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file:///C:/Users/kirkvolds/Desktop/Blackfoot%20Winter%20Count%20(6).pdf

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Itsinika'si                                                                        First Nations, Metis and Inuit Monthly Newsletters 

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Itsinika'si                                                                        First Nations, Metis and Inuit Monthly Newsletters 

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Our monthly newsletters tell a story and infuses resources to support Indigenous Education for All.

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Traditional Values: Tipi, symbols and meanings

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Traditional Values: Tipi, symbols and meanings

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Use this tipi template and design your own tipi and learn about traditional values. https://drive.google.com/drive/u/0/folders/1_JbkS3_ojzu2_j2wIPM8npso-XakBwaU

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This Grade 6 novel study could be paired with the Sky Science unit.

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About this Resource

With an opportunity to connect to Sky Science from the new science curriculum, The Barren Grounds is the perfect novel to share with your sixth grade students. Adapted with permission from a resource developed by the Langley School District in BC, this novel study incorporates opportunities for students to explore Indigenous worldviews alongside relevant literacy concepts outlined by the KUSPs.

Download Resource Files

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With an opportunity to connect to Sky Science from the new science curriculum, The Barren Grounds is the perfect novel to share with your sixth grade students. Adapted with permission from a resource developed by the Langley School District in BC, this novel study incorporates opportunities for students to explore Indigenous worldviews alongside relevant literacy concepts outlined by the KUSPs.

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Did you know that the National Film Board has collected over 250 Indigenous-made works that cover topics such as diversity and pluralism, social justice, health to name a few?

Indigenous Cinema in the Classroom for ages 6 -11

https://www.nfb.ca/playlist/indigenous-cinema-classroom-ages-611/

Indigenous Cinema in the Classroom for ages 12-14

https://www.nfb.ca/playlist/indigenous-cinema-classroom-ages-1214/

Indigenous Cinema in the Classroom for ages 15-18

https://www.nfb.ca/playlist/indigenous-cinema-classroom-ages-1518/

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Oki! This resource serves as an invitation for all educators and learners in the Holy Spirit Catholic School Division. We hope to empower you to engage in a lifelong journey of awareness and appreciation of Niitsi'powahsin, the Blackfoot language.

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This project has been funded through the Alberta Education Indigenous Languages in Education Grant Program. The artwork on this site is drawn from a commissioned piece created by Api'soomaahka (Running Coyote) William Singer III. This site is developed and maintained by Naato'saaki Annette Bruised Head and Otskapinaaki Heather Bliss. For info or feedback, .

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This project has been funded through the Alberta Education Indigenous Languages in Education Grant Program. The artwork on this site is drawn from a commissioned piece created by Api'soomaahka (Running Coyote) William Singer III. This site is developed and maintained by Naato'saaki Annette Bruised Head and Otskapinaaki Heather Bliss.

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The Walking Together Resources provide support in infusing First Nations, Metis and Inuit Perspectives in Curriculum https://www.learnalberta.ca/content/aswt/

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Each story prompts a problem-solving task.

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Math Catcher | Mathematics through Aboriginal Storytelling

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It is summer time and Small Number and his friend Big Circle spend every day playing and exploring the surroundings of their village. A few days ago, they tripped over an old canoe buried in the sand; yesterday they found the biggest cedar tree that they had ever seen; and today they discovered a beach with an ancient totem pole in the middle of it.

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RAO First Nations Skylore of Alberta Skies

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CULTURES OF BELONGING that embrace Indigenous ways of knowing are fostered by whole school approaches that invite teaching and learning, which include Indigenous ways of knowing, doing and relating.

Approaches that foster a sense of belonging for all students can build on the Indigenous notion that everything in the universe is part of a single whole; everything is connected in some way.

This notion can shape and guide the creation of a classroom community where students, parents, and other community members see themselves reflected and a vital part of the relational space.

Identity, Wellness, Spirit and Holistic Learning

"Indigenous people are healthier when their lives include traditional activities and values." Dr. Cheryl Currie

Looking at wellness in schools as holistic or interconnected allows students and staff to realize their fullest potential physically, psychologically, socially and spiritually. First Nations, Métis and Inuit people highly value traditional knowledge that revolves around an integrative holistic model that seeks to balance the mind, body heart and spirit with community and environment. This traditional knowledge and understanding of holistic wellness benefits all staff and students universally.

The following resources are to help guide educators and students in becoming aware of the connection between mind, body, heart and spirit and how these elements work together to achieve an important balance in how they think, feel, act and live their lives.

Wellness

Start to bring mindfulness, meditation and calm into your student's lives.

The term refers to a broad variety of practices that includes techniques designed to promote relaxation, build internal energy or life force and develop compassion, love, patience, generosity, and forgiveness. meditation Wikipedia

Eagle Feather Meditation

This meditation is a prayer meditation that uses the First Nations symbol of an Eagle Feather to promote healing and relaxation. This meditation assists with focusing on body awareness and allowing breathe to be used to help with relaxation.

The accompanying traditional music is provided by Adrian Lachance, a Cree First Nations who drums and sings to further promote healing and relaxation.

Sacred 4 Meditation

We will be using the number four which is a sacred number for First Nations People. It is the number of four directions, four seasons as well as mental, spiritual, physical and emotional self. This meditation uses body awareness as well as breathing to assist in releasing tension and stress and allowing a state of relaxation.

First Nations drumming is the background music. The drum is the heartbeat of of our people and is a sound that reminds us of our connection to Creator, Mother Earth and each other.

Fostering Belonging through Wellness

Go to the Native Counselling Services of Alberta's website, which showcases multiple videos related to wellness. This website is host to a hub of programs which are all grounded in reclaiming interconnectedness, reconciliation or relationships and self-determination.

The Medicine Wheel

The Medicine Wheel has been used by generations of various Indigenous groups across Canada and North America for centuries. The wheel is a symbol of health, healing and balance. Depending on where you live, the Medicine Wheel can take many different forms, it might even have different colours.

The wheel or the teachings of the four directions relates closely to the idea of belonging due to the fact that the wheel represents a series of interconnected relationships. It is in these relationships that we find our place in the world and acceptance from within. When one is balanced and follows the teachings of the Medicine Wheel, it is easier to live harmoniously with "all our relations."

The following are a series of links to get you started on your journey to understand the Medicine Wheel. As previously stated, these teachings vary from community to community, and it is strongly encouraged that you seek out the teachings from people closest to you in geographical location.

Belonging in Schools

Belonging Inspired by Historical Teachings

To be effective in schools, character education must involve everyone - school staff, parents, students, and community members - and be part of every school day. It must be integrated into the curriculum as well as school culture. When this happens and school communities unite around developing character schools see amazing results. Character.org

This philosophy is much like the traditional teachings systems of Indigenous people of Canada. Teachings about how to behave, live and honour one's own culture has to be fully understood and lived by the whole community. Without this sense of cohesiveness, many of the teachings that exist today would not have survived. There is much to learn about Indigenous ways of being. The following are some examples of how to foster belonging and relationship in any contemporary school setting.

The Circle of Courage

This video describes in great detail the components of the Circle of Courage, which is a model of positive youth development first described in the book Reclaiming Youth at Risk, co-authored by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern. The model integrates Native American philosophies of child-rearing, the heritage of early pioneers in education and youth work and contemporary resilience research. The Circle of Courage is based in four universal growth needs of all children: belonging, mastery, independence and generosity.

The Seven Sacred Teachings, also known as the Teachings of the Seven Grandfathers, is a set of teachings on human conduct towards others. They are what was traditionally and still is to this day needed in order for communities to survive.

Classrooms today represent a microcosm of our rich and diverse society. Alberta schools are dynamic environments that emphasize high standards, and respect and safety, yet these elements cannot be taken for granted. This guide is intended to facilitate conversation and provide strategies on how to best support all students with a continuous focus on positive character attributes that can help build classrooms where students are ready to learn and teachers are able to teach.

Each of the tipi poles holds many teachings. It would take time and a lot of experience to truly understand each one: obedience, respect, humility, happiness, love, faith, kinship, cleanliness, thankfulness, sharing, strength, good child rearing, hope, protection and finally balance/clarity.

Tipi teachings will vary from community to community and each teaching may differ, depending on who is sharing these teachings. This link will provide you with insight into these teachings. However, it is strongly encouraged that you seek out the wisdom from knowledge holders closest to your location.

Relationality and Belonging

Indigenous Achievement

This webpage identifies and explores successful outcome-based practices that various districts have applied in support of First Nations, Métis and Inuit student learning, including learning guides and videos that illustrate their experiences. The page also includes a presentation, designed to tell a story about First Nations, Métis and Inuit Education in Alberta including where we are at, promising practices from around the province and resources and tools available to all.

Additional Links to Foster Belonging and Build Relationship

This list of the best kids books about belonging provides a variety of titles, from Little Elliot, Big Family to Be My Friend. The books in the list focus on a variety of settings and contexts.

Let's Help Bob Belong

Teachers can tell - belongingness matters for teens' performance in school! But how can we help? This video suggests two short, empirically supported interventions to promote belongingness in school.

Resources Proudly Developed By:

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Cultures of Belonging - Empowering the Spirit

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Approaches that foster a sense of belonging for all students can build on the Indigenous notion that everything in the universe is part of a single whole; everything is connected in some way. This notion can shape and guide the creation of a classroom community where students, parents, and other community members see themselves reflected and a vital part of the relational space.

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Lesson based on traditional teachings of the tipi, circle model,  and powwow.

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Lesson based on traditional teachings of the tipi, circle model,  and powwow.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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How we Lived with the Land

Today we travel to nearby stores to buy food and other supplies. In the past our people saw all of their land as their home. They moved camp to be close to wood, or water, to take advantage of ripening berries and roots, and to follow the animals. Join us in our travels through one year.

Our Traditional Territory

Our traditional territory extended from Ponokasisahta (Elk River, now called the North Saskatchewan River) south to Otahkoitahtayi (the Yellowstone River). We lived along the eastern slopes of the Rocky Mountains and eastward beyond Omahskispatsikoyii (the Great Sand Hills in what is now called Saskatchewan). It is an immense land with some of the richest natural resources in the world.

We knew every detail of this land. Our people travelled constantly throughout it, and their trails were well marked across the grasslands. They lived by hunting game and collecting plants. By moving camp frequently, they were able to avoid depleting the resources in any one area. Our people knew the places where different plants grew and where game was plentiful. Their lives were nomadic, but their movements were not aimless; they always travelled with a purpose.

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Glenbow Museum - How We Lived With the Land

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How we Lived with the Land Today we travel to nearby stores to buy food and other supplies. In the past our people saw all of their land as their home. They moved camp to be close to wood, or water, to take advantage of ripening berries and roots, and to follow the animals.

