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Kelleen Blouin (Granny Willow) is a Métis woman, mother, grandmother, Knowledge Keeper, and Nobody’s Perfect Facilitator and Trainer. She is committed to sharing and incorporating Indigenous culture and teachings into her life. Granny Willow teaches local hoop troupes and travels to schools, care homes, and cultural gatherings to share traditional teachings of the medicine wheel, the Circle of Life, the reasons behind the hoop dance, and the importance of Truth and Reconciliation. She is often joined by her dear friend and puppet, Everest. Kelleen's knowledge, experiences, stories, activities, and resources have been integral to this resource. 

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Note: The videos below are based on Kelleen's learnings and teachings. Facilitators are encouraged to be respectful of all perspectives, teachings, and practices.

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Mental Health Resources and Crisis Lines for Indigenous People

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Mental Health Resources and Crisis Lines for Indigenous People

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Mental Health Resources for Indigenous People

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Oral storytelling has always been an important part of Indigenous culture, woven into raising children and supporting their holistic development. This lesson encourages parents to consider the role of storytelling in how they were raised and to then reflect on ways they can use storytelling to support connection, learning, and holistic development and well-being with their children.

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Lesson Plan 2: Incorporating Education about Residential Schools into Parenting Programs

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Lesson Plan 2: Incorporating Education about Residential Schools into Parenting Programs

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Incorporating Education about Indian Residential Schools into Parent Programming_Final

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Granny Willow and Everest share one of the 7 Sacred Grandfather Teachings - Eagle, representing love.

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Granny Willow and Everest share one of the 7 Sacred Grandfather Teachings, Eagle, represents love.

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"Parents act as a compass for their children".  Lyndon Linklater (Knowledge Keeper)  

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"Parents act as a compass for their children".  Lyndon Linklater (Knowledge Keeper)  

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Stories serve as one way to connect with and guide children. Stories help to make sense of the world and help carry on traditional teachings and cultural practices.

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Granny Willow and Everest share the Grandfather Teaching of Bison, representing respect.

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7 Sacred Grandfather Teachings: Introduction

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Seven Sacred Grandfather Teachings - Introduction with Granny Willow and Everest

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Seven Sacred Grandfather Teachings - Introduction with Granny Willow and Everest

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The Grandfather Teaching of Turtle brings us the gift of truth.

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At the lodge, the Grandfather Teaching of Beaver brings us the gift of wisdom.

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At the lodge, beaver brings us the 7 Grandfather teaching of wisdom.

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The Grandfather Teaching of Wolf brings us the gift of humility.

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Truth is saying how something really is or how it really happened. Reconciliation is the process of creating and maintaining respectful relationships between Indigenous and non-Indigenous people. It is important for everyone (adults, youth, and children included) to learn about Truth and Reconciliation to understand the importance of acknowledging the harms of the past, including the impacts of Residential Schools.

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The Grandfather Teaching of Bear brings us the gift of bravery and courage.

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Cultural appropriation takes place when members of a majority group adopt cultural elements of a minority group in an exploitative, disrespectful, or stereotypical way. This resource has been developed as a means to support service providers wanting to incorporate and honour Indigenous culture in their parenting programs. This resource should never be used in a way that exploits, disrespects, or discriminates. This initiative has been guided by Elders, Knowledge Keepers, and Indigenous voices, with a spirit of working towards Truth and Reconciliation.

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Lesson Plan 3: Incorporating Indigenous Stories into Parenting Programs

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Lesson Plan 3: Incorporating Indigenous Stories into Parenting Programs

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How culture impacts parenting can be seen in many ways whether it is through values and beliefs, discipline methods, family structure, or gender roles. The purpose of this lesson is to learn about the importance of incorporating Indigenous culture and traditional teachings into parenting programs and how an individual's culture can impact their parenting practices.

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To respect, honour, and celebrate Indigenous people's values, culture, and beliefs.

To explore and learn collaboratively about how culture influences parenting.

To provide concrete methods for incorporating cultural experiential learning activities into parenting programs.

