DIGITAL RESOURCE
In this online resource, Hul'q'umin'um' students of all ages can learn and place in order the numbers from 1 to 10.
To access the more challenging version (without number symbols) click here.
In this online resource, Hul'q'umin'um' students of all ages can learn and place in order the numbers from 1 to 10.
To access the more challenging version (without number symbols) click here.
With Orange Shirt Day coming up on September 30th, you may be looking for thoughtful ways to discuss the impact of residential schools in Canada with your students. Here are a few highlighted resources available online you may want to consider.
Orange Shirt Day
https://www.orangeshirtday.org/ The story of Phyllis and the orange shirt that sparked the movement of wearing an orange shirt on Sept. 30. The Orange Shirt Society was formed in Williams Lake by the founders of Orange Shirt Day to encourage and support communities to recognize Orange Shirt Day and to support reconciliation events and activities.
Indian Residential Schools and Reconciliation Teacher Resource Guides
http://www.fnesc.ca/irsr/ The Indian Residential Schools and Reconciliation Teacher Resource Guides for grades 5, 10 and 11/12 were developed by the First Nations Education Steering Committee and the First Nations Schools Association. They are our response to the call by the Truth and Reconciliation Commission of Canada for education bodies to develop age-appropriate educational materials about Indian residential schools.
Project of Heart
Project of Heart” is an inquiry based, hands-on, collaborative, inter-generational, artistic journey of seeking truth about the history of Aboriginal people in Canada. http://projectofheart.ca/
Picture books appropriate for all ages:
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Stolen Words https://www.youtube.com/watch?v=GD9TJVG8iqE
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Shi-Shi-Etco (re-enactment) https://www.youtube.com/watch?v=tKErhCGjSDE&t=36s
Shi-Shi-Etco (read aloud) https://www.youtube.com/watch?v=P5B3ReaLQeY
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Shin-Chi’s Canoe(re-enactment): https://www.youtube.com/watch?v=52QTopjme5g
Shin-Chi’s Canoe https://www.youtube.com/watch?v=9b4XkO3xTis
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When I was eight: https://www.youtube.com/watch?v=LSBrkJn3NeI |
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Not My girl: https://www.youtube.com/watch?v=1x36DPwsCA0 |
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I am not a number https://www.youtube.com/watch?v=p2MP5ioGHAc |
Music videos, Educational videos and other thought-provoking considerations:
Savage: http://lisajackson.ca/Savage A residential school musical. On a summer day in the 1950s, a native girl watches the countryside go by from the backseat of a car. A woman at her kitchen table sings a lullaby in her Cree language. When the girl arrives at her destination, she undergoes a transformation that will turn the woman’s gentle voice into a howl of anger and pain.
The Stranger: https://www.youtube.com/watch?v=za2VzjkwtFc “The Stranger” is the first full chapter and song of The Secret Path. Adapted from Gord Downie’s album and Jeff Lemire’s graphic novel, The Secret Path chronicles the heartbreaking story of Chanie Wenjack’s residential school experience and subsequent death as he escapes and attempts to walk 600 km home to his family.
Residential Schools in Canada: A Timeline: https://www.youtube.com/watch?v=VFgNI1lfe0A The history of residential schools in Canada can be traced as far back as the 17th century. Watch the “Residential Schools in Canada Timeline” video to learn about the significant dates in its history — from the landing of Jesuits in what is now known as Quebec, to the release of the Truth and Reconciliation Commission of Canada’s final report in 2015.
Namwayut: we are all one. Truth and reconciliation in Canada (Chief Robert Joseph): https://www.youtube.com/watch?v=2zuRQmwaREY Animation. Chief Robert Joseph shares his experience as a residential school survivor and the importance of truth and reconciliation in Canada.
Stolen Children | Residential School survivors speak out: https://www.youtube.com/watch?v=vdR9HcmiXLA From CBC News: The National
The truth about St. Anne's - The Fifth Estate: Short form Documentary: Warning – Explicit content (for teacher background info and upper secondary only). Crimes against children at residential school: https://www.youtube.com/watch?v=ep7AW2K4Xww
This newly updated document is designed for teachers of Mathematics in British Columbia . It has been developed by the First Nations Education Steering Committee (FNESC), supported by the BC Ministry of Education and it is grounded in the view that increased student success can be achieved through adjustments in pedagogy and approach that make mathematics feel more inclusive and engaging. Development of this resource has been guided by the recognition that
The 2020 revision of this document also supports implementation of the Calls to Action of the Truth and Reconciliation Commission, specifically the call to “integrate Indigenous knowledge and teaching methods into classrooms” (clause 62) and “build student capacity for intercultural understanding, empathy, and mutual respect” (clause 63).
Accordingly, the goals of this guide are:
This cross-grade numeracy resource provides multiple lessons with hands-on engaging activities to teach mathematics with Indigenous perspective, through oral histories, contemporary art and highlighting Indigenous role models. Developing the resource involved consultation with local Ts’msyen educators and advisors, the development of new literature in coordination with the Ts’msyen Sm’algyax Language Authority, consultation with outside numeracy experts, and piloting lessons in classrooms.
The resource was developed in SD52 (Prince Rupert) on Ts'msyen Territory and uses Ts'msyen narratives, and cultural connections to teach numeracy concepts. Many of the lessons would be easy to adapt to fit within a Coast Salish context.
In this lab, students will be given an unknown (to them) “Simulated Bodily Fluid”. This fluid is clear and represents the droplets from a cough or sneeze, blood, saliva or the fluids exchanged during intercourse. Students will simulate the exchange of bodily fluid with three other students. After three exchanges have taken place, students will then test their own sample for the disease. Once the testing is complete, the students will find out which student samples in the entire class turn out to be positive. Using this information, students will then trace the route of transmission by using a flow chart to find the original carrier.
This activity can be used to discuss the spread of the COVID-19 Virus and how measures such as reducing travel and contact tracing can help to keep the number of infected people down.
In this activity students will slowly uncover clues in the form of photographs, artwork and a number of primary and secondary text sources, about the smallpox epidemic of 1862 that began in Victoria and spread up the coast of what is now British Columbia. The epidemic devastated the communities of the northern First Nations along the coast. The Southern Ts'msyen and Haida were particularly hard hit, with 67% and 72% respectively perishing due to Smallpox.
Note: This activity was originally created in SD52 (Prince Rupert) for students living on Ts'msyen Territory.
The companion resource: Disease Transmission Lab is highly recommended to go alongside this activity.
Use these ADST course outline templates to make your own course outline.
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