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Games from the Aboriginal People of North America: Math Content

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Teaching First Nations, Metis and Inuit Learners

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First Nations, Metis and Inuit Professional Learning

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First Nations, Metis and Inuit Professional Learning

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Supports and tools to design and facilitate professional learning

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The resources in this photo tile gallery provide a "big picture" of First Nations, Métis, and Inuit Professional Learning.

Watch videos for an introduction to professional learning and overviews of the pillar goals and strategic pathways that build capacity for you and your students.

Build understandings with foundation resources. Open photo stories to reflect on your understandings and perspectives.

Use the guides, sources, and Google Docs to inform your professional learning process.

Sort these resources by clicking on each resource category below. Mouse over and click the icon or touch the photo tile to access each resource.

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FNMI - First Nations, Métis, and Inuit Professional Learning Project

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The resources in this photo tile gallery provide a "big picture" of First Nations, Métis, and Inuit Professional Learning. Watch videos for an introduction to professional learning and overviews of the pillar goals and strategic pathways that build capacity for you and your students. Build understandings with foundation resources.

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Oki! This resource serves as an invitation for all educators and learners in the Holy Spirit Catholic School Division. We hope to empower you to engage in a lifelong journey of awareness and appreciation of Niitsi'powahsin, the Blackfoot language.

# data[].attributes.attachment_link.readable_text
This project has been funded through the Alberta Education Indigenous Languages in Education Grant Program. The artwork on this site is drawn from a commissioned piece created by Api'soomaahka (Running Coyote) William Singer III. This site is developed and maintained by Naato'saaki Annette Bruised Head and Otskapinaaki Heather Bliss. For info or feedback, .

# data[].attributes.attachment_link.description
This project has been funded through the Alberta Education Indigenous Languages in Education Grant Program. The artwork on this site is drawn from a commissioned piece created by Api'soomaahka (Running Coyote) William Singer III. This site is developed and maintained by Naato'saaki Annette Bruised Head and Otskapinaaki Heather Bliss.

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Guide for educators who are deepening their foundational knowledge and educational approaches to foster reconciliation

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A curriculum development tool for inclusion of First Nation, Metis and Inuit perspectives throughout curriculum

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Historic, Legal and Contextual Background Information

The reference terms and concepts explore legal and policy definitions; historical or contextual use of terminology; and concepts related to citizenship, culture and cultural repatriation, epistemologies and identity.

All terms and concepts presented here are for reference only to support building shared meaning and understanding about the criteria used in Guiding Voices.

The inclusion of these terms and concepts is respectful of the diversity of identities of First Nations, Métis, Inuit, Aboriginal and Indigenous peoples, permitting them to self-identify in their own meaningful ways.

Definitions and understandings provided are from various identified sources.

The legal and policy definitions are intended to directly reference legal documents and are intended to reflect community and organizational understandings. The terms and definitions are derived from the Federal Indian Act; the Constitution Act, 1982; Bill C-31 and relevant policy documents in the Canadian context.

Over time, there has been a change in legal and policy terminology; therefore, there may not appear to be agreement in the use of specific legal and policy terms.

Terms such as Indian, Native and Aboriginal are synonymous to the Indian Act; the Constitution Act, 1982; and Bill C-31. There has been a shift in the usage of terms; the terminology used has been to some extent necessarily circular: one term has been used in the process of defining another. Readers should keep in mind that there is no single term to describe Indigenous peoples; however, collective terms such as First Nations, Métis, Inuit, Indigenous or Aboriginal vary in their geo-political application.

Historical or contextual terminology in the Canadian context regarding First Nations, Métis, Inuit, Aboriginal and Indigenous peoples should reflect the following considerations:

Pre-Contact: Use the specific name of nation (that is, using the nation's own name) or refer to as First Peoples collectively.

Post-Contact: Use the specific name of nation (that is, using the nation's own name first with colonial given name in parentheses) or refer to as First Nations peoples collectively.

Post-1982 and Signing of Canadian Constitution and Charter: Use the specific name of First Nation, Métis or Inuit nation/group or refer to as Aboriginal peoples collectively; as First Nations, Métis and Inuit in Alberta; or as First Nations, Métis or Inuit to refer to one of the three larger collective groups of peoples in Canada.

Global Communities: Use the specific name of nation or group (that is, using the nation's own name) and possibly including the colonial given name, if applicable, in parentheses, or refer to as Indigenous peoples collectively.

Inuit, Métis and First Nations people may use different terminology to refer to different aspects of their individual and collective identities, such as using their nation's own name in their original language to reflect their cultural and linguistic origins and identity.

Support for accurate use of terminology regarding Aboriginal peoples should be provided in curriculum, especially to support teachers/educators.

Historical thinking skills are needed to understand the diversity of terminology regarding the names of nations and references for peoples. Terminology has changed in regards to the different names for the same nation and the difference between a linguistic group and the nations to which speakers may belong.

Glossary of Terms and Concepts

Aboriginal

The term Aboriginal is generally used in context as a legal and policy term (i.e., term used in policy in Alberta and in Canada) that refers to people's political identity surrounding rights and governance.

The term Aboriginal is used in the context of the Indigenous peoples of a particular country. The term is referenced in the Constitution Act, 1982: "'aboriginal peoples of Canada' includes the Indian [status and non-status], Inuit and Metis peoples of Canada."

In usage: Aboriginal (noun) vs. aboriginal (adjective): Use as a noun in Canadian context in reference to all three groups: First Nations, Métis and Inuit.

Examples:
Capitalized: First Nations, Métis and Inuit are the Aboriginal people in Canada.
Not capitalized: Many collectors find aboriginal art to be valuable.

Aboriginal Peoples

This is a collective name for all of the original peoples inhabiting what is now Canada and their descendants. Section 35(2) of the Constitution Act, 1982 says "'aboriginal peoples of Canada' includes the Indian [status and non-status], Inuit and Métis peoples of Canada."

The Constitution does not define membership in First Nations (Indians), Inuit and Métis groups. First Nations, Inuit and Métis peoples have unique heritages, languages and spiritual beliefs. Aboriginal Peoples is a term also used in some other parts of the world to refer to the first inhabitants of a given area.

Aboriginal Worldviews and Perspectives

The worldviews of Aboriginal peoples are distinct from the worldview of the mainstream culture in Canada. A worldview is a way of perceiving and conceptualizing everything in existence.

The Aboriginal worldview presents human beings as inhabiting a universe made by the Creator and as striving to live in a respectful relationship with nature, with one another and with oneself.

Each Aboriginal culture expresses this worldview in different ways, with different practices, stories and cultural products.

Our Words, Our Ways: Teaching First Nations, Métis and Inuit Learners describe the Aboriginal worldview as "a holistic process where learning takes place across different spheres of human experience including spiritual, physical, emotional and mental dimensions. Worldviews may also consider relationships and experiences of the past, present and future as interconnected" (p. 13).

Authenticity of Sources

A source (story, voice, visual or representation of Aboriginal perspectives or history) is considered authentic when it is validated by Elders or by members of the community who are recognized as appropriate representatives for the group.

Bias

A bias is a "subjective opinion, preference, prejudice or inclination, often formed without reasonable justification, that influences an individual's or group's ability to evaluate a particular situation objectively or accurately; a preference for or against."

(© Canadian Race Relations Foundation. Glossary. http://www.crrf-fcrr.ca/en/resources/glossary-a-terms-en-gb-1/item/22801-bias. Nov. 2012). Reproduced with Permission.)

Bill C-3

This bill amended provisions of the Indian Act, which the Court of Appeal for British Columbia found to be unconstitutional in the case of McIvor vs. Canada.

Bill C-3: Gender Equity in Indian Registration Act, effective on January 31, 2011, ensures that "eligible grand-children of women who lost status as a result of marrying non-Indian men are entitled to registration (Indian status). As a result of this legislation approximately 45,000 persons will become newly entitled to registration."

View more information about the bill at the Indigenous and Northern Affairs Canada website.

Bill C-31

Bill C-31 was the pre-legislation name of the 1985 Act to Amend the Indian Act. This act eliminated certain discriminatory provisions of the Indian Act, including the section that resulted in Indian women losing their Indian status when they married non-status men.

Bill C-31 enabled people who were affected by the discriminatory provisions of the old Indian Act to apply to have their Indian status and membership restored.

Clan System

A clan system is a social organizational system where each clan member performs a specific group of functions for the community at large. Membership in a clan may be hereditary, through community appointment, or by clan adoption. A clan system describes the interconnected relationships between individuals and groups.

Colonialism and Colonization

Colonialism "usually refers to the period of European colonization from Columbus (1492) onwards, in the Americas, Asia and Africa, and taking on different forms from settler colonies like Canada to non-settler colonies such as India during British rule. Colonialism differs also across colonizing nations and across time. For example, French colonialism had different policies from British colonialism."

(© Canadian Race Relations Foundation. Glossary. http://www.crrf-fcrr.ca/en/resources/glossary-a-terms-en-gb-1/item/22808-colonialism (Nov. 2012). Reproduced with Permission.)

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content states the following: "Modern colonialism is often seen as part of 'globalization,' which includes the exploitation of labour and national resources by transnational corporations, the expansion of free trade agreements and blocs, and the commoditization of Indigenous Knowledge.

"The colonizers impose their institutions and belief systems in the colonized territories. Britain and France fought for the colonization of what is now called Canada until Britain gained full power in 1763. Nine tenths of the earth's land base was colonized by European nations throughout the eighteenth and nineteenth centuries. (Canadian Race Relations Foundation 2006)" (pp. 20-21).

Cultural Advisors

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content, describes cultural advisors as "First Nations, Métis and Inuit individuals who have specific knowledge and wisdom related to their cultural practices, customs, history, values, and language. They facilitate, support, promote and coordinate cultural practices" (p. 21).

Cultural Appropriateness

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content says this term means that a resource "appropriately respects the languages and cultures of a diverse group of people, manifested through actions which reflect their protocols and ways of knowing that encompasses their values, traditions, customs, practices, histories and experiences" (p. 21).

Culture

Culture is "the mix of ideas, beliefs, values, behavioural norms, knowledge and traditions of a group of individuals who have a historical, geographic, religious, racial, linguistic, ethnic or social context, and who transmit, reinforce and modify those ideas, values and beliefs, passing them on from one generation to another. . . . It results in a set of expectations for appropriate behaviour in seemingly similar contexts."

(© Canadian Race Relations Foundation. Glossary. (Nov. 2012). Reproduced with Permission.)

