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Virtual Museum of Nunavut

http://www.cley.gov.nu.ca/en/museum.aspx

Source: NunavutDepartment of Culture, Language, Elders and Youth

Focus: Students and teachers

Summary: The purpose of this site and this collection is to ensure the long term protection, conservation and development of Nunavut’s museum collection.

The virtual museum has been divided into: Arts and Crafts, Jewellery, Ceramics, Sculpture, Explorers and Textiles.

On November 26, 2002, as a result of the creation of Nunavut, the Governments of Nunavut and the Northwest Territories reached an agreement to divide the Prince of Wales Northern Heritage Centre’s museum and archives collections. These priceless collections will be delivered to Nunavut from Yellowknife as soon as Nunavut has its own heritage centre.

Community Engagement

Food Guide: Eating Well with Canada’s Food Guide – First Nations, Inuit and Métis

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/fnim-pnim/index-eng.php

Source: Health Canada

Summary: This site presents a national food guide which has been created to reflect the values, traditions and food choices of First Nation, Inuit and Métis people.

This new tailored food guide includes both traditional foods and store-bought foods that are generally available, affordable and accessible across Canada and provides unique images and content.

Recommendations are based on the new 2007 version of Canada’s Food Guide.

This publication is also available in Inuktitut, Ojibwe, Plains Cree and Woods Cree.

Relevant Research

A Literature Review of Factors that Support Successful Transitions by Aboriginal People from K-12 to Post Secondary Education

http://www.cmec.ca/Publications/Lists/Publications/Attachments/255/transitions-aboriginal-2010.pdf

Source: The Council of Ministers of Education, Canada (CMEC) and Statistics Canada

Summary: The Council of Ministers of Education, Canada (CMEC), has just published a literature review on factors that support successful transitions by Aboriginal students from K-12 to postsecondary education.

The review was commissioned by CMEC in partnership with Statistics Canada, through the Canadian Education Statistics Council (CESC). It provides an overview of published and unpublished literature and information from key informants; outlines areas to be given emphasis in order to achieve further progress in Aboriginal transitions to PSE; and identifies key implications for data and research.

Professional Development

Aboriginal Perspectives: A Guide to the Teacher’s Toolkit – Ontario

http://www.edu.gov.on.ca/eng/aboriginal/toolkit.html

Source: Ontario Ministry of Education
Focus: Teachers of Elementary and Secondary students

Summary: Ontario’s revised curriculum has provided teachers with many new opportunities to enrich teaching and learning in Ontario schools through the introduction of Aboriginal themes, topics and perspectives.

The Teacher’s Toolkit has been developed to provide Ontario teachers with the support they need to bring Aboriginal perspectives to life in the classroom. Here’s how:

Part I: Great ideas for teaching and learning

As part of the curriculum review process, expectations are being incorporated into many areas of the elementary and secondary curriculum to help teachers bring First Nation, Métis and Inuit histories, cultures and perspectives into the classroom. These documents provide teachers with a handy reference to those expectations contained in revised curricula released as of November, 2007.

Part II: Practical teaching strategies

This series provides teachers with professionally developed teaching strategies created by experts from across Ontario. Each strategy is designed to address one or more curriculum expectations, and many incorporate effective cross-curricular connections.

Related Links

Our Legacy: Kinanaskomitin

http://scaa.sk.ca/ourlegacy/

Source: Saskatchewan’s publicly-accessible archives
Focus: Teachers

Summary: This site is a co-operative initiative among several of Saskatchewan’s publicly-accessible archives. It contains material relating to First Nations, Métis, and Inuit peoples, found in Saskatchewan cultural and heritage collections.

It is primarily intended to increase the information normally available for archival material by providing access to descriptions of material at a file or item level. Where appropriate, some guides (finding aids) are also available. Although less comprehensive, the site also includes some published (library) and artifactual (museum) material. Please note that materials have been digitized based on consideration of known copyright, privacy, and particularly, cultural concerns.

Classroom Practice: Secondary

Canada in the Making – Aboriginals: Treaties and Relations

https://web.archive.org/web/20150219015549/http://www.canadiana.ca/citm/themes/aboriginals_e.html

Source: A cooperative effort sponsored by the Canadian Heritage, Library and Archives of Canada, Industry Canada, the Gladys Krieble Dalmas Foundation, Historica Foundation of Canada
Focus: Teacher Resources for Grades 9-12 Social Studies and First Nations Studies

Summary: This site is about the history of Canada through the words of the men and women who shaped the nation. Built around the Government Documents collection of the Early Canadiana Online collection, it integrates narrative text with links to primary source texts.

Since the time of European First Contact, the course of Aboriginal history in Canada has been deeply altered by relations with Europeans and the laws they imposed on Aboriginals – laws like the Indian Act. Furthermore, major and minor treaties played a significant and important role in charting the course of European – Aboriginal relations within the country.

This section of the Canada in the Making site will look at these treaties and laws, and the events that preceded and followed these changes.

A Table of Curricular Relevance to Canadian Provinces and Territories is also included. http://www2.canadiana.ca/citm/themes/aboriginals/abtable_e.html

Relevant Research

Aboriginal Education: Strengthening the Foundations

http://www.cprn.org/documents/51984_EN.pdf

Source: Canadian Policy Research Networks (CPRN) – John Richards, Megan Scott (lead researchers)
Focus: Teachers and Researchers

Summary: The underlying conviction of this research is that the most important means to alleviate the poverty and marginalization of Aboriginals in Canadian society is via improved education outcomes. Other factors – including discrimination – matter, but in an industrial society, no community can prosper unless the overwhelming majority achieves reasonable rungs on the education ladder, starting with high school certification. A high school diploma is, however, a low rung. For a majority in any community to achieve what Canadians consider “middle class incomes,” most must achieve higher rungs. While achieving these higher rungs matters, they are inaccessible to those without high school. Given the severity of Aboriginal school dropout rates, this report concentrates on strengthening the K to 12 foundations.

Professional Development

Sound Foundations for the Road Ahead: Fall 2009 Progress Report

http://www.edu.gov.on.ca/eng/aboriginal/SoundFoundation_RoadAhead.pdf

Source: Ontario Ministry of Education
Focus: Teachers and Educators

Summary: The Aboriginal Education Strategy was launched with the release of Ontario First Nation, Métis, and Inuit Education Policy Framework, 2007. The framework is the foundation for delivering quality education to all First Nation, Métis, and Inuit students who attend provincially funded elementary and secondary schools in Ontario.

At the launch of the framework, the ministry committed to reporting publicly on implementation progress every three years. This report provides an overview of the steps the ministry, school boards, schools, and community partners have taken to implement the strategies outlined in the framework and to support First Nation, Métis, and Inuit student success.

This report is not intended to be an evaluation or an assessment of individual boards. Rather, it offers an update on the progress made to date, and shares recommendations on ways in which all partners can work together effectively to reach every student, build capacity, and raise awareness.

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