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Issue #35
October, 2012

School Plus – Enbridge

Summary: The Enbridge School Plus Program was established in 2009 in partnership with the Assembly of First Nations to support enrichment programming and extracurricular activities in First Nations schools near major Enbridge pipeline routes and our wind farm in Ontario. Over 70 First Nations schools are currently eligible for the program.

The overall goal of School Plus is to encourage First Nations youth to stay in school by funding enjoyable extra-curricular programs to which students would not otherwise have access.

The School Plus Program provides substantial financial support each year to teachers who wish to undertake programs and activities that are not fully funded as part of each school’s standard curriculum. Projects from all grade levels, from kindergarten through high school, are eligible for support. Teachers in eligible schools may apply for financial support, up to a maximum grant of $20,000 per project.

Over the last three years, the program has awarded over $2 million in School Plus grants and benefited more than 7,000 First Nation students in Western Canada and Ontario.

The program expanded in 2010 to include initiatives that build strength and sustainability in Métis and urban Aboriginal communities. Enbridge is proud to partner with the following organizations:

  • Métis Child and Family Services in Edmonton to provide the Enbridge Hot Lunch program at Highlands School in inner city Edmonton.
  • The Gabriel Dumont Institute in Saskatchewan to support a teaching resource on the history of the Métis people for public and Catholic schools near our right-of-way.
  • The University of Winnipeg to fund the Enbridge Eco-Kids on Campus program to enable youth from two inner city schools in Winnipeg to receive enriched science programming at the University of Winnipeg once a week for 10 weeks.
  • Stardale Women’s Group to support the Honouring the Girls’ Stories program that builds mentoring relationships and nurtures artistic expression among Aboriginal girls in Calgary.
  • MacKenzie Art Gallery to support an urban outreach program that provides quality arts education to on-reserve and inner city students in Regina.

First Nation, Métis and Inuit Presence in Rainbow Schools

Source: Rainbow District School Board

Focus: Teachers and Administrators

Summary: This handbook entitled First Nation, Métis, and Inuit Presence in Rainbow Schools has been prepared for Rainbow District School Board’s staff and administrators to build First Nation cultural awareness.

Factors that can contribute to Aboriginal student success include incorporating teaching strategies that support Aboriginal learners, curriculum with an Aboriginal perspective, sound counseling and support services, a school environment that makes everyone feel welcome, parental engagement and an understanding of Aboriginal cultures, histories and perspectives. By addressing these factors we will increase sensitivity to Aboriginal education needs.

The goal of the Ministry of Education in Ontario is that First Nation, Métis and In­uit students in Ontario will have the knowl­edge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue post-secondary education or train­ing and/or to enter the workforce. They will have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will have the opportunity to increase their knowl­edge and appreciation of contemporary and traditional First Nation, Métis, and Inuit traditions, cultures, and perspectives.

The goal of this handbook is to contrib­ute to achieving this vision by provid­ing background information to staff and administrators on First Nation, Métis, and Inuit heritage and traditions, cultural teach­ings, celebrations, treaties, terminology, and best practices. This knowledge will create an Aboriginal cultural awareness in Rainbow Schools that will assist in deliver­ing quality education, build a supportive school climate, meet the specific educa­tion needs for First Nation, Métis, and Inuit students, and nurture relationships between Rainbow District School Board’s staff/administrators and First Nation, Métis, and Inuit parents/guardians and families.

First Nation Financial Literacy: Your Guide for Getting Healthy, Wealthy and Wise

Source: Aboriginal Financial Officers Association of British Columbia
Focus: Families with their children

Summary: Financial literacy is an important component of lifelong learning. This handbook is a tool to help you help yourself. The purpose of sharing the handbook is to provide information, tools, and resources to help make informed decisions about your relationship with money.

Today, we are all faced with an assortment of complex financial decisions, and we require a great deal of awareness and knowledge to be comfortable making even the most basic financial decisions. This handbook includes many practical and pragmatic resources that can be used to help find the path towards becoming more financially informed.

It is hoped that families will bring this information and exercises alive in their homes.

Aboriginal Youth Collaborative Feasibility Study 2012

Source: Public Policy Forum

Summary: While conditions vary across First Nations, Métis and Inuit communities, as well as urban and rural contexts, the well-being gap between Aboriginal and non-Aboriginal populations is significant across most of the country. Population aging and emerging labour shortages in Canada present an opportunity for Aboriginal youth, as the fastest growing demographic, to make a significant contribution to the country’s long-term prosperity. As the Aboriginal population is projected to rise above 1.5 million by 2026, there is an urgency to act now to enable, support, and empower Aboriginal youth to achieve their potential and participate fully in Canada’s social and economic future.