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Elders and Knowledge Keepers (Knowledge Holders) as Supports and Guides

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Elders and Knowledge Keepers (Knowledge Holders) as Supports and Guides

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Representation of Indigenous culture can be done through a variety of resources and in many ways. Many organizations include Elders and Knowledge Keepers as part of the entire parenting program. If there is an Indigenous teaching happening in a program, it is important to have an Elder or Knowledge Keeper present. Elders and Knowledge Keepers are invited to be part of programs with an offering of tobacco in a cloth, from your heart (left) hand, to their heart (left) hand. See the article below for more information about tobacco offerings.

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Lesson Plan 1: Incorporating Indigenous Culture into Parenting Programs

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Lesson Plan 1: Incorporating Indigenous Culture into Parenting Programs

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Offering tobacco in the form of a tobacco tie is a custom that is shared by many Indigenous peoples. Tobacco is offered for many reasons and in many different contexts. It is appropriate when asking for assistance from an Indigenous elder, knowledge keeper or person to offer tobacco.

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Cultural Inclusion Cards for Parents & Caregivers

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Cultural Inclusion Cards for Parents & Caregivers

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Indigenous Culture & Programming Discussion Cards for USE WITH PARENTS

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Cultural Inclusion Cards for TRAINERS & FACILITATORS

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Cultural Inclusion Cards for Trainers & Facilitators

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Cultural Inclusion Cards for Trainers & Facilitators

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Supports for Survivors and Individuals Impacted by Residential Schools

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Supports for Survivors and Individuals Impacted by Residential Schools

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Mental Health Resources for Indigenous People

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STORY BAG - How to tell stories with your kids

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Gathering a Bundle for Indigenous Evaluation

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Gathering a Bundle for Indigenous Evaluation

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Rowe, G., & Kirkpatrick, C. (2018).

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Using Land Acknowledgments in Parenting Programs

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Using Land Acknowledgments in Parenting Programs

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How do you incorporate land acknowledgements into your programs? This video explores the significance of land acknowledgements and offers tips for ensuring that land acknowledgments can be meaningful and purposeful.

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Territorial Acknowledgements: Going Beyond the Script

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Granny Willow talks about the talking stick, a strategy to be used in sharing circles.

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Shared with permission from the Office of the Treaty Commission (OTC)

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Sharing circles create a safe space, where everyone in the circle has a valued and respected voice.

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Honouring Traditional Teachings & Practices

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Honouring Traditional Teachings & Practices

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“The perspectives of the Indigenous community, their traditional practices and techniques are now being borne out by modern neuroscience. It is noteworthy that these teachings were practiced pre-contact, and were passed down through oral traditions, ceremony, and relational concepts, but we in the western world are only now starting to appreciate their true value” (Nitsiyihkason: The Brain Science behind Cree Teachings of Early Childhood Attachment, 2014).

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Children's Storybooks with Indigenous Culture, Written by Indigenous Authors

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Children's Storybooks with Indigenous Culture, Written by Indigenous Authors

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The following are some examples of books suited for children in the early years. Facilitators are encouraged to introduce other Indigenous storybooks as well. Note for Facilitators: The following book descriptions are provided by the publishers.

Bannock in a Hammock

Written by Masiana Kelly

Bannock in a Hammock is a sweet and simple rhyming book that explores a food that is a popular tradition with Inuit and other Indigenous people and has some fun along the way. What’s your favourite way to eat Bannock? Try it at home with the included Bannock recipe!

Recommended age: 3 – 5 years

Be a Good Ancestor

Written by Leona Prince and Gabrielle Prince

Addressing environmental issues, animal welfare, self-esteem and self-respect, and the importance of community, the authors deliver a poignant and universal message in an accessible way: Be a good ancestor to the world around you. Thought-provoking stanzas offer a call to action for each one of us to consider how we affect future generations. Every decision we make ripples out, and we can affect the world around us by thinking deeply about those decisions.

Recommended age: 3 – 5 years

My Heart Fills with Happiness

Written by Monique Gray Smith

The sun on your face. The smell of warm Bannock baking in the oven. Holding the hand of someone you love. What fills your heart with happiness? This beautiful board book, with illustrations from celebrated artist Julie Flett, serves as a reminder for little ones and adults alike to reflect on and cherish the moments in life that bring us joy.

