The Truth and Reconciliation Commission was formed as a means of reckoning with the devastating legacy of forced assimilation and abuse left by the residential school system. From 2008 to 2014, the Truth and Reconciliation Commission heard stories from thousands of residential school survivors. In June 2015, the commission released a report based on those hearings. From that came the 94 Calls to Action: individual instructions to guide governments, communities and faith groups down the road to reconciliation.
Beyond 94 will now monitor that progress.
Source: Stagg Peterson, S., Jang, S. Y., San Miguel, J., Styres, S., & Madsen, A. (2018). McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 53(1). Retrieved from https://mje.mcgill.ca/article/view/9506
Summary: Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers’ classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing acceptance of all children. Additionally, participants talked of the impact of residential schools on their families in terms of loss of their Indigenous language, and their attempts to learn and to teach the children in their classrooms the Indigenous languages and teachings.
Source: Government of Canada
Summary: The health, safety and well-being of all people in Canada, including First Nations, Inuit, and Métis People, is and will remain a top priority for all.
Canada recognizes that First Nations, Inuit and Métis are among the most at risk and that during this crisis, in particular, those in remote and fly-in only parts of the country are uniquely vulnerable. Communities are incredibly resilient and full of solutions and innovative ideas. This is why we must support distinctions-based measures to improve public health response for Indigenous communities and provide them with the flexibility they need to address the specific needs identified by communities and their members.
This fund provides Indigenous leadership with the flexibility needed to design and implement community-based solutions to prevent, prepare and respond to the spread of COVID-19 within their communities. These funds can be used for measures including, but not limited to:
- support for Elders and vulnerable community members
- measures to address food insecurity
- educational and other support for children
- mental health assistance and emergency response services
- preparedness measures to prevent the spread of COVID-19