Educational Resources

Source: The Alberta Teachers’ Association

Summary: What is the Sixties Scoop and how can understanding its impacts contribute to reconciliation?

FIRST STEPS

In the 1950s and 60s, compulsory attendance at federally governed residential schools began to be phased out, although it continued for children whose families were deemed “unsuitable” to care for them.1 Indigenous children were expected to attend the provincial public education stream. This shift was coupled with a 1951 amendment to the Indian Act that enabled provinces to deliver child welfare services to Indigenous people where none had formerly existed. Indigenous children went from being forcibly removed from parents to attend residential schools to being forcibly removed from families by provincial child welfare agencies.

The underlying root of the forced removals aligned with aggressive assimilation policies. Genocidal tactics of residential schools aimed at “killing the Indian in the child” continued with the transfer of responsibility to provincial child welfare agencies because of existing court structures and provincial policies.

Source: First Nations Schools Association of British Columbia

Summary: This workbook is designed to assist First Nations language advocates, educators and communities to develop a clear vision for language education, fully understand their current language situation and resources, and exit with a comprehensive plan for achieving their vision.

Topics include background information for language planning, understanding how new language speakers are created, language education planning steps, engaging parents, teacher training and education, curriculum building, funding, and more.

Available as a free pdf.

Source: Ontario Tech Library, UOIT

Summary: UOIT Library Services has provided a site containing resources that support the integration of Indigenous knowledge and perspectives into K-12.

Source: British Columbia Ministry of Education

Focus: Teachers K-12

Summary: Indigenous education resources are being developed to support the redesigned K-12 curriculum. The intent of these materials is to help further incorporate Indigenous knowledge and perspectives into B.C. classrooms.

The Indigenous Education Resource Inventory is a non-comprehensive list that includes guides, books, articles, videos and web links to support Indigenous learning.

• Indigenous Education Resource Inventory (PDF)

Summary:  A Collection of Resources

• Authentic First Peoples Resource (K-9) – A guide to great books and other learning resources with Aboriginal content.
• Beyond Words: Creating Racism-Free Schools for Aboriginal Learners, a British Columbia Teachers Federation (BCTF) Aboriginal Education publication.
• The British Columbia Treaty Process Awareness Test was developed by Brian Domney, Negotiator in the Treaty Negotiations Division of the Ministry of Aboriginal Affairs.
• English First Peoples: Teacher Resource Guide
• The First Nations Historical Timeline, provides a chronological, historical record of the First Nations people in British Columbia.
• Math First Peoples: Teaching Mathematics in a First Peoples Context, Grades 8 and 9
• National Centre for Truth and Reconciliation
• Project of Heart BC
• Shared Learnings, the K-10 support document for the integration of First Nations material throughout the curriculum.
• Strong Nations, an online bookstore, retail bookstore and publishing house who have sourced out titles that support the Project of Heart initiative and have organized the titles into categories of: Adults, Teens and Kids.
• They Came For the Children: Historical document about Indian Residential Schools, released by the Truth & Reconciliation Commission of Canada
• Understanding the B.C. Treaty Process assists teachers in responding to questions and in facilitating classroom discussions about the treaty process. The report was prepared by the First Nations Education Steering Committee, the BCTF, and the Tripartite Public Education Committee, with support from the B.C. Treaty Commission.

Source: Moose Hide Campaign Development Society

Summary: Education is the key to ending violence against women and children in a broad and systemic manner: one person at a time.

Experience tells us that learning values and perceptions happen at a very early age. When done in an open, ethical and non-judgmental space, education can be a powerful platform for students to examine their own biases and those of their family and community. The Moose Hide Learning Journey is designed to support teachers in offering just such a learning environment while providing students with opportunities to explore alternative values and perspectives that respect and honour women and children.

Source: Government of British Columbia

Summary: There are many thoughtful and authentic ways to teach Aboriginal history and culture. Use these teaching tools to create a lesson plan that’s tailored to the specific needs of your class.

First Peoples Principles of Learning

Help students start to understand First Peoples views and culture by exploring these basic principles with your class.

Teaching Guides & Textbooks

Find Aboriginal course curriculum information and supporting documents like teacher guides.

B.C. First Nations Studies Teacher’s Guide

This resource guide has been created to assist you in using the student resource book, B.C. First Nations Studies.

Integrating Aboriginal Content

Learn how to incorporate Aboriginal content into all subject areas from Kindergarten through Grade 12.

Source: Rupertsland Institute Métis Centre of Excellence

Summary: The RCTL is developing strong Foundational Knowledge Resources, engaging Lesson Plans, meaningful Professional Development opportunities and authentic Classroom Learning Tools that speak accurately and meaningfully to topics in Métis education.

… six themes were developed with the intent to support and build Alberta educators’ competency to meet the new Alberta Teacher Quality Standard. It is our vision that enhanced education will lead to a pedagogical shift that includes an understanding of Métis foundational knowledge, Métis content and Métis resources for ALL students in an authentic, purposeful way.

Source: Ontario Ministry of Education

Focus:  Grades 1-8 and Kindergarten

Summary: To ensure that Indigenous perspectives are represented in the curriculum, a wide range of Indigenous partners, including First Nations, Métis, and Inuit Elders, Senators, knowledge keepers, educators, cultural advisers, and community leaders, are engaged in the curriculum review process. All revised curriculum policy documents also undergo a third-party review to ensure the accuracy and relevancy of the First Nations, Métis, and Inuit perspectives included in them.

Ontario publicly funded schools have an important role to play in promoting an inclusive school climate and a learning environment in which all students, including First Nations, Métis, and Inuit students, see themselves reflected in the curriculum and in which all students have opportunities, across the Ontario curriculum, to learn about and appreciate contemporary and traditional First Nations, Métis, and Inuit cultures, histories, and perspectives. The Ontario curriculum promotes active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous peoples in our shared heritage and in the future of Ontario.