Recommended age: 0 – 3 years

On Powwow Day

Written by Traci Sorell

This eye-catching, interactive board book is sure to keep toddlers engaged. Count one through ten as you make your way through the day of the powwow, looking for colors, family members, jingle dresses, musical instruments, and tribal citizens in this introduction to a traditional Native event.

Recommended age: 0 – 3 years

What’s in a Bead?

Written by Kelsey Borgford

Tessa loves how her grandmother always smells of campfire stories. Mom says it’s because Kokum spends her days sewing beautiful beads onto smoked hides. Inspired, Tessa asks Kokum to teach her beading, but first she must listen and learn about the many stories held in a bead. A celebration of Cree craftsmanship, language, and learning. The loving exchange of knowledge between Tessa and her Kokum will be familiar to many children.

Recommended age: 6 – 8 years

When the Stars Came Home

Written by Brittany Lubie

His parents try to help, but nothing seems to work. Not glow-in-the-dark sticker stars, not a star-shaped nightlight. But then they have a new idea for how to make Ojiig feel better — a special quilt stitched through with family stories that will wrap Ojiig in the warmth of knowing who he is and where he came from. Join this irresistible family as they discover the power of story and tradition to make a new place feel like home.

Recommended age: 4 – 8 years

When We are Kind

Written by Monique Gray Smith

When We Are Kind celebrates simple acts of everyday kindness and encourages children to explore how they feel when they initiate and receive acts of kindness in their lives.

Recommended age: 3 – 5 years

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The Grandfather Teaching of Sabe brings us the gify of honesty.

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Sabe brings us the Grandfather teaching of honesty.

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Granny Willow & Everest Talk about Residential Schools

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Granny Willow & Everest Talk about Residential Schools

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Granny Willow & Everest Talking About Residential Schools Video

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Granny Willow and Everest share the importance of oral storytelling in Indigenous culture.

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Storytelling and Oral Traditions with Granny Willow and Everest

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Storytelling and Oral Traditions with Granny Willow and Everest

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#Granny Willow and Everest share the importance of Oral story telling in Indigenous  culture.

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Children's Books about Residential Schools in Canada

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Children's Books about Residential Schools in Canada

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1. Phyllis's Orange Shirt by Phyllis Webstad, illustrated by Brock Nicol (2018). Recommended for ages 4 to 6.

Every 30 September, Canada observes Orange Shirt Day to commemorate the victims and survivors of residential schools. Orange Shirt Day was inspired by the story of Phyllis Webstad. She was given an orange shirt by her grandmother for her first day of residential school. The book tells the story of how the shirt was taken by the nuns. This theft came to symbolize all that was taken from Indigenous children, families and communities. With a gentle rhyming tempo, the book speaks of Phyllis's time at school.

2. Shi-shi-etko by Nicola Campbell, illustrated by Kim Lafave (2005). Recommended for ages 4 to 7.

The story begins with a little girl named Shi-shi-etko waking her mother and announcing that it is just four days until she will have to leave to attend residential school. They walk to the creek, where Shi-shi-etko's mother explains that, despite all that will be endured at the school, she must always remember the land and their traditional way of life. As each day is counted down, Shi-shi-etko's father, grandmother and cousins remind her of more that needs to be remembered. The book powerfully portrays all that residential schools sought to destroy.

3. Kookum's Red Shoes by Peter Eyvindson, illustrated by Sheldon Dawson (2015). Recommended for ages 4 to 8.

Kookum, the Cree word for "grandmother," equates her happy early life to that of Dorothy in The Wizard of Oz. She even has a pair of red shoes like Dorothy's. But one day, a truck arrives in a tornado of dust and steals her and other children away to a scary place far from home: the residential school. Cruel nuns mistreat them and enforce rules like not speaking their language. When they are allowed to go home for the summer, the girl finds her family different and sad and discovers that her treasured red shoes, like her, no longer fit. The book talks about the power of healing and reconnecting with culture and community.