De-colonization

De-colonization is the process of (re)claiming Indigenous identities or non-Western identities in former colonial states. Canada, Australia and New Zealand are former colonies and experienced various forms of de-colonization. De-colonization is the process of asserting the validity and status of cultural practices, knowledge and experiences that have been discounted due to Eurocentric systemic imposition.

Diversity

Diversity is a "term used to encompass all the various national, racial, ethnic, religious and other backgrounds of people-and used increasingly in Canada to describe workplace programs aimed at reducing discrimination, promoting equality of opportunity and outcome for all groups. The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, language, race, religion, and socio-economic status."

(© Canadian Race Relations Foundation. Glossary. http://www.crrf-fcrr.ca/en/resources/glossary-a-terms-en-gb-1/item/22818-diversity (Nov. 2012). Reproduced with Permission.)

Elder(s)

Our Words, Our Ways: Teaching First Nations, Métis and Inuit Learners offers the following description of Elders on page 71.

"Elders are men and women regarded as the keepers and teachers of an Aboriginal nation's oral tradition and knowledge. Age is not considered a determinant of wisdom; young people of sixteen years may have essential knowledge. Different Elders hold different gifts.

"Their contributions to schools and classrooms can be significant when they are involved in meaningful ways such as bringing traditional ceremonies and teachings into the school or classroom; providing advice to parents, students, teachers and school administrators; providing accurate information about Aboriginal heritage and Aboriginal communities; and acting as a bridge between the school and the community.

"Elders are considered vital to the survival of Aboriginal cultures and the transmission of cultural knowledge is an essential part of the preservation and promotion of cultural traditions and their protocols. Elders are always to be treated with great respect and honour.

"The roles of Elders vary greatly from community to community, as do the protocols and traditions they teach. Elders can be spiritual guides, healers, medicine men and women, artists, seers, and counsellors. Elders often perform such services as:

giving prayers before meetings

describing or performing traditional ceremonies

sharing traditional knowledge

giving spiritual advice to individuals

demonstrating traditional crafts and practices

teaching the community's protocols."

More information on appropriate protocol for welcoming an Elder can be found on page 75 of the document.

The term Elder is capitalized when used in reference to a specific individual who is recognized by his or her community as a holder of specific traditional, ceremonial or environmental governance or spiritual knowledge. When used in reference to a person beyond a specific age, the term does not need to be capitalized.

Eurocentrism

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content describes Eurocentrism as the "practice of viewing the world from a European perspective and the belief that European (or Western) worldviews and accomplishments are superior to all others. Presupposes the supremacy of Europe and Europeans in world culture and relates history according to a European perception and experience (Canadian Race Relations Foundation 2007). Eurocentrism dominated during the 19th and early 20th centuries and influenced the international relations of many nations around the world" (p. 21).

First Nations

This term is preferred by many Aboriginal peoples and the Assembly of First Nations and refers to the various governments of the First Peoples of Canada. There are over 600 First Nations across Canada. In Alberta, there are 45 First Nations, all of whom belong to one of the three treaty areas: Treaty 6, Treaty 7, and Treaty 8.

Treaty 6: Signed at Carlton and Fort Pitt in 1876 and covers central Alberta and Saskatchewan. There are 16 Alberta First Nations.

Treaty 7: Signed at the Blackfoot Crossing of Bow River and Fort Macleod in 1877 and covers southern Alberta. There are five Alberta First Nations.

Treaty 8: Signed at Lesser Slave Lake in 1899 and covers portions of northern Alberta, British Columbia, Saskatchewan and part of Northwest Territories. There are 24 Alberta First Nations.

First Nations Authorities

First Nations chiefs and councils are the local governing authorities for First Nations.

All First Nations in Alberta are a member of one of three Treaty organizations:

First Nations have developed tribal councils or similar organizations to act for them under delegated authority, including:

First Nations, MÉtis and Inuit (Policy Term)

First Nations, Métis and Inuit is a phrase that is grounded in the First Nations, Métis and Inuit Education Policy Framework developed by Alberta Education.

The phrase First Nations, Métis and Inuit is generally used to refer to the diversity of Aboriginal peoples in Alberta. When making reference to a particular language, community or group, use the specific name rather than the collective phrase. Examples: Cree, Dene Tha, Kainai, Tsuu T'ina, Nakota, Mikisew Cree First Nation, Blood Tribe.

Historical Accuracy

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content states "historical accuracy in the context of this document reflects information based on First Nations, Métis and Inuit traditional knowledge, practice and factual research regarding the past that has the condition or quality of being true and correct" (p. 22).

Identity

This is a term used to describe a people, often imposed by non-members of that group. The people in question have a term of self-identification that speaks to them being "people." The use of some terms of identification, such as Indian, continues the stereotyping of Indigenous peoples.

Indian

Indian people are one of three cultural groups, along with Inuit and Métis, recognized as Aboriginal People under section 35 of the Constitution Act.

The use of the term Indian has declined since the 1970s when the term First Nations came into common usage. However, there are legal reasons for the continued use of the term Indian.

Such terminology is recognized in the Indian Act and is used by the Government of Canada when making reference to this particular group of Aboriginal people. There are three legal definitions that apply to Indians in Canada:

Status Indian describes a person who is registered as an Indian under the Indian Act. The act sets out the requirements for determining who is an Indian for the purposes of the Indian Act.

Non-status Indian describes an Indian person who is not registered as an Indian under the Indian Act.

Treaty Indian describes a Status Indian who belongs to a First Nation that signed a treaty with the Crown.

For more information about these and other terms, go to the Indigenous and Northern Affairs Canada website.

Indian Act

The Indian Act, 1985, a piece of Canadian federal legislation, was first passed in 1876 and has been amended several times since.

The act "sets out certain federal government obligations and regulates the management of Indian reserve lands, Indian moneys, and other resources."

Among its many provisions, the Indian Act currently requires the Minister of Indigenous and Northern Affairs to manage certain monies belonging to First Nations, to manage Indian lands and to approve or disallow First Nations bylaws.

Indigenous

Described by the United Nations' factsheet titled Indigenous Peoples, Indigenous Voices: "Considering the diversity of indigenous peoples, an official definition of 'indigenous' has not been adopted by any UN-system body. Instead the system has developed a modern understanding of this term based on the following:

Self-identification as indigenous peoples at the individual level and accepted by the community as their member.

Historical continuity with pre-colonial and/or pre-settler societies

Strong link to territories and surrounding natural resources

Distinct social, economic or political systems

Distinct language, culture and beliefs

Form non-dominant groups of society

Resolve to maintain and reproduce their ancestral environments and systems as distinctive peoples and communities."

There are four relevant factors that inform the concept of Indigenous peoples:

"Priority in time, with respect to the occupation and use of a specific territory;

The voluntary perpetuation of cultural distinctiveness, which may include the aspects of language, social organization, religion and spiritual values, modes of production, laws and institutions;

Self-identification, as well as recognition by other groups, or by State authorities, as a distinct collectivity; and

An experience of subjugation, marginalization, dispossession, and exclusion or discrimination, whether or not these conditions persist" (Erica-Irene Daes, Working Paper on the Concept of 'Indigenous People,'" 1996).

In usage: Indigenous (noun) vs. indigenous (adjective): A noun is used in global contexts.

Examples:

Noun: The United Nations has several statements regarding Indigenous people across the world.

Adjective: Pharmaceutical companies have found indigenous plants in the rainforests valuable to their research.

Inuit

"Inuit means 'the people' in Inuktitut. Inuit living in the western Arctic are Inuvialuk (singular) or Inuvialuit (plural) and speak Inuvialuktun. Inuit living in the central and eastern Arctic are Inuk (singular) or Inuit (plural) and speak Inuktitut. Most Inuit live in Nunavut, the Yukon, Northwest Territories, Labrador, northern Quebec, Greenland, Russia and Alaska.13 Inuit have a rich oral history with distinct traditions, language, beliefs, song, art and culture.

"* Inuit do not practice the traditional or ceremonial use of the pipe ceremony, smudging, tobacco or the sweatlodge.

"Inuit Nunangat refers to the four Inuit regions in Canada: Northwest Territories; Nunavut; Nunatsiavut - Labrador; and Nunavik - Quebec. Each region has land claim agreements with the Government of Canada - assigning rights, land ownership, money, wildlife harvesting rights; participation in land, resource, water, wildlife and environmental management as well as measures to promote economic development and protect the Inuit culture" ( Edmonton Public Schools, p. 12).

A document titled Inuit History and Heritage (Inuit Tapiriit Kanatami, 2004) states: "For 5,000 years, the people and culture known throughout the world as Inuit have occupied the vast territory stretching from the shores of the Chukchi Peninsula of Russia, east across Alaska and Canada, to the southeastern coast of Greenland. It is here, based on our [the Inuit's] ability to utilize the physical environment and living resources of this geographic region known as the Arctic, where our culture developed and our history unfolded. Inuit are an original people of the country now known as Canada (p. 2)." More information is available at the Inuit Tapiriit Kanatami website.

The Inuit are not covered by the Indian Act. Section 4(1) says, "A reference in this Act to an Indian does not include any person of the race of aborigines commonly referred to as Inuit," but the federal government makes laws concerning the Inuit.

For more information about the Inuit, see the Indigenous and Northern Affairs Canada website.

Knowledge Keeper

The Common Curriculum Framework for Aboriginal Language and Culture Programs: Kindergarten to Grade 12 says a Knowledge Keeper is a person designated or acknowledged by Elders of a cultural community as being knowledgeable about various aspects of the culture, its perspectives, practices and products (p. 131).

Kinship

A kinship is a tie between related individuals, usually through blood, but also through adoption (Kainai Board of Education, et al., 2004, p 238).

Matrilineal

A cultural and social organizational system based on the kinship of the mother's line of descent.

MÉtis

The Métis are Aboriginal people of mixed First Nations and European ancestry. Currently, Métis are considered Indians under the Indian Act. This was confirmed April 11, 2016, by the Supreme Court of Canada.

The Métis have a unique culture that draws on their diverse ancestral origins, such as Scottish, French, Ojibway and Cree. For more information about terminology, go to the Indigenous and Northern Affairs Canada website.

The Métis dates back to the days of the fur trade when Aboriginal people and French or French-Canadian people married. Historically, the Métis have been refused political recognition by the federal government; they were excluded from registration under the Indian Act despite being specifically referenced to as "halfbreeds" in Treaty 8. However, they were allotted money scrip or land scrip. With the repatriation of the constitution, Métis have been recognized as Aboriginal people of Canada. The Constitution Act, 1982, Section 35(2) says, "In this Act, 'aboriginal peoples of Canada' includes the Indian, Inuit, and Metis peoples of Canada." The Supreme Court of Canada reaffirmed that distinction in its ruling of the case of Daniels v. Canada, 2016 SCC 12 ("Daniels"). Under the ruling, Métis are Aboriginal peoples of Canada along with Treaty Indians, non-status Indians and Inuit. Inherit rights and responsibilities concerning this ruling need to be defined.

