Please find attached Indigenous Services Canada (ISC)’s COVID-19 Vaccine Plan. The Vaccine Plan provides more details specific to the planning and delivery of COVID-19 vaccines for Indigenous Peoples. The Executive Summary can be found at: https://www.sac-isc.gc.ca/eng/1612209094743/1612209168277
Veuillez trouver ci-joint le Plan de vaccination contre la COVID-19 de Services Autochtones Canada. Le Plan de vaccination fournit plus de détails spécifiques à la planification et à la fourniture des vaccins COVID-19 pour les Autochtones. Le résumé peut être consulté à l’adresse suivante : https://www.sac-isc.gc.ca/fra/1612209094743/1612209168277
Source: First Nations Child and Family Caring Society
Summary: There are resources to help Indigenous communities feel supported and to understand COVID-19 and pandemics.
Source: Société de soutien à l’enfance et à la famille des Premières Nations du Canada
Resumé: Il existe des ressources pour aider les communautés autochtones à comprendre la COVID-19 et à se sentir soutenues pendant cette période.
Source: University of British Columbia
Focus: Elementary Students
Summary: This site provides links to a wide array of lesson plans related to Indigenous Education.
Source: CBC
Focus: Secondary Students
Summary: How has the North been impacted by forces of colonization and why have many Canadians not known about the history, geography, and society of the Inuit? This episode explores the history and geography of the North; examines the distinct culture, language, and politics of the Inuit; and recognizes the impacts of colonization on the Inuit.
Possible teaching connections include Geography, History, Social Studies, Indigenous Studies, Civics, and Anthropology. Learn how to use this resource here.
Source: Queen’s University Library
Summary: This site provides an extensive list of news outlets, publications, newsletters, and films related to Indigenous news media.
Source: Statistics Canada and Assembly of First Nations
Summary: This is a report produced by Statistics Canada in collaboration with the Assembly of First Nations. It includes a variety of social and economic statistics regarding Status First Nations people living on and off reserve and includes comparisons with the non-Indigenous population.
Source: Canadian Apprenticeship Forum (CAF)
Summary: This report describes experiential learning opportunities in high school for students interested in learning about the skilled trades. There are three main ways students obtain hands-on learning experiences: trades exploration, trades and technology courses, and Youth Apprenticeship Programs. Schools, Indigenous education and training organizations, nonprofits, unions, industry associations, and colleges offer specific programs for Indigenous youth. Examples of Indigenous-focused initiatives and the impacts on student outcomes are described. The report also summarizes interview and dialogue findings. CAF interviewed high school teachers, school board officials and representatives from non-profit organizations, unions, industry associations and Indigenous education and training organizations. These individuals administer career exploration programs or teach trades courses and they provided insights about the barriers Indigenous youth experience when trying to pursue hands-on learning at high school or when transitioning to an apprenticeship after high school. They shared what has successfully worked for them when trying to implement experiential learning programs. They made recommendations based upon their experiences working directly with Indigenous youth. Indigenous high school and post-secondary students identified barriers and provided recommendations they felt would help Indigenous youth, like themselves, succeed in apprenticeships and skilled trades careers.
Source: Child Safety Commissioner, Melbourne, Victoria, Australia
Summary: This booklet assists Kindergarten, primary and secondary teachers, and other school personnel in understanding and working with children and young people whose lives have been affected by trauma. The majority of such children will have come from backgrounds of abuse and neglect, although some of them will have suffered as refugees, or experienced war or dislocation overseas. An even smaller number will have experienced illness, painful medical interventions, or one-off traumas such as disasters or accidents. Calmer Classrooms particularly addresses the needs of children who have been traumatized by abuse and neglect. These children may be involved in the child protection and family support systems. Some may not be able to remain in the care of their families and are living in foster care or other forms of state care.