4. Arctic Stories by Michael Kusugak, illustrated by Vladyana Krykorka (1998). Recommended for ages 4 to 8.

Set in 1958, the book offers three stories about a lonely 10-year-old Inuit girl named Agatha. In the first story, Kusugak augments his personal experiences with sensational tales, such as Agatha saving her village from a black airship. In the second story, Agatha learns of the natural world by feeding and befriending birds. In the final story, she is forced from her family and home to attend residential school. She finds the nuns and priests cruel and uncaring but nonetheless saves a priest who, while showing off, has fallen through the ice.

5. When We Were Alone by David A. Robertson, illustrated by Julie Flett (2016). Recommended for ages 6 to 8.

The story is told from the perspective of a young girl named Nósism, who is helping her grandmother, Kókom, in the garden. Nósism asks her why she always wears colourful clothing and her hair in long braids, speaks Cree and loves being with her family. The grandmother responds to each question by explaining that all of this was forbidden when she was in residential school. Kókom adds that she and the other children always found quiet ways of rebelling and remembering their culture. The story celebrates the importance of retaining traditions once lost to residential school.

6. When I Was Eight by Christy Jordan-Fenton and Margaret Pokiak-Fenton, illustrated by Gabrielle Grimard(2013). Recommended for ages 6 to 9.

An Inuit girl named Olemaun explains how, at the age of eight, she knows how to live on the land and with the outsiders with whom her family occasionally interacts. Wanting to learn to read, she nags her father to attend the outsider school until he reluctantly agrees. At the school, her Inuit name is replaced by an English one, Margaret. Her braids are cut off and she is made to wear uncomfortable clothing. Along with the other children, she is forced to work more than study and is treated cruelly. Yet, the resilient Olemaun teaches herself to read.

7. The Train by Jodie Callaghan, illustrated by Georgia Lesley (2020). Recommended for ages 6 to 9.

A young Mi'kmaq girl named Ashley is on her way to school when she meets her great-uncle near an abandoned railway track. When she asks why he looks so sad, he begins to tell a story from his past. When he was young, a train came to take him and other children to residential school. He tells stories of his painful experiences as Ashley struggles to understand how something so terrible could have happened. He explains that he is waiting for all that was lost to return someday. Ashley promises to wait with him.

8. Stolen Words by Melanie Florence, illustrated by Gabrielle Grimard (2017). Recommended for ages 6 to 9.

A happy seven-year-old girl skips home with a dreamcatcher that she made at school. She asks her grandfather how to say "grandfather" in Cree, but he sadly responds that he can't remember the word. He explains how he and other children were taken from their homes and crying mothers by angry men and women to be placed in schools where the old words were stolen. She gives him the dreamcatcher to help him remember his words. The next day, she speaks a few words of Cree to her grandfather and shows him a book entitled Introduction to Cree. Together, they begin to remember the stolen words. ( See also Indigenous Language Revitalization in Canada and Indigenous Languages in Canada.)

9. As Long as the Rivers Flow by Larry Loyie with Constance Brissenden, illustrated by Heather D. Holmlund (2005). Recommended for ages 8 and up.

The story is set in northern Alberta in 1944. A 10-year-old Cree boy named Lawrence is enjoying a summer of fun adventures and finds a baby owl. He learns how to tend to the owl and then, on a family journey on the land, learns traditional knowledge and respect for the natural world. Lawrence grows concerned, though, when he hears adults talking about him having to attend a distant residential school in the fall. In September, a truck arrives and Lawrence and other crying kids are taken away by fearsome strangers dressed in black.

10. by Margaret-Olemaun Pokiak-Fenton and Christy Jordan-Fenton, illustrated by Liz Amini-Holmes (2010). Recommended for ages 9 to 11.

Fatty Legs tells the story of an eight-year-old Inuit girl named Olemaun, later called Margaret at residential school. She is tormented by a nun who the kids call " Raven." ( See also Raven Symbolism.) To humiliate Margaret, Raven forces her to wear baggy red stockings that make her legs look fat instead of the trim gray ones worn by all of the other girls. Margaret's determined effort to retain her dignity before the actions of the nun and the taunts of the other kids demonstrates the power of resistance and resilience.

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Children's Books About Residential Schools in Canada

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Church-run schools for Indigenous children were created in Canada in the 1600s. In 1883, the Canadian government funded and helped establish more church-run sch...