MÉtis (Policy Term, National Definition)

The Métis National Council adopted the following definition of the term Métis in 2002: " ... a person who self-identifies as Métis, is distinct from other Aboriginal peoples, is of historic Métis Nation Ancestry and who is accepted by the Métis Nation."

"In 2003, the Supreme Court of Canada confirmed that Métis are a rights-bearing Aboriginal people. Its judgement in R. v. Powley set out the components of a Métis definition for the purpose of claiming Aboriginal rights under section 35 of the Constitution Act, 1982. These are:

Self-identification as a member of a Métis community.

Ancestral connection to the historic Métis community whose practices ground the right in question.

Acceptance by the modern community with continuity to the historic Métis community."

(© Métis National Council. The Métis Nation; Citizenship. http://www.metisnation.ca/index.php/who-are-the-metis/citizenship (Nov. 2012). Reproduced with permission.)

MÉtis Authorities (Policy Term)

There are two recognized Métis authorities in Alberta who speak on behalf of their membership:

The MNA's provincial council consists of elected provincial president and vice-president, plus six elected zone presidents and six vice-presidents representing each of six zones across Alberta. There are approximately 65 MNA locals across Alberta.

The MSGC consists of 40 councillors, representing the eight Alberta Métis Settlement councils and four non-voting executive officers. The general council was established in 1990 under Alberta's Métis Settlements Act and serves as the collective governing body for the settlements. The MSGC is established as a corporate entity (separate from the settlement corporations) and holds the fee-simple title to the land within the settlement areas.

MÉtis Settlements (Policy Term)

There are eight Métis settlements in Alberta:

Buffalo Lake Metis Settlement

East Prairie Metis Settlement

Elizabeth Metis Settlement

Fishing Lake Metis Settlement

Gift Lake Metis Settlement

Kikino Metis Settlement

Paddle Prairie Metis Settlement

Peavine Metis Settlement

The geographic area of each settlement lay within the northern regions of Alberta. There are 1.25 million acres of land in total in the eight Métis settlements.

Métis settlements were established in the 1930s in response to recommendations contained in the Ewing Commission, 1932. Although 12 colonies were originally established, four of the colonies ceased to operate because the land was unsuitable for farming.

Under the 1989 Alberta Métis Settlements Accord and resulting 1990 legislation, the settlements collectively acquired title to the settlement areas and were established as corporate entities, similar to municipal corporations, with broad self-governing powers.

The settlements are governed locally by elected five-member councils and collectively by the Métis Settlements General Council. The Metis Settlement Act, 2000, takes the place of the Alberta Métis Settlements Accord.

Negative Tone

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content identifies a negative tone as "references that focus only on what specific groups did not have or accomplish" (p. 24).

Oral Traditions and Oral History

Oral history is defined by Indigenous and Northern Affairs Canada as "evidence taken from the spoken words of people who have knowledge of past events and traditions. This oral history is often recorded on tape and then put in writing. [Oral history] is used in history books and to document claims."

(© Indigenous and Northern Affairs Canada. http://www.aadnc-aandc.gc.ca/eng/1100100014642/1100100014643.)

Paternalism

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content describes paternalism as "a policy or practice of treating or governing people modelled after a family structure in which the father figure makes the decisions for the family. Paternalistic practices often are based on the assumption that a group of people needs care from another group that considers itself superior, and this 'superior' group provides for the perceived needs of the other and assumes what is best for them without respecting their rights or responsibilities" (p. 24).

Place and Identity

Land is reflected as a sense of place and as more than a location through traditional knowledge, protocols, and scientific and traditional perspectives regarding the use of land.

Protocol

Protocol is a code of etiquette appropriate to the customs and traditions of the people or community. Protocol is described on page 71 of Our Words, Our Ways: Teaching First Nations, Métis and Inuit Learners.

" In Alberta, each Aboriginal community has its own cultural and social traditions that translate into protocols that should be carefully followed. Although regional and tribe-specific protocols have evolved over time, there are many similarities and common themes that are important to remember.

"Using proper protocol means following the customs of the people or community. As protocol varies between communities and individuals, it is important to ask an informed community member about the protocol that needs to be followed. Generally, people respect those who care enough to ask."

Racism

"Racism is any individual action, or institutional practice backed by institutional power, which subordinates people because of their colour or ethnicity." This distinction is often used to justify discrimination.

(© Canadian Race Relations Foundation. Glossary. http://www.crrf-fcrr.ca/en/resources/glossary-a-terms-en-gb-1/item/22874-racism (Nov. 2012). Reproduced with Permission.)

Reclamation

Reclamation is the process of reclaiming or changing back to a former state. For Indigenous people, this means reclaiming or claiming traditional languages, protocols, practices and lands for traditional ceremonies and use. Reclamation, in the Indigenous context, is one component of decolonization.

Reconciliation

Reconciliation is about establishing and maintaining a mutually respectful relationship between Aboriginal and non-Aboriginal peoples in this country. Education for Reconciliation is the collective work of ensuring curriculum and the education system support the process of reconciliation. ( Truth and Reconciliation Commission of Canada)

View Justice Murray Sinclair's address about reconciliation on the Truth and Reconciliation Commission of Canada's website.

Re-matriation

This describes the process of revitalizing matriarchal society and affirming the role of women, a contemporary movement of empowering Aboriginal women.

Residential Schools

Day and boarding schools that were funded and established from federal government policy and operated by religious organizations to assimilate Aboriginal people into mainstream society by forcibly removing Aboriginal children from their homes, families and communities.

Alberta had the most residential schools between 1884 and 1974: 31 residential schools operated across the province. Alberta's first residential school was Blue Quill's Indian Residential School.

"Blue Quill's Indian Residential School originated in Lac la Biche, AB. It was also known as the Sacred Heart Indian Residential School and later the Saddle Lake Boarding School. This school was operational in Lac la Biche between 1862 and 1898. The school was of Roman Catholic denomination and was under the jurisdiction of the Saddle Lake Indian Agency. In 1898, the school moved to Saddle Lake, AB from Lac la Biche, AB, it would move again to St. Paul, AB in 1931, where it was renamed St. Paul's Boarding School. Blue Quills became the first Native-administered school in Canada in 1970."

Larsson, P. (2013, October 24). Blue Quill's Indian Residential School (Lac la Biche). Retrieved June 2, 2016, from http://eugenicsarchive.ca/database/documents/52692189dc1dc8b865000005

The last residential school in Alberta to close was St. Mary's Indian Residential School. The school was located in Cardston and operated from 1911 to 1975.

"Also known as the St. Mary's Mission Boarding School, the Immaculate Conception Boarding School and the Blood Indian Residential School. . . . This school was under the jurisdiction of the Blood Indian Agency."

Larsson, P. (2013, October 26). Immaculate Conception Indian Residential School. Retrieved June 2, 2016, from http://eugenicsarchive.ca/database/documents/526b8345dc1dc8b86500000b

Resilience

The concept is most often defined as the capacity to spring back from adversity and have a good life outcome despite emotional, mental or physical distress.

Aboriginal People, Resilience and the Residential School Legacy, 2003. Obtained from http://www.ahf.ca/downloads/resilience.pdf

Revitalization/Revitalizing

Bring back into active use cultural practices and languages.

Language revitalization is the process of learning Indigenous languages according to traditional pedagogical and epistemological systems and protocols.

Cultural revitalization is the contemporary process of learning traditional protocols, ceremonies and rites in accordance with Indigenous pedagogical and epistemological systems and protocols.

Self-government

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content states, "Self-Government agreements are negotiated arrangements between an aboriginal community, the government of Canada and a provincial and/or Territorial government which provides powers and authority to enact laws and regulations of a local nature for the good governance of its lands, resources and citizens, and general welfare and development of the First Nation. Self-Government agreements are not considered as Treaties as defined under the section 35 of the Constitution Act, 1982" (p. 25).

For more information regarding First Nations self-government, see Bill C-7: The First Nations Governance Act.

Sixties Scoop

"The term Sixties Scoop was coined by Patrick Johnston, author of the 1983 report Native Children and the Child Welfare System. It refers to the mass removal of Aboriginal children from their families into the child welfare system, in most cases without the consent of their families or bands. . . . Although the practice of removing Aboriginal children from their families and into state care existed before the 1960s (with the residential school system, for example), the drastic overrepresentation of Aboriginal children in the child welfare system accelerated in the 1960s, when Aboriginal children were seized and taken from their homes and placed, in most cases, into middle-class Euro-Canadian families. This overrepresentation continues today." ( University of British Columbia)

Stereotype

A stereotype is a preconceived overgeneralization "of a group of people, ascribing the same characteristic(s) to all members of the group, regardless of their individual differences. An overgeneralization . . . may be based upon misconceptions, incomplete information and/or false generalizations about race, age, ethnic, linguistic, geographical or natural groups, religions, social, marital or family status, physical, developmental or mental attributes, gender or sexual orientation."

(© Canadian Race Relations Foundation. Glossary. http://www.crrf-fcrr.ca/en/resources/glossary-a-terms-en-gb-1/item/22880-stereot ype (Nov. 2012). Reproduced with Permission.)

Stories

Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about history, culture and heritage. Stories are communicated through legends, myths, narratives, oral traditions, song, music, dance, literature, visual and dramatic arts, traditions and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.

Treaties

Treaties are agreed-upon declarations and sacred agreements between sovereign nations.

Prior to Confederation, treaties in Canada were made between First Nations and the British Crown.

Subsequent treaties, including the western treaties, were made between First Nations and the Crown in right of Canada.

The treaties are legal documents that confer rights and obligations on both parties. Section 35 of the Constitution Act, 1982 recognizes and affirms the "existing aboriginal and treaty rights of the aboriginal peoples of Canada."

No two treaties are identical.

Treaties 6, 7 and 8, which cover most of Alberta, describe certain treaty rights including, but not restricted to, entitlement to reserve lands, hunting, fishing and trapping.

Treaties 4 and 10 have some Alberta land but contain no federally registered First Nations communities or reserves.

First Nations people clearly state that the treaties mean more to them than simply legal documents. The treaties are sacred agreements made by the parties and sealed by pipe ceremonies. First Nations consider the treaties to be the essential basis for any relationship between First Nations and other governments.