Achieving better outcomes requires innovative ways of approaching enduring challenges. Although Aboriginal communities, organizations, businesses, governments, and foundations are working to improve Aboriginal socio-economic conditions, many remain disconnected from one another and struggle to effectively engage Aboriginal youth and their communities, resulting in missed opportunities and limited impact. Businesses and foundations are increasingly interested in working with Aboriginal partners, while governments and Aboriginal organizations are increasingly recognizing that they cannot address complex issues on their own. Many leaders are encouraged by benefits of building new, collaborative solutions.

From May to November 2011, leaders from Aboriginal Affairs and Northern Development Canada, the Assembly of First Nations and its Youth Council, Inuit Tapiriit Kanatami and its Youth Council, the J.W. McConnell Family Foundation, Suncor Energy, and Social Innovation Generation @ MaRS worked with the Public Policy Forum to assess the value and viability of creating a multi-sectoral collaborative focused on Aboriginal youth. The PPF held a series of roundtables and virtual engagement sessions with over 75 Aboriginal youth and organizational leaders across sectors. Benchmarking research on existing collaborative models was also conducted to learn about the design, key lessons and success factors for each approach.

The feasibility study confirmed that we need to improve how organizations (including Aboriginal organizations, governments, businesses, and civil society) and communities work together by creating a long-term, multi-sectoral, national collaborative of Aboriginal youth and organizational leaders. The proposed collaborative would:

  • develop and launch a national Aboriginal youth leadership program that will help youth leaders
  • develop and amplify a series of community based projects that will change the trajectory of their communities and their own future prospects
  • support these and other community based efforts by connecting them with each other and with external resources (e.g. financial, coaching, expertise)
  • share good community practices throughout the network
  • enable organizations and practitioners working on Aboriginal youth leadership and community development to learn from and build on each other’s efforts, and to develop new practices together

Over the coming months, proposed next steps include:

  1. assembling a leadership table and determining partners, funding sources, an institutional home and a sustainable funding model for the collaborative,
  2. working with Aboriginal youth leaders to develop and pilot a youth leadership program,
  3. begin supporting promising community-based approaches by connecting them to each other and to external partners, and
  4. formally launching the collaborative by holding one or more events co-designed by Aboriginal youth to highlight community-led processes, develop membership principles, and establish a developmental evaluation process.

WWW Virtual Library – American Indians

Source: Karen M. Storm

Summary: This site is constructed primarily to provide information resources to the Native American community and only secondarily to the general community. The information is organized, insofar as possible, to make it useful to the Native American community and the education community. The information presented here is the product of much cooperative work. It would be impossible to maintain this list without the email from the hundreds of people who send updates to their URLs and report new sites. This email is crucial to the operation of this index

Aboriginal Perspectives – National Film Board of Canada

Source: National Film Board of Canada
Focus: Secondary students and teachers

Summary: Aboriginal Perspectives, a site for high school and upper elementary students and teachers that features National Film Board of Canada documentaries by and about Canada’s Aboriginal peoples.

On this site you will be able to:

• Watch key NFB documentaries on Aboriginal themes from the 1940s to 2004.
• Learn about past and current issues relating to the lives of Aboriginal peoples through excerpts or complete films.
• Read critical commentary on the issues.
• Develop critical thinking and media literacy skills.
• Use the Excerpt Library tool to develop a personal collection of film excerpts.

Gateway to Aboriginal Heritage: Treasures of Canada Webquest – Canadian Museum of Civilization 9-12

Source: Canadian Museum of Civilization
Focus: Grades 9-12

Summary: Students learn about various themes in Canadian history, including Aboriginal history and cultures, French-Canadian history, and immigration to Canada between 1800 and 2000. Working both independently and in small groups, they assume the roles of museum curators of their choice, search the Canadian Museum of Civilization’s database, select artifacts for an exhibition targeting high school students, and make a presentation.

Grade: Grades 9-12; Quebec Secondary Cycle 2

Online Cree Dictionary

Source: Miyo Wahkohtowin Community Education Authority (MWCEA) and Dr. Earle Waugh Director of Center for Culture & Health Family Medicine, University of Alberta

Focus: Elementary students

Summary: This is a web based interactive First Nations language portal with dictionary and curriculum based resources to further the development of Cree language in Canada.

The Cree Language Resource Project (CLRP) dictionary will have the ability to translate words from English to Cree in Syllabics and Roman Orthography (Cree written in English) with explanation of how it fits in a sentence. The translated word will be associated with a picture, sound and a video clip. The goal of the project is to promote the learning and preservation of the Cree language. The online dictionary will have the ability to accommodate different regional Cree dialects.

In addition to the translation function the system will allow for the creation of flash cards and storyboards using the picture and the words (syllabics and English) from the database. Other features will be managed educational games such as word matching and puzzles. These games will have testing component to assess student learning. The system will include a database of Cree language lesson plans that will guide teachers in integrating First Nation Languages in the curriculum.

You will need to register on the site to gain access to the full extent of the site.

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