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A Classroom Resource for Sharing the Seven Sacred Grandfather Teachings

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A Classroom Resource for Sharing the Seven Sacred Grandfather Teachings

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The Seven Sacred Teachings originate from the Seven Grandfather Teachings from the Anishinaabe people and have been adopted by many (but not all) First Nations, Métis and Inuit Peoples. The teachings focus on the relationships we have with all of creation and offer ways on how people should treat others. The seven teachings include love, respect, honesty, courage/bravery, truth, wisdom and humility and each teaching is represented by an animal. Each animal helps teach us how we can live our lives respecting animals, people, and the environment - every living thing. It should be noted that these teachings may differ slightly between groups or cultures.

This introduction to the Seven Sacred Teachings features nine mini lessons to complete over a two-week period. Each lesson includes discussion questions and a short activity. The final day includes some reflection questions for you to consider.

Begin your exploration by downloading the teacher's guide and the student activity booklet by clicking on the buttons below.

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The Seven Sacred/Grandfather Teachings - everylivingthing

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Introduction to The Seven Sacred/Grandfather Teachings a two-week exploration The Seven Sacred Teachings originate from the Seven Grandfather Teachings from the Anishinaabe people and have been adopted by many (but not all) First Nations, Métis and Inuit Peoples. The teachings focus on the relationships we have with all of creation and offer ways on how [...]

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Learn how storytelling, a traditional way of sharing the culture and values of a community, remains a valuable teaching tool for today. To see the full resource with learning guide, visit: https://arpdcresources.ca/resources/importance_of_storytelling/.

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Edmonton Regional Learning Consortium - ERLC

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Manitoba First Nation Elder Dave Courchene explains the origins and lessons of the First Nation Seven Teachings. The lessons are all retold in this 11 minute video in both English and Ojibway.

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Lyndon Linklater discusses how storytelling helps create connections and learning.

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The Role of Parents with Lyndon Linklater

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Oral Traditions in Indigenous Culture with Lyndon Linklater

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This resource is a tool for facilitators to offer safe spaces in parenting programs to discuss Indigenous cultural practices, values, and beliefs. Cultural practices, beliefs, and teachings vary for Indigenous peoples. The teachings offered by the Elders and Knowledge Keepers within this resource are grounded in their cultural learning and are not meant to take away or negate other teachings, beliefs, or practices.

As a facilitator it is important to honour, respect, and provide space for the beliefs and practices of everyone in your programs. You can do this by explaining how you came to learn about the teachings you may be sharing and then asking others if they want to share some of their cultural teachings and practices related to a certain topic.

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Indigenous Land Based Learning Resources

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Indigenous Land Based Learning Resources

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This resource is inspired by one of the Nobody's Perfect Parenting Program's key concepts of respecting values. Nobody's Perfect has always recognized the importance of providing space for parents to explore the role that culture plays for them and their families. Nobody's Perfect facilitators are encouraged to adapt their programs to suit the specific needs, wants, and culture of their participants. This means that each program will be unique, and facilitators must take the time to consider the wants and needs of the specific parents that are in their programs.

This resource provides learning activities, tools, and resources to incorporate Indigenous culture and teachings into parenting programs. This resource is by no means fully encompassing or exhaustive. Rather, the information and activities provided here are meant to encourage facilitators to consider some options for adding Indigenous content and culture into their parenting programs. In the true spirit of the Nobody's Perfect approach, facilitators are encouraged to use what works for them and the parents that they serve.

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David Kolb's Experiential Learning Cycle (ELC) offers a process for reflecting on and learning from experiences. The key questions of "What?", "So What?", and "Now What?" help facilitators to look at experiences from various perspectives and details that pertain to each person's personal experiences. This reflective observation helps individuals to personalize and make meaning of their experiences and leads to strategies for actively applying what one has learned. 

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Using the Experiential Learning Cycle for Reflection & Discussions

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Using the Experiential Learning Cycle for Reflection & Discussions

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As with all Nobody's Perfect activities, the ELC is incorporated into the lesson plans included in this resource. The ELC is an effective process for facilitators to guide reflection, discussion, and collaborative learning.