Strengthening Relationships: The Government of Alberta's Aboriginal Policy Framework states: "The Government of Alberta recognizes and respects the treaties and the lands set aside under the treaties as First Nation reserve lands. Nothing in this document will abrogate or derogate from the treaties."

In usage: Treaty (capitalized) vs. treaty (lowercase, singular) and treaties (lowercase, plural): Use the capitalized term in reference to a specific treaty; e.g., Treaty 6. The lowercase, singular term is used in reference to items contained in a treaty; e.g., treaty rights. The lowercase, plural term is used in reference to the numbered treaties; e.g., no two treaties are identical.

Treaty Rights

Treaty rights are special rights to lands and entitlements that Indian people legally have as a result of treaties (including modern land claims agreements). Section 35 of the Constitution Act, 1982 recognizes and affirms the "existing aboriginal and treaty rights of the aboriginal peoples of Canada."

Truth and Reconciliation Commission of Canada (TRC)

The Truth and Reconciliation Commission of Canada is a component of the Indian Residential Schools Settlement Agreement. The federally appointed commission was mandated to investigate the history, legacy and experiences of residential school survivors.

For more information about the TRC and its findings, go to the Truth and Reconciliation of Canada website.

Uncertain of Ancestry

The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content describes uncertain of ancestry in this way: "Due to factors such as the Residential Schools experience, 60s Scoop and child welfare and adoption practices, many Aboriginal peoples have been impacted by a loss of identity. Some Aboriginal peoples, although they are aware they have Aboriginal ancestry, may be unable to identify with a particular classification, such as First Nation, Métis or Inuit; in this event, the 'uncertain of ancestry' identifier may be used" (p. 25).

United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP)

This is a United Nations' document setting out the individual and collective rights of Indigenous people around the world. When the document was introduced in December 2007, the Canadian government voted against it along with Australia, New Zealand and the United States. In 2016, however, the Canadian government announced its decision to implement the declaration. For more information, go to the United Nations Declaration on the Rights of Indigenous Peoples site.

Ways of Knowing

Ways of knowing is tied to both individual and cultural epistemologies and belief systems. It is affiliated with a particular personal or worldview as well as the content under examination.

For a more detail discussion of ways of knowing, see chapter 3 of the document titled From Knowledge to Action.

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The reference terms and concepts explore legal and policy definitions; historical or contextual use of terminology; and concepts related to citizenship, culture and cultural repatriation, epistemologies and identity. All terms and concepts presented here are for reference only to support building shared meaning and understanding about the criteria used in Guiding Voices.

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Supporting Awareness, Understanding and Application of Indigenous Foundational Knowledge: A planning and implementation tool

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The resource will provide a link to a number of Napi stories shared by Carl Brave Rock.  https://www.buildingbrains.ca/blackfoot-stories

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Napi and the Dogs — Building Brains Together

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Traditional Blackfoot stories as told by Carl Brave Rock.

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An ARPDC Learn and Go Resource

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Our Voices, Our Stories

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Archived Content

This archived Web page remains online for reference, research or recordkeeping purposes. This page will not be altered or updated. Web pages that are archived on the Internet are not subject to the Government of Canada Web Standards. As per the Communications Policy of the Government of Canada, you can request alternate formats of this page on the Contact Us page.

Educational Resources

Oral Storytelling and Class Story Blanket

Related Website: Our Voices, Our Stories
Content: Oral Storytelling, Drama, Writing, and Visual Arts expression
Ages: 9-13
Subjects: Social Studies, Native Studies, Language Arts, Visual Arts

Introduction
This educational resource consists of two lessons exploring the dramatic and artistic elements of storytelling. Students will learn about the significance of Aboriginal storytelling. They will explore various examples of Aboriginal stories as well as other stories. Using the knowledge they gain from this experience, students will write their own story and use dramatic techniques to retell it. They will also create a class "story blanket" and have the option to video record their final product.
Learning Outcomes
Students will:

identify different types of stories, as well as their significant elements.

recall and relate, in their own words, the major parts of a story and its supporting details.

discuss their own and others' understanding of various community and cultural traditions, in various times and places, as portrayed in texts.

create a new story or re-design a familiar one.

create a visual response to a specific story.

share information on a topic using print, audio-visual, or dramatic forms.

Activities Summary
Below is a table summarizing the activities in this educational resource. The table headings are: Title, Objectives, and Additional Formats.

Curriculum Connections
To show the connections between this educational resource and provincial curriculums across Canada.

Aboriginal Storytelling Background
To gain an understanding of the history and significance of aboriginal storytelling.

To provide access to a list of suggestions for oral storytelling.

Evaluation Tools
Participation
Illustrating a Story
Writing a Story
Story Retelling Rubric

Asessment tools to evaluate student products. Lists of assessable behaviours and a rubric.

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ARCHIVED - Oral Storytelling and Class Story Blanket - Educational Resources - Our Voices, Our Stories: - Library and Archives Canada

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This archived Web page remains online for reference, research or recordkeeping purposes. This page will not be altered or updated. Web pages that are archived on the Internet are not subject to the Government of Canada Web Standards. As per the Communications Policy of the Government of Canada, you can request alternate formats of this page on the Contact Us page.

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Government of Canada resources:  Find activities, games and stories for youth and educators about Indigenous peoples' culture, history and languages.

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Find activities, games and stories for youth and educators about Indigenous peoples' culture, history, languages and more. Kids' Stop is not currently being updated and, as a result, may contain outdated language and information. For our current educational resources and content, go to Learn more about First Nations, Inuit, and Métis Peoples across Canada.

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Stepping Stones is intended to support certificated teachers on their learning journey to meet the First Nations, Métis and Inuit Foundational Knowledge competency in the Teaching Quality Standard.

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Strengthening the Heartbeat of Reconciliation

This resource includes entry points to acknowledge the National Day for Truth and Reconciliation and beyond for the K-12 classroom. Sample activities, resources, and key considerations are included.

Honouring the Voices of Indigenous Teachers and School Leaders in Alberta School Communities

In 2021, the Alberta Teachers' Association, in coordination with Dwayne Donald, a researcher from the University of Alberta, conducted an evaluation of the experience of Indigenous teachers, school leaders and central office leaders within Alberta's public education system. The Association's research activity was gathered through listening and learning from Indigenous teachers, school leaders and central office leaders through a survey and online focus group conversations. The results of these evaluation activities are outlined in the Honouring the Voices of Indigenous Teachers and School Leaders in Alberta School Communities, 2022.

Truth & Reconciliation Books for the Classroom

Literature recommendations for Kindergarten to Grade 12 (and beyond) from the Indigenous Education Council, English Language Arts Council and the Indigenous Education PD Facilitators of the Alberta Teachers' Association.

Stepping Stones Series

Stepping Stones is a publication of the Alberta Teachers' Association Walking Together: Education for Reconciliation and is intended to support certificated teachers on their learning journey to meet the First Nations, Métis and Inuit Foundational Knowledge competency in the Teaching Quality Standard.

Please check back regularly as new additions to the series will be posted soon

Numbered Treaties Within Alberta: Treaty 6
(PD-WT-16d 2018 03, 4pp) - Download a Copy

Traités Num é rot é s en Alberta : Le Traité N° 6 (Treaty 6)
(PD-WT-16dF 2018 04, 4pp) - Download a Copy

Forced Relocation of Indigenous Peoples in Canada
(PD-WT-16e 2020 11, 4pp) - Download a Copy

Réinstallation forcée de peuples autochtones au Canada
(PD-WT-16eF, 2021 06 4pp) Download a Copy

Numbered Treaties Within Alberta: Treaty 7
(PD-WT-16f 2018 04, 4pp) - Download a Copy

Traités Numérotés en Alberta : Le Traité N° 7 (Treaty 7)
(PD-WT-16fF 2018 04, 4pp) - Download a Copy

Elder Protocol
(PD-WT-16g 2017 07, 4pp) - Download a Copy

Protocole relatif aux Ainés
(PD-WT-16gF 2018 04, 4pp) -Download a Copy

Numbered Treaties Within Alberta: Treaty 8
(PD-WT-16h 2018 03, 4pp) - Download a Copy

Traités Num é rot é s en Alberta : Le Traité N° 8
(PD-WT-16hF 2018 04, 4pp) - Download a Copy

First Nations, Métis and Inuit Music and Dance
(PD-WT-16j 2019 05, 4pp) - Download a Copy

Musique et danses des Premières Nations, des Métis et des Inuits
(PD-WT-16jF 2019 10, 4pp) - Download a copy

Indigenous Education Resources
(PD-WT-16k 2019 01, 4pp) - Download a Copy

Ressources pour l'éducation autochtone
(PD-WT-16kF 2019 04,4pp) - Download a Copy

Residential Schools-First Nations Experience
(PD-WT-16m 2018 12, 4pp) - Download a Copy

Pensionnats-l'expérience des Premières Nations
(PD-WT-16mF 2019 07, 4pp) - Download a Copy

Residential Schools-M é tis Experience
(PD-WT-16n 2019 06, 4pp) - Download a Copy

Pensionnats-l'expérience des Métis
(PD-WT-16nF 2019 11, 4pp) - Download a Copy

Residential Schools-Inuit Experience
(PD-WT-16o 2019 07, 4pp) - Download a Copy

Pensionnats-l'expérience des Inuits
(PD-WT-16oF 2020 01, 4pp) Download a Copy

Professional Learning Pebbles
This publication includes short, interactive activates designed to enhance your understanding of reconciliation, resources specifically produced to build your competence and confidence; and ideas about the many paths you can pursue on your future professional Indigenous education learning journey.
- Download Facilitator Guide
- Download Participant Guide
- Download PowerPoint

ATA Library

Materials to Borrow: Browse our list of First Nations, Metis and Inuit resources available to borrow through the ATA Library.

Library Guide: Explore the ATA Library's collection of web guides relating to Indigenous peoples and Indigenous Education.

Additional Resources

Indigenous Peoples Atlas of Canada Resource - available to borrow from the Association (no cost)

"This resource will assist you and your students in understanding the past, present and future of Indigenous Peoples in Canada. There is a wealth of information and diversity of stories and voices on this map; however, we recognize that no resource will ever be able to encompass all Indigenous voices and stories. The Royal Canadian Geographical Society (RCGS) also recognizes that the stories told here are not ours to tell."

The kit includes:

Teacher's guide

Hard copies of all learning activities (available for download here)

Gym size floor map, 10.7m (35.1') x 7.9m (25.92')

Booking period three weeks (no cost)

Bookings for the 2022/2023 year are now closed.
Send booking inquiries or request additional information via e-mail to walkingtogether@ata.ab.ca.

