Guiding Voices - Learn Alberta. 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.
Empowering the Spirit. K-6 Infusing Indigenous Texts in Classrooms. Creating Projects with a First Nations, Métis or Inuit Focus - Alberta Regional Professional Development Resources. When teachers engage students in project-based learning, students experience a way of learning that, if done well, reflects Indigenous ways of knowing.
Project-based learning is a way of learning that is “time-generous”, rather than time-limited, is an approach that is cooperative rather than competitive, incorporates a holistic approach, encourages observation, is experiential, is based in community, and considers multiple perspectives.” (Our Words, Our Ways, pg. 56.) Creating projects that focus on deepening awareness and understanding of First Nations, Métis or Inuit culture and/or history strongly aligns with the directions outlined in Alberta Education’s Draft Teaching Quality Standard and Ministerial Order on Student Learning. First Nations, Metis and Inuit Contexts in Education - UofA. Infusing Indigenous Perspectives in K-12 Teaching - U of Toronto. FNMI Curriculum Guide - U of Lethbridge. Curriculum Linked Children's Books with Indigenous Content. First Nations Literature for Children. 100 Indigenous Picture Books - IBBY Canada. Residential Schools Guide - UofA. Native American Libguide - Library of Congress.
First Nations, Métis, and Inuit Professional Learning Project. Professional Development Learning Pebbles - ATA. Inhabit Education - Publishers from Nunavut. How and When to Invite Indigenous Speakers to the Classroom. Photograph of Shingwauk Residential Schools Centre educational programming.
By Skylee-Storm Hogan and Krista McCracken, with Andrea Eidinger In recent years, particularly since the publication of the TRC Calls to Action, there has been an increasing push to integrate Indigenous content into elementary and secondary classrooms across the country. While we believe that this work is essential, recent news reports have given us cause for concern. From the ongoing debates about Quebec’s latest high school history textbooks to the Ford government’s cancelling of the TRC curriculum writing session, there has been a significant pushback against the inclusion of Indigenous content. Further, while provinces like BC and Alberta are working to integrate Indigenous content into their curriculums, they often fail to properly prepare educators.
For the first post in this mini-series, we decided to tackle the issue of inviting Indigenous speakers into classrooms. Some resources to get you started: A reconciliation reading list for young readers. Indigenization – BCcampus. There is a systemic change occurring across post-secondary institutions through processes and practices that support Indigenization, decolonization, and reconciliation.
A guiding principle from the Truth and Reconciliation Commission of Canada process states why this change is happening. Reconciliation requires constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal peoples’ education, cultures and languages, health, child welfare, the administration of justice, and economic opportunities and prosperity (2015, p. 3). We all have a role to play. Discussion Guide for "These Are My Words" by Ruby Slipperjack. Prairie Indigenous Ebook Collection – Edmonton Public Library. Traditional Indigenous Knowledge, Science Resources for Teachers, Cree Literacy Network.
Thanks to #CreeSimonSays on Facebook for inspiring this conversation, and thanks to the teachers who contributed with their favourite resources.
I was intrigued with some of the additional titles a quick Google search turned up. I can’t speak to the quality of all of them, but they look awfully promising. I hope it goes without saying that additions to this list are welcome at any time! Some more general ideas contributed to the thread: PUBLICATION 61460 FNESC Authentic Resources Guide 2016 08 26. Little Bear's Day - pdf ebook. Deepening Knowledge: Aboriginal Peoples Curriculum Database. Many Nations Resources - Indigenous Storybooks. Audio Legends Project - This CBC site documents First Nations and Inuit stories from coast to coast.
Please note: access to the audio files requires Flash. Reading Power & Indigenous books. Native Education Resource List. Draft list of Indigenous books for Vancouver School Board - Publisher: Indigenous Story Studio. The Stories/Movies - Math Catcher. In Small Number and the Old Canoe, mathematics is present throughout the story with the hope that this experience will make at least some members of our young audience, with the moderator’s help, recognize more mathematics around them in their everyday lives.
Using terms like smooth, shape, oval, and surface, and mathematical phraseology like It must be at least a hundred years old, the artist skillfully presents reflection (symmetry) of trees in water, and so on. The idea behind this approach is to give the moderator a few openings to introduce or emphasize various mathematical objects, concepts and terminology. The short film is a little math suspense story and our question is related only to one part of it. The aim of the question is to lead to an introduction at an intuitive level of the concept of a function and the essence of the principle of inclusion-exclusion as a counting technique.
Sample Lesson Plans. These sample lesson plans support Education for Reconciliation through the inclusion of First Nations, Métis, and Inuit perspectives; treaty education; and residential schools’ experiences, with learning outcomes identified in the current Alberta programs of study.
Each sample lesson plan includes content(s) or context(s) related to one or more of the following aspects of Education for Reconciliation: Nuttah & Kitchi.pdf.