Resources for this Issue
Classroom Practice: Elementary
Source: Lessons recommended by American art teachers
Focus: Grade 2 Art and Social Studies
Summary: Art has always played a significant role in shaping and recording cultural history and lifestyles. Teaching it from this perspective has become an increasingly necessary discipline in our ever shrinking world.
The purpose of this lesson is to familiarize young students with Native American symbolism and the ancient art of petroglyphs.
Classroom Practice: Secondary
Source: Statistics Canada
Focus: Grades 7 to 12 Social Studies, Geography, Aboriginal studies, History
Summary: This lesson was written by The Critical Thinking Consortium with editorial input and subject matter expertise from Statistics Canada's Education Outreach Program and Social and Aboriginal Statistics Division.
Learners will create population pyramids illustrating the growth of Aboriginal and non-Aboriginal populations in Canada. Aboriginal populations include Inuit, Métis and First Nations on and off reserve. Then learners will examine the graphs to draw inferences about the needs of a young and growing Aboriginal population. Finally, learners will use statistical evidence to validate statements regarding the growth of Aboriginal populations.
Source: Manitoba Education, Citizenship and Youth
Focus: Families and Parents of Elementary and Secondary Aged Students
Summary:Children learn best when their parents and families are actively involved in their education. Throughout this guide, the term “parent/s” includes biological parents, foster parents, legal guardians, and extended family members. As a parent, you are a first teacher and have a role that no one else can fill in helping your child to be a successful learner. This guide provides grade by grade suggestions that can be used at home by parents and families to promote children’s educational success.
Source: Tshinanu TV
Focus: Senior students and teachers
Summary: The aim of the Tsinanu websiteis to provide a better understanding of Aboriginal culture in Quebec and participants’ opinions on the subjects featured on the television series of the same name. Its content is an assemblage of textual, photo and video elements fostering an appreciation of the work and lives of the First Nations today. The programming on this site makes it possible to extend the experience of the Tshinanu (Us Together) magazine by offering a wealth of interactive content and regional conceptualization.
The site does not seek commercial intent; it takes part in an informational and educational process while emphasising an edutainment approach.
Source: Ontario Ministry of Education
Focus: Teachers and Educators
Summary: The Aboriginal Education Strategy was launched with the release of Ontario First Nation, Métis, and Inuit Education Policy Framework, 2007. The framework is the foundation for delivering quality education to all First Nation, Métis, and Inuit students who attend provincially funded elementary and secondary schools in Ontario.
At the launch of the framework, the ministry committed to reporting publicly on implementation progress every three years. This report provides an overview of the steps the ministry, school boards, schools, and community partners have taken to implement the strategies outlined in the framework and to support First Nation, Métis, and Inuit student success.
This report is not intended to be an evaluation or an assessment of individual boards. Rather, it offers an update on the progress made to date, and shares recommendations on ways in which all partners can work together effectively to reach every student, build capacity, and raise awareness.
Summary: The core purpose of the Ch'nook initiative is to increase Aboriginal participation in post-secondary business education. Ch'nook focuses on encouraging, enabling and enhancing business education opportunities for Aboriginal participants. This innovative project is located at the University of British Columbia (UBC) and has many advocates and partners.
The Ch’nook Cousins Project works with high school educators across BC to bring post secondary business education to the attention of Aboriginal high school students. These students meet with Ch'nook Scholars (Aboriginal students enrolled in full-time post-secondary business programs) to learn about business careers.
Every May two dozen Aboriginal high school students from across British Columbia meet at the UBC Longhouse, where they:
- meet Aboriginal university students
- learn about career options
- hear about post-secondary business education programs in British Columbia
- work in teams to create television advertisements, and
- stay in the University of British Columbia's student residences
The key message of the Ch'nook Cousins Project is: business education is a great way of keeping career options open. Business students can specialize in marketing, accounting, human resources, finance, operations, strategy, information systems, entrepreneurship, etc., and since all organizations need managers a very wide range of jobs are open to business graduates.
Source: Association of Universities and Colleges of Canada (AUCC)
Summary: This new report from AUCC provides an in-depth look at the innovative steps Canadian universities are taking to improve access and success of Aboriginal students in higher education.
The goals of the 2010 inventory initiative are to connect past and future, and give readers a contextualized glimpse of each institution, its programs, services, facilities and activities which have been designed to promote a healthy, rewarding, academic experience for Aboriginal students in Canadian universities.
Source: Canadian Policy Research Networks (CPRN) – John Richards, Megan Scott (lead researchers)
Focus: Teachers and Researchers
Summary: The underlying conviction of this research is that the most important means to alleviate the poverty and marginalization of Aboriginals in Canadian society is via improved education outcomes. Other factors – including discrimination – matter, but in an industrial society, no community can prosper unless the overwhelming majority achieves reasonable rungs on the education ladder, starting with high school certification. A high school diploma is, however, a low rung. For a majority in any community to achieve what Canadians consider “middle class incomes,” most must achieve higher rungs. While achieving these higher rungs matters, they are inaccessible to those without high school. Given the severity of Aboriginal school dropout rates, this report concentrates on strengthening the K to 12 foundations.