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This resource includes entry points to acknowledge the National Day for Truth and Reconciliation and beyond for the K-12 classroom. Sample activities, resources, and key considerations are included. In 2021, the Alberta Teachers' Association, in coordination with Dwayne Donald, a researcher from the University of Alberta, conducted an evaluation of the experience of Indigenous teachers, school leaders and central office leaders within Alberta's public education system.

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Topics include treaties, elders, oral traditions, residential schools, reconciliation, ways of knowing, language, and more.

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ASBA Indigenous Insights Series on Vimeo

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Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD with no ads.

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Explore NFB films about: Indigenous Peoples in Canada (First Nations and Métis)

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Browse the NFB online film collection for films about: Indigenous Peoples in Canada (First Nations and Métis).

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The Walking Together Resources provide support in infusing First Nations, Metis and Inuit Perspectives in Curriculum https://www.learnalberta.ca/content/aswt/

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Personal acts of reconciliation

Taking the first step toward reconciliation seems difficult and possibly overwhelming at first. But sometimes, individuals all working together can make a huge impact. As history has shown, it's us everyday folks who propel our communities forward to achieve great progress by doing simple, kind acts either personally or together.

As individuals, while we cannot take each of the Truth and Reconciliation Commission's 94 Calls to Action and fix them on our own, we can do our part to learn our history of residential schools, and listen, truly listen, to the stories being told by survivors, so we can begin to make small changes in our daily lives to become better allies and deepen our relationships with Indigenous Peoples.

Here are a few actions we can each personally take to learn more about reconciliation and foster inclusive relationships with each other.

Read books that reflect on the residential school experience

In their words. reading stories straight from those who experienced residential schools can deepen your understanding of its devastating effects and tremendous impact on Indigenous communities.
Books for adults To read with your kids Book clubs
Start an #IndigenousReads book club in your community or choose an Indigenous author for your next meeting.

Volunteer at an Indigenous non-profit

Support emerging artists

Our communities are rich with Indigenous artists who are creating work that is thoughtful, contemporary and current.

Many of these artists are pushing boundaries and putting their history, and the history of their ancestors, front-and-centre, and in your face. The best art makes you feel, makes you think, and definitely challenges your biases and perspectives.
Artist features Galleries and festivals

Watch films and documentaries

'The Eyes of Children' - life at a residential school | CBC
Christmastime at a residential school in British Columbia in 1962.

We were children | NFB
In this feature film, the profound impact of the Canadian government's residential school system is conveyed through the eyes of two children who were forced to face hardships beyond their years.

In Jesus' Name | Erasing Cultural Genocide
A poignant all-Indigenous English and Cree-English collaborative documentary film that breaks long-held silences imposed upon indigenous children who were interned at the notoriously violent St. Anne's Residential School in Fort Albany First Nation, Ont.

Sleeping Children Awake | Magic Arrow Productions
Sleeping Children Awake is one of the earliest independent, feature length documentaries to broadcast on the Residential School System. It won several awards including "Best Canadian Documentary 1993."

Stolen Children: Residential School Survivors Tell Their Stories | CBC
Stolen Children explores the impact of residential schools on former students and their children and grandchildren. Survivors share their harrowing experiences and discuss the legacy of fear, abuse and suicide being passed down from generation to generation.

Violation of Trust | The Fifth Estate
A searing examination of Canada's 100 years of residential schools, where Indigenous children had their culture and language beaten out of them, leaving a legacy of alcoholism, abuse and emotional scars.

The Secret Path | CBC Arts
This powerful animated film tells the story of Chanie Wenjack, a 12-year-old Ojibwa boy who died of exposure in 1966 while running away from Cecilia Jeffrey Indian Residential School near Kenora, Ont.

Attend a cultural event

Create a family project around Indigenous history

Learn greetings in languages

Harvest traditional berries and medicines

Cook an Indigenous dish or learn about traditional foods (wild game, smoked fish, etc.)

Play and learn traditional games

Exploring My Indigenous Culture Now That I'm A Mom | CBC Parents
Sharing The Message Of Truth And Reconciliation With Your Kids | CBC Parents

Listen to Indigenous podcasts, artists and music

Explore authentic Indigenous experiences

As Canadians, we like to move and explore this large land mass we live on. And when we travel, we tend to learn a bit about the history of a place and take in its culture. This Indigenous Tourism Association of Canada lifestyle magazine provides stories from authentic Indigenous tourism companies stretching across Canada from coast to coast to coast.

"Indigenous tourism has the power to change perspectives, preserve culture, language and community and provide our relatives with a platform to be the leading voice in reclaiming our space in history - both ancient and modern." -Indigenous Tourism Association of Canada

In addition to ITAC's recommendations, Destination Canada created this list of 12 immersive Indigenous tourism experiences.

Learn the history of residential schools

There remains many Non-Indigenous Canadians who are unaware of residential schools and how recent they are in our history. Visit cbc.ca/beyond94 to hear stories from residential school survivors and what reconciliation means to them.

Be an ally

Listen. Ask questions.

Write the prime minister and your government representatives to implement the TRC's 94 Calls to Action

Talk to an Elder in the community

Join a local reconciliation committee in your community (in Saskatchewan there is a Reconciliation Saskatchewan organization, and it's open to everyone).

Hold a reconciliation workshop in your community. Organizations such as Returning to Spirit offer workshops and training programs that help individuals and communities move forward from the legacy of Residential Schools.

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Personal acts of reconciliation | CBC News

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Taking the first step toward reconciliation seems difficult and possibly overwhelming at first. But sometimes, individuals all working together can make a huge impact. As history has shown, it's us everyday folks who propel our communities forward to achieve great progress by doing simple, kind acts either personally or together.

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Grade 3 Unit B:  Building With a Variety of Materials, and Unit C:  Testing Materials and Designs

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Grade 3 Unit B:  Building With a Variety of Materials, and Unit C:  Testing Materials and Designs

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The Braves Wear Braids documentary looks at the spiritual meaning of braids, and the struggles faced by Indigenous youth to keep this important piece of the culture alive. The documentary highlights this importance through interviews from Ethan Bear, Elders, Knowledge Holders, and other Indigenous men who speak to their own personal experiences with their braids.

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You cannot know the land without knowing the plants placed here by the creator.
You cannot know the creator without knowing the plants.
You cannot know the plants and their healing powers without hearing the stories.
It is one and the same.
This site weaves these strong threads of connection.
A web of children, elders, plants, landscape and the stories that bind them together.

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The first thunderclap of spring tells us that the Thunder Medicine Bundle may be opened.
Sipatsimo (or sweetgrass) and aakiika'ksimii (or sage), our most sacred healing herbs of mind and spirit grow here
at the Belly Buttes, our sacred Sundance site. It is all here: the land, the plants, our ancestors & our future.
One is held within the other. You cannot know the land without knowing the plants placed here by the creator.
You cannot know the creator without knowing the plants.
You cannot know the plants and their healing powers without hearing the stories.
It is one and the same.
This site weaves these strong threads of connection.
A web of children, elders, plants, landscape and the stories that bind them together.
These stories provide a path for our children to the future. A path that remembers and in the remembering, renews.

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The first thunderclap of spring tells us that the Thunder Medicine Bundle may be opened. Sipatsimo (or sweetgrass) and aakiika'ksimii (or sage), our most sacred healing herbs of mind and spirit grow here at the Belly Buttes, our sacred Sundance site. It is all here: the land, the plants, our ancestors & our future.

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These videos are on YouTube. No widget is available.

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Learnalberta.ca - Sign-in required if not at your school site.
Also recommended for Grade 4 social studies.

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Secret Path is a ten song album by Gord Downie with a graphic novel by Jeff Lemire that tells the story of Chanie Wenjack, a twelve year-old boy who died fifty years ago on October 22, 1966, in flight from the Cecilia Jeffrey Indian Residential School near Kenora, Ontario, trying to walk over 400 miles home to the family he was taken from.

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Created by Annette Bruised Head

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Lesson plans for Grades 9-12

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Holism and All Our Relations
This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

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Through this series of lessons (where each activity is an individual lesson plan contributing to learning as a whole), students learn about the Kainai lands, important people and events through Kainai history. Students will connect to this information through land-based learning and experiences with Kainai Elders and Knowledge holders and will, ultimately, connect this learning [...]

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Our History - Understanding  the Past that Shapes Our Present and Informs Our Future

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Our History - Understanding  the Past that Shapes Our Present and Informs Our Future

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Note that adaptations to reflect the local context are needed.

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Holism and All Our Relations
This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

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Our History - Understanding the Past that Shapes our Present and Informs our Future - NCCIE

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This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen.

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Recommended lessons for Grades 6-9

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Holism and All Our Relations
This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

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The purpose of this series of 7 lesson activities is to enrich students' understanding and to gain appreciation of Indigenous Science and Western Science in astronomy. Students will experience practices in thinking about Indigenous ways of knowing and western culture. Students will feel more comfortable using ideas that they may not believe themselves.

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Incorporates movement into learning Blackfoot words and phrases

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Over time, colonialism attempted to stamp out Indigenous culture in Canada, resulting in dwindling numbers or extinction of many Indigenous languages. Of the over 60 Indigenous languages in Canada, many of them have very few speakers left, or are considered on the verge of extinction.

Because of this, merely speaking an Indigenous language can be seen as a political act.

Can you speak your traditional language?

The Blackfoot Confederacy, or Niitsitapi, consists of the Siksika, Kainai (Blood) and Piikani people, who traditionally live in the intersections of Alberta, Saskatchewan, British Columbia and Montana. Blackfoot is an Algonquian language spoken by the Niitsitapi, which they call niitsi'powahsin.

The following are some resources to help you learn the Blackfoot language or improve your skills:

Blackfoot Online Dictionary : This website contains English → Blackfoot and Blackfoot → English dictionaries; type in the word you want to translate in either language, and the dictionary shows its translation and connected root words.

The Blackfoot Digital Library allows you to browse Blackfoot phraseology by category and explore audio and video archives in the Blackfoot Language. Listen to Blackfoot storytellers and learn more about the culture's history.

Native Languages has a variety of resources to help you learn the Blackfoot language, including a variety of vocabulary worksheets, grammar resources, literature collections and learning kits.

Being able to hear people speak the language can help you pick up on pronunciation and the nuances of the language. Blackfoot Language Lessons YouTube Channel has vocabulary lessons and conversational tools around different themes.

Blackfoot Pronunciation and Spelling/Orthography Guide : Native Languages also has this guide to help you learn the pronunciation, spelling and grammar structures of the language.

Learning the Blackfoot Language Facebook Page : This page posts articles, resources and services related to learning the Blackfoot language. Additionally, they post words and phrasings to help you understand sentence structure and different verb tenses.

