Educational Resources

Search Resources:
Browse Resource Categories:

Issue #161
April, 2023

Indigenous Early Childhood Development in Canada: Current State of Knowledge and Future Directions

Source: National Collaborating Centre for Aboriginal Health. Regine Halseth and Margo Greenwood, PhD

Summary: Indigenous Peoples experience a disproportionate burden of ill health associated with the socioeconomic context of their lives. Investing in quality early childhood development and care (ECDC) programs for Indigenous children is critical to redressing these health imbalances (BCACCS, 2014). This paper provides a brief overview of the current state of knowledge and knowledge gaps on the health and well-being of First Nations, Inuit, and Métis young children and highlights future directions for Indigenous ECD programs and policies.

Grade 5 Indian Residential Schools and Reconciliation

Source: First Nations Education Steering Committee (FNESC)

Focus: Grade 5

Summary: The FNESC/FNSA Indian Residential Schools and Reconciliation Teacher Resource Guides were developed in response to the call by the Truth and Reconciliation Commission of Canada for education bodies to develop age-appropriate educational materials about Indian Residential Schools.

The FNESC/FNSA Indian Residential Schools & Reconciliation Gr. 5 Teacher Resource Guide is designed to help Grade 5 students attain an understanding of the history of the relationship between Indigenous and non-Indigenous People over Canada’s history and engage young people to take part in the journey of reconciliation.

Full Circle: First Nations, Métis, Inuit Ways of Knowing

Source: Ontario Secondary Schools Teachers’ Federation (OSSTF)

Focus: Secondary Students

Summary: This project is the culmination of work done by 16 members of OSSTF/FEESO, most of whom are First Nation or Métis, or work extensively with Indigenous students.

The Métis Resource is an addition to the Common Threads V—Full Circle: First Nations, Métis and Inuit Ways of Knowing resource. This resource, published in 2021, is the culmination of work completed by a team of Ontario Secondary School Teachers’ Federation (OSSTF) members along with staff from the Métis Nation of Ontario (MNO). To maintain consistency, the same format as the Full Circle resource is used so that there would be familiarity for those who have used it in the past.

The lessons 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 DVD.  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.

As with any lesson plan resource, educators are encouraged to adapt what is written here to fit the needs of your students, and to address any curricular expectations in the course that you use them in.

Infusing Indigenous Perspectives in K-12 Teaching

Source: OISE University of Toronto

Focus: Beginning teachers

Summary: Welcome

Aaniin! Taansi! She:kon! Welcome to the research guide for Indigenous education. This guide is designed to help Initial Teacher Education students find Indigenous education resources. Inspired by OISE’s Deepening Knowledge Project, the guide aims to help teachers infuse more Indigenous content into their practice. The guide includes: 

•   Information on how to find books, movies, music, activities, and lesson plans.

•   Links to further online resources.

Four Directions Teachings

Source: Invert Media Inc.

Focus: K-12

Summary: This Teacher Resource Kit is an educator’s guide to optimizing learning applications based on the Four Directions website. The curricula attached to the website include lesson plans designed to maximize opportunities for classroom activities that are immediately connected to the teachings found on the site. These lesson plans have been developed for junior grades (1-6), intermediate grades (7-9), and senior grades (10-12). Educators of Kindergarten children and adults will also find suitable exercises that can be used with relatively minimal modification. The kit was developed with the classroom teacher in mind, and without assuming any prior knowledge of Aboriginal cultures or traditions on their part. It is assumed that the teacher will be resourceful and flexible in coordinating learning activities.

Indigenous population continues to grow and is much younger than the non-Indigenous population, although the pace of growth has slowed

Source: Statistics Canada

Summary: Indigenous Peoples, their communities, cultures and languages have existed since time immemorial in the land now known as Canada. The term “Indigenous Peoples” refers to three groups —First Nations People, Métis, and Inuit — who are recognized in the Constitution Act. However, while these groups are representative of the Indigenous population as a whole, each is tremendously diverse. This diversity is reflected in over 70 Indigenous languages that were reported during the 2021 Census, over 600 First Nations who represent their People across the country, the plurality of groups representing Métis nationhood, and the four regions and 50 communities of Inuit Nunangat that Inuit call home.

Much of Canada’s cultural, economic and political landscape has been shaped by the achievements of Indigenous people. Generations of Indigenous people, including leaders, Elders, healers, educators, business leaders, artists, and activists, have made invaluable contributions, touching all aspects of life in Canada.

La population autochtone continue de croître et est beaucoup plus jeune que la population non autochtone, malgré un ralentissement de son rythme de croissance

Source: Statistique Canada

Résumé: Les peuples autochtones ainsi que leurs communautés, leurs cultures et leurs langues existent depuis des temps immémoriaux sur les terres maintenant connues sous le nom de Canada. Le terme « peuples autochtones » fait référence à trois groupes (les Premières Nations, les Métis et les Inuit) reconnus par la Loi constitutionnelle. Toutefois, bien que ces groupes soient représentatifs de l’ensemble de la population autochtone, chacun d’eux est extrêmement diversifié. Cette diversité se reflète dans plus de 70 langues autochtones déclarées lors du Recensement de 2021, dans plus de 600 Premières Nations qui représentent leur peuple à l’échelle du pays, dans la pluralité des groupes représentant la nation métisse ainsi que dans les 4 régions et les 50 communautés de l’Inuit Nunangat, où les Inuit vivent.

Les réalisations des Autochtones ont façonné une grande partie du paysage culturel, économique et politique du Canada. Des générations d’Autochtones, y compris des dirigeants, des aînés, des guérisseurs, des éducateurs, des chefs d’entreprise, des artistes, et des activistes, ont apporté une contribution inestimable dans tous les aspects de la vie au Canada.

The Challenge of indigenous education: practice and perspectives

Source: UNESCO Digital Library Person as authors:  King, Linda and Schielman, Sabine

Summary: There are Indigenous Peoples living in many countries, all over the world. They  include  the  Indians  of  the  Americas,  the  Inuit  and  Aleutians  of  the circumpolar region, the Saami of northern Europe, the Aborigines of Australia, the Maori of New Zealand, and other peoples spread across the world, from the Arctic to the South Pacific. There are about 5,000 different Indigenous   and   tribal   peoples,   numbering   about   300   million   individuals altogether.

It  is  estimated  that  about  4,000  to  5,000  of  the  more  than 6,000 languages still spoken in the world are spoken by Indigenous Peoples. Indigenous Peoples live in widely varying environments, many in rural areas, and most  have  retained  their  specific  cultural  identity,  languages,  customs and traditions, social organization, economy, practices, and spiritual beliefs.

Sign up to receive monthly PPW Educational Resource outreach: