Resources for this Issue
Source: Health Canada
Summary: This site presents a national food guide which has been created to reflect the values, traditions and food choices of First Nation, Inuit and Métis people.
This new tailored food guide includes both traditional foods and store-bought foods that are generally available, affordable and accessible across Canada and provides unique images and content.
Recommendations are based on the new 2007 version of Canada's Food Guide.
This publication is also available in Inuktitut, Ojibwe, Plains Cree and Woods Cree.
Exemplary Classroom Practice: Elementary
Source: Department of Indian Affairs and Northern Development
Focus: Elementary aged students
Summary: The Learning Circle has been produced to help meet Canadian educators’ growing need for elementary-level learning exercises on First Nations. As First Nations are culturally diverse, the information contained in this activity book does not necessarily apply to all groups.
Information in The Learning Circle has been organized into thematic units that are broken down into several teaching activities. Units have been designed to provide teachers and students with simple but effective exercises, projects and activities that will stimulate students to want to learn more about First Nations. Educators are invited to follow some or all of the exercises as stand-alone units on First Nations topics or to integrate them with existing curricula on Aboriginal peoples.
Exemplary Classroom Practice: Secondary
Source: These units were developed by the following team of teachers, Elders, and cultural advisors: Yvonne Chamakese, David Hlady, Anna-Leah King, Duane Johnson, Marcia Klein, Lana Lorensen, Sally Milne, Joseph Naytowhow, Lamarr Oksasikewiyin, Stuart Prosper, Ron Ray, Ted View, John Wright, and Laura Wasacase.
Focus: Grade 10 Science students
Summary: This series of lessons incorporates four of the foundational objectives from the unit entitled Earth and Space Science: Weather Dynamics (WD) in the Saskatchewan Science 10 Curriculum Guide but can be applied to other science curriculum.
- Knowing what the weather would bring was important to those who lived off the land, and is important to a variety of people today.
- All cultures had ways of determining what the weather would be prior to technology.
- Weather patterns can be identified using cultural knowledge as well as by using technology.
These lessons examine cultural perspectives on weather and weather predictions, and are designed to be an introduction to the topic of weather.
Source: NunavutDepartment of Culture, Language, Elders and Youth
Focus: Students and teachers
Summary: The purpose of this site and this collection is to ensure the long term protection, conservation and development of Nunavut's museum collection.
The virtual museum has been divided into: Arts and Crafts, Jewellery, Ceramics, Sculpture, Explorers and Textiles.
On November 26, 2002, as a result of the creation of Nunavut, the Governments of Nunavut and the Northwest Territories reached an agreement to divide the Prince of Wales Northern Heritage Centre's museum and archives collections. These priceless collections will be delivered to Nunavut from Yellowknife as soon as Nunavut has its own heritage centre.
Source: Aboriginal Education Office - Ontario Ministry of Education
Focus: Teachers and Researchers
Summary: Ontario and Aboriginal leaders recognize the importance of education in improving lifelong opportunities for First Nation, Métis, and Inuit children and youth. Ontario’s New Approach to Aboriginal Affairs commits the government to working with Aboriginal leaders and organizations to improve education outcomes among Aboriginal students.
Acting on this commitment, the Ministry of Education has identified Aboriginal education as one of its key priorities, with a focus on meeting two primary challenges by the year 2016 – to improve achievement among First Nation, Métis, and Inuit students and to close the gap between Aboriginal and non-Aboriginal students in the areas of literacy and numeracy, retention of students in school, graduation rates, and advancement to postsecondary studies. The ministry recognizes that, to achieve these goals, effective strategies must be developed to meet the particular educational needs of First Nation, Métis, and Inuit students.
The Ontario First Nation, Métis, and Inuit Education Policy Framework, as presented in this document, is intended to provide the strategic policy context within which the Ministry of Education, school boards, and schools will work together to improve the academic achievement of the estimated 50,312 Aboriginal students who attend provincially funded elementary and secondary schools in Ontario (18,300 First Nations, 26,200 Métis, and 600 Inuit students who live in the jurisdictions of school boards, and 5,212 living in First Nations communities but served under a tuition agreement).
The framework also clarifies the roles and relationships of the ministry, school boards, and schools in their efforts to help First Nation, Métis, and Inuit students achieve their educational goals and close the gap in academic achievement with their non-Aboriginal counterparts.
Summary:The First Nations Parents Club was created to acknowledge and support the key role of parents in ensuring educational success for their children. It provides parents with information, support, and rewards for their efforts. This initiative involves the organization of locally-based Parents Clubs in First Nations communities in British Columbia (BC), with support materials such as newsletters, incentive gifts, and parenting materials and resources supplied by the First Nations Schools Association (FNSA). There are now approximately 118 local Parents Clubs, involving 2606 members, across BC. Click here for information on starting your own club or click here to see if there is a First Nations Parents Club in your community.
The First Nations Parents Club also offers a host of resources and links which will be helpful in the role as a parent.
Source: Congress of Aboriginal Peoples (CAP)
Summary: CAP represents off-reserve Aboriginal and Métis people living in urban, rural and remote areas throughout Canada.
Source: Assembly of First Nations
Focus: Senior students and teachers
Summary: This paper is intended to inform and advance a policy dialogue on First Nations postsecondary education by the AFN Chiefs’ Committee on Education, the AFN General Assembly and ultimately the Minister of Indian and Northern Affairs Canada who has committed to review the existing Post-Secondary Student Support Program (PSSSP).
This document clearly articulates the need for supporting post-secondary education and skills training for First Nations youth and adults, not only for them to meet their individual academic aspirations, but also that they may contribute to the capacity and nation building required to facilitate strong First Nations governance.