These Blackfoot Language Resources are currently under construction, but this website features loads of handy resources like learning kits, grammar tools and stories told in Blackfoot.

Learn Blackfoot in the classroom:

Mobile apps:

Do you know, or have you used, any other resources to learn Blackfoot? Let us know in the comments!

More Stories

Can you speak your traditional language?

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Over time, colonialism attempted to stamp out Indigenous culture in Canada, resulting in dwindling numbers or extinction of many Indigenous languages. Of the over 60 Indigenous languages in Canada, many of them have very few speakers left, or are considered on the verge of extinction.

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ATA resource collection

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Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Home | Contact Us

© 2020 The Alberta Teachers' Association

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Resources: Foundational Knowledge for Indigenous Education: Science

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Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Home | Contact Us

© 2020 The Alberta Teachers' Association

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Resources: Foundational Knowledge for Indigenous Education: Social Studies

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ATA resource collection

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Skip to main content

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Treaties Between the Canadian Government and Indigenous Peoples Living in the Area that Became Alberta

Home | Contact Us

© 2020 The Alberta Teachers' Association

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Resources: Foundational Knowledge for Indigenous Education: Treaties

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ATA resource collection

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Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Home | Contact Us

© 2020 The Alberta Teachers' Association

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Resources: Foundational Knowledge for Indigenous Education: Art

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VideoLink lets you share videos on YouTube easily, without distracting third-party content or advertisements.

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Communities, relationships and the land

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Traditional governance systems

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Aboriginal People of all regions of the world traditionally have governed themselves through complex legal codes and other governance tools. The traditional governance of Indigenous People residing in Alberta (Woodland and Plains Cree, Blackfoot and Dene belonging to Treaties 6, 7, 8 and 11) have been the focus of the Nature's Laws Project. The project is ongoing and the Nature's Laws website will continue to grow as research products grow.

Laws may be written or unwritten. The Constitution of Britain, for example, is not written. In Canada, some laws are statutory, others are "Common Law." The laws of Indigenous Peoples around the world are often referred to as "Nature's Laws."

The spiritual dimension of existence is always operative in First Nations' culture. Spiritual concepts were expressed in terms of "truths" or "laws" and people were expected to act according to these laws in every aspect of their daily life. In other words, the laws were meant to be "lived," rather than "obeyed." Such "living-out" of Nature's Law promoted a balanced, healthy and well-rounded community.

Today, numerous First Nations peoples have moved away from Nature's Laws and live totally according to laws of the dominant society. Others live by both systems of law. Still others are attempting to move back into Nature's Laws. A similar situation exists for persons whose ancestry includes both Indigenous and European cultures, Métis people, for example.

Nature's Laws are highly interwoven and, like nature itself, a holistic entity incapable of being divided. Nonetheless, it is possible to view this holistic entity from different angles, or through different "lenses," in order to see special dimensions and relationships. Eight of these "lenses" through which Indigenous Understandings of Nature's Laws can be more clearly seen, that is, the Categories of Nature's Laws, are presented on the website in separate sections as follows:

Featured Article: Speech by the Most Honourable Antonio Lamer, PC, CC, CD, LLD, DU. September 26, 2002.

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Aboriginal People of all regions of the world traditionally have governed themselves through complex legal codes and other governance tools. The traditional governance of Indigenous People residing in Alberta (Woodland and Plains Cree, Blackfoot and Dene belonging to Treaties 6, 7, 8 and 11) have been the focus of the Nature's Laws Project.

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Designed to develop the language of math

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SHI encourages teachers to download its materials for use in class.

This program is designed to develop the language of math with the students. The ten units in the program include motivating activities to help the students retain the key vocabulary.

The program is based on the Developmental Language Process, a highly effective vehicle for teaching and learning. Watch an informative video about the process here.

Grade 8
Download By Unit:
Grade 7
Download By Unit:
Grade 6
Download By Unit:

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SHI encourages teachers to download its materials for use in class. This program is designed to develop the language of math with the students. The ten units in the program include motivating activities to help the students retain the key vocabulary. The program is based on the Developmental Language Process, a highly effective vehicle for teaching and learning.

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Includes traditional territories, treaty areas, trade routes, and the location of residential schools

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Grade 4/5 Cross-Curricular Lesson:  Traditional Games

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Grade 4/5 Cross-Curricular Lesson:  Traditional Games

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Learn about the history, culture and social context of Traditional Indigenous Games in Alberta.

Lesson Outline
Time: 1 to 1.5 hours

Introduction

Discovering Traditional Games

Discovering How to Create Traditional Games Equipment

Kick Ball & Sling Ball - Crafting the Materials & Playing the Games

Ring the Stick - Crafting the Materials & Playing the Games

Lesson Objectives
This lesson connects to several of the Grade 4 and 5 Alberta Social Studies curriculum outcomes. The active and crafting elements also create strong connections to Alberta's Physical Education & Art curriculum. The Move & Play through Traditional Games Lesson Plans and Activity Cards feature more details about how to play each game.

Watch additional Traditional Game demonstrations here

The Alberta Native Friendship Centres Association and the Be Fit For Life Network collaborated on this project to share traditional games with our partners in Alberta.

Target Audience: teachers, recreation & community program leaders

Cost: Free download

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Learn about the history, culture and social context of Traditional Indigenous Games in Alberta. Lesson Outline Time: 1 to 1.5 hours Introduction Discovering Traditional Games Discovering How to Create Traditional Games Equipment Kick Ball & Sling Ball - Crafting the Materials & Playing the Games Ring the Stick - Crafting the Materials & Playing the Games Lesson Objectives This lesson connects to several of the Grade 4 and 5 Alberta Social Studies curriculum outcomes.

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Learning to Be:  Grade 1 - HS Sample Lessons

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Learning to Be:  Grade 1 - HS Sample Lessons

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Note that not all lessons reflect the local context

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This Learning to Do pillar webpage provides tools and supports that engage you in professional learning to support curricular programming. Use the features on this webpage to assess and build your capacity in Learning to Do.

Open the tabs below to self-assess capacity in the goals of this pillar.

Use the word cloud to reflect on your understandings of key concepts.

Identify and access resources in the photo tile gallery.

Scroll down this webpage to find the Strategic Pathways carousel, focused on strategies and actions that support implementation, and the Professional Learning and Growth slider, focused on evidence of professional growth that supports competencies in the Alberta Teaching Quality Standard and School Leader Standards.

To Learn to Do, you know how professional learning opportunities can empower your educational programming decisions.

Click the Resource Collection icon to go to gallery resources that support the acquisition and enhancement of your awareness, knowledge base, and understanding.

To Learn to Do, you are skilled at taking responsibility for lifelong learning that builds capacity for teaching First Nations, Métis, and Inuit content and perspectives for all students.

Click the Resource Collection icon to go to gallery resources that support the development of your skills and competencies.

Success in Learning to Do means that you use your learning to connect insights to personal experiences in professional learning and use your understandings to contribute to effectively teaching students and First Nations, Métis, and Inuit perspectives and content.

The knowledge and skills you develop support competencies in the Alberta Teaching Quality Standard.

Click the TQS icon to reflect on competencies that build success in Learning to Do.

Click the Learning to Do icon to explore these competencies in more depth.

How can we empower educators with opportunities and resources to bring First Nations, Métis, and Inuit perspectives and content to educational programming? This gallery of resources supports the goal, inquiry focus, knowledge, and skills of the Learning to Do pillar.

Sort the resources by clicking on each resource category below.

Mouse over and click on the icons found in each photo tile to access those resources that best support your professional learning needs as well as those of your students and community.

Click on the Grades 1-12 Curricular Resources filter below to sort and find lists of resource weblinks for specific subject areas and grade levels. Click on the PDF icon in any subject/grade level tile to access each list.

Rocky View School Division No. 41 found that this work started with collaborative, respectful relationships within communities, cultural knowledge keepers, post-secondary institutes and students. They use a planning process for authentic inquiry, Learning Stories videos, blogging, and Google Apps.

Their community of practice focuses on how First Nations, Métis, and Inuit teachings and perspectives can be infused into everyday practice to benefit all students. They implemented a cultural competency workshop and learn authentically from Blackfoot subject matter experts at the Glenbow Museum. The Poverty Simulation and Brain Game builds understanding of poverty and the impact of early stress on childhood brain development. They emphasize responsive professional learning opportunities such as "lunch and learns," self-directed professional development, and professional learning with the whole school.

"" Spring Gathering 2016

Calgary Catholic School District focuses on the cultural, spiritual, emotional, academic and wellness of children. They built a space to reflect the heritage of all students and developed a Treaty 7 recognition sign for the front foyer. Students created a welcome mural in the Nakoda language.

They provide hands-on learning in wood-working and metal, a Food and Fashion focus on tradition and culture, and engage community members and elders in teaching about making regalia and food preparation. They focus on dispelling myths and respecting each other. First Nations, Métis, and Inuit history and culture does matter to their students and makes them feel more welcome in the school.

"" Spring Gathering 2016

Rocky View School Division No. 41 found that this work started with collaborative, respectful relationships within communities, cultural knowledge keepers, post-secondary institutes and students. They use a planning process for authentic inquiry, Learning Stories videos, blogging, and Google Apps.

Their community of practice focuses on how First Nations, Métis, and Inuit teachings and perspectives can be infused into everyday practice to benefit all students. They implemented a cultural competency workshop and learn authentically from Blackfoot subject matter experts at the Glenbow Museum. The Poverty Simulation and Brain Game builds understanding of poverty and the impact of early stress on childhood brain development. They emphasize responsive professional learning opportunities such as "lunch and learns," self-directed professional development, and professional learning with the whole school.

"" Spring Gathering 2016

Calgary Catholic School District focuses on the cultural, spiritual, emotional, academic and wellness of children. They built a space to reflect the heritage of all students and developed a Treaty 7 recognition sign for the front foyer. Students created a welcome mural in the Nakoda language.

They provide hands-on learning in wood-working and metal, a Food and Fashion focus on tradition and culture, and engage community members and elders in teaching about making regalia and food preparation. They focus on dispelling myths and respecting each other. First Nations, Métis, and Inuit history and culture does matter to their students and makes them feel more welcome in the school.

"" Spring Gathering 2016

Use the arrows to scroll through the slides below. Select strategic pathways and actions that move you toward successful implementation of the goal of the Learning to Do pillar. As you select these strategic pathways, consider their impact on student learning.

Create professional learning implementation plans for school authorities and teachers to follow that focus on student success and First Nations, Métis, and Inuit perspectives and content in the curriculum.

Consult with educational community members to assess available professional learning opportunities.

Create professional learning opportunities that align directly with school authority needs.

Establish connections for educational community members to work together on common goals.

