Education and Outreach Resources
Source: Chiefs of Ontario
Summary: A collection of resources regarding the health, safety and well-being of students and staff.
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Issue #159
White Cloud Head Start Program
Source: Indigenous Education: The National Centre for Indigenous Collaboration
Summary: The White Cloud Head Start Program provides Aboriginal preschool children with a positive sense of themselves, their culture e.g., start each morning with smudging and offers an opportunity to develop and learn skills to be successful going forward in the school system. Utilization of Elders, cultural teachings, Cree Language, field trips, and a classroom setting that encompasses Indigenous culture and life.
Lesson Planning (Elementary, Middle Years)
Source: The University of British Columbia
Focus: Elementary students
Summary: A collection of Elementary lesson plans to be used in the classroom to support Indigenous learning and understanding.
Indigenous Peoples in Canada
Source: The Canadian Encyclopedia, Zach Parrott
Focus: Secondary students
Summary: In Canada, the term Indigenous Peoples (or Aboriginal Peoples) refers to First Nations, Métis and Inuit Peoples. These are the original inhabitants of the land that is now Canada. In the 2016 census by Statistics Canada, over 1.6 million people in Canada identified as Indigenous, making up 4.9 per cent of the national population. Though severely threatened — and in certain cases extinguished — by colonial forces, Indigenous culture, language and social systems have shaped the development of Canada and continue to grow and thrive despite extreme adversity.
Peuples autochtones au Canada
Source: L’ encyclopédie Canadienne
À l’intention des étudiants au secondaire
Résumé: Au Canada, le terme peuples autochtones fait référence aux Premières Nations, aux Métis et aux Inuits. Ces peuples sont les premiers habitants de la terre qui est maintenant le Canada. Lors du recensement de 2016 mené par Statistique Canada, plus de 1,6 million de personnes au Canada ont déclaré s’identifier en tant qu’Autochtones, ce qui représente 4,9 % de la population nationale. Gravement menacés, et dans certains cas anéantis, par les forces coloniales, la culture, la langue et les systèmes sociaux des Autochtones n’en ont pas moins façonné le développement du Canada, et ils continuent de s’épanouir et de prospérer malgré une extrême adversité.
Elements of Art – Exploring Textures in our Environment
Source: Indigenous Education: The National Centre for Indigenous Collaboration
Focus: Secondary students
Summary: Through the sharing of stories and ceremony, this lesson plan teaches texture as an element of art through hands-on learning in the outdoor environment.
The lesson explores the connection between art and life. It links Indigenous values, such as our connection to the water and our protection of Mother Earth, to artistic representation and to ceremony.
Indigenization Guide: Understanding Indigenous Values to Support Indigenous Students
Source: BC Campus
Focus: Front line staff, student services and advisors
Summary: While there is great diversity among Indigenous Peoples, there are also some commonalities in Indigenous worldviews and ways of being. Indigenous worldviews see the whole person (physical, emotional, spiritual, and intellectual) as interconnected to land and in relationship to others (family, communities, nations). This is called a holistic or wholistic view, which is an important aspect of supporting Indigenous students. The Canadian Council of Learning produced State of Aboriginal Learning in Canada: A holistic approach to measuring success [PDF][1] to support diversity of Indigenous knowledges from First Nations, Métis, and Inuit perspectives. Across all three of these perspectives, relationships and connections guide the work of supporting Indigenous students.
The Indigenous wholistic framework… illustrates Indigenous values and ways of being and the direct relationship and connection between academic programs and students services in supporting Indigenous students.
Finance and Management Skills for Economic Reconciliation
Source: Conference Board of Canada
Summary: A dynamic new generation of Indigenous professionals can take the lead in managing their communities’ unique corporate services. Indigenous skilled labour is critical to realizing a new vision of economic reconciliation where First Nations, Métis. and Inuit communities control their economic futures.
Indigenous finance, management and other corporate service professionals have important roles to play as their communities navigate evolving economic relationships to create long-term prosperity.
Chapter 4: Indigenous Youth in Canada
Source: Statistics Canada
Summary: Indigenous youth face unique structural inequities. The effects of colonization on Indigenous people in Canada continue to be felt and have reverberated through multiple generations. However, Indigenous youth continue to show resilience. While First Nations, Métis, and Inuit youth are less likely to have an Indigenous mother tongue, many have taken on Indigenous languages as second languages.
This chapter will look at Indigenous youth in Canada by examining their demographic, familial, educational, economic, health, and cultural characteristics. Youth are defined as those aged 15 to 24. Data are largely taken from the 2016 Census of Population and the 2017 Aboriginal Peoples Survey, unless otherwise noted.
Chapitre 4 : Les jeunes autochtones au Canada
Source: Statistique Canada
Résumé: Les jeunes autochtones sont confrontés à des inégalités structurelles uniques. Les effets de la colonisation sur les populations autochtones du Canada se font toujours sentir et ont des répercussions depuis plusieurs générations. Toutefois, les jeunes autochtones continuent de faire preuve de résilience. Bien que les jeunes des Premières Nations, métis et inuits soient moins susceptibles d’avoir une langue maternelle autochtone, bon nombre ont choisi les langues autochtones comme langue seconde.
Dans ce chapitre, on se penchera sur les jeunes autochtones du Canada en examinant leurs caractéristiques démographiques, familiales, éducatives, économiques, sanitaires et culturelles. Les jeunes sont définis comme ceux de 15 à 24 ans. Les données proviennent en grande partie du Recensement de la population de 2016 et de l’Enquête auprès des peuples autochtones (EAPA) de 2017, à moins d’indication contraire.