PEDAGOGY that embraces Indigenous ways of knowing are fostered by approaches to teaching and learning that include purposeful thinking about people, places and processes.

The word Etuaptmumk, or Two-Eyed Seeing, communicates the belief that the most beneficial outcome occurs when we consider multiple perspectives in understanding and exploring ideas. Two-Eyed Seeing helps us to acknowledge the idea of wholeness, a part of many Indigenous knowledge systems: seeing things through Indigenous perspectives (represented as one whole eye), while also seeing western ways of knowing (also represented as a whole eye), inviting these two eyes to work together as they do in binocular vision.

A weaving back and forth between knowledge systems that embrace a flow between the strengths of the two ways, to best suit the circumstances, strengthens the approach further.

Brain Architecture Game

The Brain Architecture Game is a tabletop simulation experience that explains the role of early life experiences on brain development. Designed to demonstrate how early life experiences, genetics and environment all interact to influence brain development, this game highlights the important role of creating cultures of belonging in schools to support all learners.

Canadian Museum of History Online Exhibitions

The Canadian Museum of History offers a number of online exhibitions that include many focused on Indigenous histories, culture and perspectives.

Hosting a Family Night

A Family Night is a time to engage with families of First Nations, Métis and Inuit students who attend schools in Alberta in a respectful, cultural and welcoming way.

Indigenous and Northern Affairs Canada Map Room

In this section, you will find various thematic mapping products on Aboriginal people, communities and initiatives undertaken by the Department. Information is being shown using web-based interactive maps and/or cartographic static maps available in PDF format for viewing and printing purposes.

The KAIROS Blanket Exercise

This one-hour participatory workshop will help participants understand how colonization of the land we now know as Canada has impacted the people who lived here long before settlers arrived. Through this exercise participants will explore the nation-to-nation relationship between Indigenous and non-Indigenous peoples in Canada, how this relationship has been damaged over the years, and how they can work toward reconciliation.

The Learning Circle: Classroom Activities on First Nations in Canada Ages 4 to 7

The Learning Circle has been produced to help meet Canadian educators’ growing need for elementary-level learning exercises on First Nations. It is the first in a series of four classroom guides on First Nations in Canada. Because First Nations are culturally diverse, the information in this activity book does not necessarily apply to all groups. To learn more about a particular First Nation and to get help with learning activities, teachers are encouraged to consult local Elders, cultural education centres or friendship centres.

The Learning Circle is organized in thematic units, each with its own teaching activities. Units are designed to give teachers and students simple but effective exercises, projects and activities that will encourage students to learn more about First Nations. Educators can follow some of the exercises as stand-alone units on First Nations topics, or integrate them with existing curricula on Aboriginal peoples.

The Learning Circle: Classroom Activities on First Nations in Canada Ages 8 to 11

The Learning Circle has been produced to help meet Canadian educators’ growing need for elementary-level learning exercises on First Nations. This is the second in a series of four classroom guides on First Nations in Canada.

The Learning Circle: Classroom Activities on First Nations in Canada Ages 12 to 14

The Learning Circle has been produced to help meet Canadian educators’ growing need for elementary-level learning exercises on First Nations. This is the third in a series of four classroom guides on First Nations in Canada.

The Learning Circle: Five Voices of Aboriginal Youth in Canada, A Learning Resource for Ages 14 to 16

Five Voices of Aboriginal Youth in Canada is the product of a series of 15 interviews from five different Aboriginal communities across Canada—three youth in each community. As an interdisciplinary, student-centred educational unit, this document is designed to enhance the understanding non-Aboriginal students have regarding issues and realities facing First Nations and Inuit youth today. The depth and complexity of the issues, history and cultures of First Nations and Inuit are not completely presented in these narratives. It is recommended that educators and students pursue and investigate additional resources to deepen and broaden their understanding.

The educational activities in this booklet meet many of the aims and goals of provincial curriculum for Aboriginal studies. The material has been designed for Grade 9 and 10 students, but can also be applied at other grade levels where Aboriginal studies and themes are taught.

Online Cree Dictionary

The Cree Language Resource Project (CLRP) dictionary will have the ability to translate words from English to Cree in Syllabics and Roman Orthography (Cree written in English) with explanation of how it fits in a sentence. The translated word will be associated with a picture, sound and a video clip. The goal of the project is to promote the learning and preservation of the Cree language. The online dictionary will have the ability to accommodate different regional Cree dialects.

First Nations and Collective Rights

Part 1
This lesson helps students understand why First Nation peoples have collective rights guaranteed in the Charter of Rights and Freedoms by exploring the historical roots of these rights. The lesson begins with students doing research on various treaties and the Indian Act, in order to gain the necessary background information as to why these documents were created. As they progress through the lesson, students are required to conduct research, complete a presentation and determine which document was most significant in impacting the lives of First Nations peoples. As an extension activity, students can make a list of recommendations to amend the Indian Act or a specific treaty.

Part 2
Students explore the multiple perspectives that existed at the time of the signing of various treaties and the Indian Act (circa 1876), and then create a political cartoon to demonstrate these various viewpoints. They will create a political cartoon on either a specific treaty or the Indian Act that shows the perspective of First Nations peoples, the government and non-native Canadians. Students also provide an explanation of the message of their cartoon and the techniques they used to transmit this message, and peer review another student’s cartoon.

Indian Residential Schools

This lesson explores the experiences of Aboriginal children within the Residential School system in Canada. To provide students with background knowledge about Residential Schools, a PowerPoint presentation is attached. Questions, activities and research projects are provided to stimulate thought on historical significance, evidence, and continuity and change in regards to this issue in Canada today. To engage these concepts students analyze primary and secondary source documents, including a touching, personal account of a former resident of one of the residential schools in Saskatchewan.

K-12 Social Studies Program of Studies – Residential Schools and Treaties Scope and Sequence

This resource provides direct and indirect references that support teaching all students about residential schools and treaties in Alberta’s Kindergarten to Grade 12 Social Studies program of studies.

Métis People in Alberta – Then and Now

In this lesson students engage in a deliberative inquiry to research a prominent Métis person from Alberta. Teachers lead students through an exploration of the concept of historical significance. Using the criteria for historical significance, students work individually or with a partner to create a biography in a simple written format. Students are asked to draw on the information they collect to judge the historical significance of the person they studied. Students then share their findings with the class.