Share wise practices in professional development with educational community members.

Problem solve to create accessible professional learning opportunities for teachers, principals, and school authority leaders.

Collaborate as a team to create and deliver effective and quality professional learning opportunities.

Reach out to connect and collaborate with educational community members.

Ensure there is time and space to learn, modify, and adapt educational programming.

Explore ways to access the knowledge and wisdom that is in the community.

Use a coaching model to explore goals, a vision of success, and the supports required.

Initiate school-wide and system-wide professional learning activities.

Fund and provide financial support for professional learning.

Make professional learning integral and not an add-on.

Participate in Professional Learning

When you participate in professional learning, do you participate in professional learning that contributes to effectively teaching First Nations, Métis, and Inuit content and perspectives to all students?

Select Appropriate Resources and Instructional Strategies

When you select appropriate resources and instructional strategies, do you consult with educational and community leadership to select appropriate resources and instructional strategies to support all students in First Nations, Métis, and Inuit education?

Modify and Adapt Curricular Planning

When you modify and adapt curricular planning, do you modify and adapt curricular programming to reflect an in-depth understanding of First Nations, Métis, and Inuit perspectives and content as it relates to your educational context?

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This Learning to Do pillar webpage provides tools and supports that engage you in professional learning to support curricular programming. Use the features on this webpage to assess and build your capacity in Learning to Do. Open the tabs below to self-assess capacity in the goals of this pillar.

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Lessons for all grade levels

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Resources for teachers and instructional leaders

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CRC Consortium (Calg Regional Consortium)

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CHP 1 Indigenous Histories & Perspectives

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Note that this resource was developed in BC and does not reflect the local indigenous communities of Southern Alberta. Lessons may serve as a starting point, but will likely require adaptation.

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First Nations Education Steering Committee FNESC

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This document is designed for teachers of Mathematics in British Columbia . It has been developed by the First Nations Education Steering Committee (FNESC), supported by the BC Ministry of Education and it is grounded in the view that increased student success can be achieved through adjustments in pedagogy and approach that make mathematics feel more inclusive and engaging. Development of this resource has been guided by the recognition that

teaching and learning with respect to First Peoples in British Columbia's school systems should be based on authentic knowledge and understanding, as articulated by Elders, educators, and other content experts from within British Columbia's First Nations and Métis communities

decisions affecting teaching and learning with respect to First Peoples in British Columbia's school systems should take appropriate account of the advice of community leaders from within the province's First Nations and Métis communities

while commonalities exist, First Peoples' cultures within BC are extraordinarily diverse.

The 2020 revision of this document also supports implementation of the Calls to Action of the Truth and Reconciliation Commission, specifically the call to "integrate Indigenous knowledge and teaching methods into classrooms" (clause 62) and "build student capacity for intercultural understanding, empathy, and mutual respect" (clause 63).

Accordingly, the goals of this guide are:

to contribute to reconciliation for all by building greater understanding of the skills, knowledge, and perspectives of First Peoples for all students

to ensure the inclusion of First Peoples knowledge and perspectives is done respectfully and without appropriating First Peoples knowledge

to encourage and support the respectful development of local teaching and learning resources

to provide support for the implementation of the BC mathematics provincially prescribed curriculum

We welcome your feedback on our resources.

See our other publications at publications form to order. Quantities are limited.

Want to offer Math First Peoples in your school? For support and tips, contact us.

Resources

The Water-Keepers - CD Digital Content for Use with Teaching Mathematics in a First Peoples Context Grade 8 and 9 (2012)
(zip file 116MB) Answer Key, Circle Unit

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Math First Peoples (2020) - First Nations Education Steering Committee FNESC

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This document is designed for teachers of Mathematics in British Columbia . It has been developed by the First Nations Education Steering Committee (FNESC), supported by the BC Ministry of Education and it is grounded in the view that increased...

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Several episodes on a variety of topics, based on Indigenous knowledge systems

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Coyote Science is guided by many core Indigenous principles, including:

1. We seek to strengthen Indigenous ways of knowing, education and research.

2. We respect Indigenous spiritual beliefs, culture and languages.

3. We work to promote the well-being and education of Indigenous children and youth.

4. We seek to protect and advocate Indigenous cultural and intellectual property and promote the advancement of traditional Indigenous knowledge.

5. To be respectful and cognizant that Indigenous knowledge is tied to "Place" and cultural specificity and histories.

6. We work to help Indigenous families, communities and Nations to develop meaningful Indigenous science education.

7. We acknowledge that there are many Indigenous Nations, languages, ways of living and knowledge systems, and each are distinct and sovereign.

8. Celebrate Aboriginal science as a viable field of study that has a place in the contemporary practice of science, engineering and mathematics.

9. Introduce Aboriginal youth to scientists in their community who can inspire them, encourage a love of the sciences, and teach them to appreciate indigenous world views and approaches.

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Coyote Science is guided by many core Indigenous principles, including: We seek to strengthen Indigenous ways of knowing, education and research. We respect Indigenous spiritual beliefs, culture and languages. We work to promote the well-being and education of Indigenous children and youth.

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A searchable database of Indigenous literary texts

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Books to Build On: Indigenous Literatures for Learning

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You have arrived at an interactive web resource that is designed to assist educators with weaving Indigenous ways of knowing, being, and doing into their teaching and learning, starting with story. Responding to the Calls to Action from the Truth and Reconciliation Commission of Canada and to current provincial professional standards for education, this resource is intended to help teachers build foundational knowledge and competencies in Indigenous education.

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Learn about the Metis through videos and activities
Videos
The Métis Sash
Métis Jigging
The Helpful Sasquatch-read aloud
I Feel Great-read aloud
The Girl and the Wolf-read aloud
K-3 Métis History and Identity
K-3 Métis History and Identity-French
Would You Rather? - Métis Style Introduction Video
Métis Sash
Métis Fiddle
Métis Scrip Explained
Who are the Métis?
The Buffalo Hunt
Activities / Pintables
Louis Riel Colouring Page/Quote (NEW 2021) -
Métis Foundational Knowledge Themes (NEW 2021)
Métis Voyageur Games (NEW 2021) -
Michif Words and Phrases -
Michif Activity Book (NEW 2021) -
Would You Rather? Slideshow (NEW 2021) -
Would You Rather? card game (NEW 2021) -
Métis Week Poster - Avatars
Métis Culture Cards (français)
Métis Culture Cards (English)
Louis Riel Colouring sheet
Louis Riel Quotes posters
Métis Word Search
Riel or Real?
Riel Bookmarks
Connie Kulhavy Colouring Page

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Video for Grades 4-12

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ARPDC Professional Learning PD Playlists

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ARPDC Professional Learning PD Playlists

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Monthly chapters will be released through 2021-2022.

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Professional Learning Playlists - Empowering the Spirit

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Over the course of the 2021-22 school year, the Alberta Regional Professional Development Consortia (ARPDC) will release monthly Chapters of the Orange Shirt Day/National Day for Truth and Reconciliation PD Playlist. Use this monthly professional learning resource to advance your own learning, or to engage with your school team to learn, reflect and take action together.

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Programming Supports for Schools for Orange Shirt Day/National Day for Truth and Reconciliation

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Programming Supports for Schools for Orange Shirt Day/National Day for Truth and Reconciliation

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This resource includes pre-recorded events, and is appropriate for K-12.

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September 30th is a federal statutory holiday. Schools may provide Orange Shirt Day programming on days other than September 30th.

To allow for a robust day of authentic learning no matter when schools choose to honour the day , Alberta Regional Professional Development Consortium (ARPDC) are pleased to provide these pre-recorded events.

New Blood - An Exploration in Reconciliation

Created through a grant from Alberta Education, teachers may use the following video and lesson plans to build understanding of the history and legacy of residential schools.

New Blood is an interdisciplinary dance piece that explores the idea of reconciliation. Inspired by childhood experiences in residential schools that are reflected in the poems of Chief Dan George, Grandchild, and The Indian and the Child, from Siksika chief ,Vincent Yellow Old Woman, Strathmore High School choreographer/teacher Deanne Bertsch, incorporated poetry, music and dance into a dramatic and moving student performance.
This video and accompanying lesson plans are appropriate for grades 7-12.
Lesson Plans

Grades 7-9 Grades 10-12

This video is intended for the viewing and learning purposes of Alberta students This video and all its original artistic contents are the property of each, unique artist and are under copyright. Any redistribution of part or all of the contents in any form for commercial use is prohibited. All Rights Reserved.

Student Questions/Responses

This video is intended for use with Gr. 7-12 student audiences as follow-up to the viewing of the performance, New Blood. Elder Margaret (Ekti) Cardinal, Treaty 8, answers questions generated by students following the viewing of New Blood in September of 2022.

The following pre-recorded materials are appropriate for Kindergarten to Grade 12.

Opening Prayer and Smudging Ceremony

Start your day of programming off in a good way with this prayer and smudge ceremony for schools and classrooms provided by Elder Wilson Bearhead.

Opening Teaching

Elder Wilson Bearhead shares a teaching for students discussing treaty, reconciliation, and the legacy of residential schools.

Virtual Tours and Traditional Teachings

Áísínaiʼpi / Writing-on-Stone Provincial Park

Elder and Provincial Park Interpreter Saa'kokoto takes students on a journey exploring the Áísínaiʼpi / Writing-on-Stone provincial park, found in the centre of Nitawahsin - known as Blackfoot original land. In this journey, Saa'kokoto interprets First Nations Rock Art (petroglyphs and pictographs) in the Milk River Valley to share the stories and history of the Blackfoot People (Niitsítapi).

Head-Smashed-In Buffalo Jump World Heritage Site

Head-Smashed-In Buffalo Jump World Heritage Site, located in the Porcupine Hills of Southern Alberta, near Fort Macleod, is one of the oldest, largest and best preserved buffalo jump sites in North America. This program will introduce native buffalo hunting culture. Students will get to see tools, games and more.

Conrad Little Leaf: History of Buffalo Jump Kindergarten to Grade 6

Conrad Little Leaf: History of Buffalo Jump Grades 7 to 12

Resources Proudly Developed By:

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Programming Supports for Schools - Empowering the Spirit

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September 30th is a federal statutory holiday. Schools may provide Orange Shirt Day programming on days other than September 30th. To allow for a robust day of authentic learning no matter when schools choose to honour the day , Alberta Regional Professional Development Consortium (ARPDC) are pleased to provide these pre-recorded events.

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Explore Indigenous Games and Blackfoot Language. Easy to follow instructions.
Building Brains Together

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A video interview with Ira Provost

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Piikanikoan: Living under a Blackfoot Sky: A Modern Winter Count.