A collection of articles, videos, timelines and educational guides from the Canadian Encyclopedia.

• Information on how one’s culture programs the brain to process data and affects learning relationships
• Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners
• Prompts for action and valuable self-reflection.

These are films for educators and parents wanting to learn more about the lives and histories of Indigenous people. Powerful, political, and profound, these films will initiate and inspire conversations on identity, family, community, and nationhood.

They are stories about the blocking of the international bridge that cuts through the Akwesasne Reserve, protest and blockades, resistance, land rights, human rights, asserting one’s rights, diabetes among Indigenous communities, traditional Indigenous medicine, the medicine wheel, colonization, intergenerational knowledge, the Oka crisis, Mohawk communities of Kahnawake and Kanehsatake standing against the Canadian military and Canadian citizens, Mi’kmaq fishermen, the Attawapiskak housing crisis, the Idle No More movement, the sweat lodge, Indigenous pride and dignity, preservation of culture and language, substance abuse and addiction, foster care, suicide, mental health care, Métis identity, and adoption

National Film Board of Canada

These are stories about Missing and Murdered Indigenous Women, the Highway of Tears, Indigenous rights activism, violence against Indigenous Women, Indigenous stereotypes, racism, marginalized communities, community healing, the Oka Crisis, the Kahnawake tribe, Cree burial traditions, Indigenous pride, reconciliation, healing and recovery, residential schools, Two-Spirited people, salmon fishing rights, the Mi’kmaq people, historical perspective on contemporary Indigenous issues, village life in Puvirnituq, preserving cultures and traditions, suicide, addiction, substance abuse, co-existence of traditions and modernity, police violence, Saskatoon’s infamous “freezing deaths,” Indigenous women leadership, the Six Nations of the Grand River Reserve blockade, legal, land and human-rights issues, historical and contemporary understanding of relationships between Indigenous people and the Canadian government, the role of radio in a small community of Teetl’it Gwich’in, the Oka crisis and the now-infamous stand-off between the Mohawks, the Quebec police and the Canadian Army.

PART ONE: Métis Identity and Why it Matters will provide the clarity that has long been needed on who is the Métis Nation and who are the people that are its strength. 

PART TWO: Who are the Métis: Contemporary Perspectives, defines the contemporary Métis people living in British Columbia. 

i) a self assessment guide for teachers on awareness of and commitment to an inclusive classroom,

ii) an article for understanding the rules of culture to improve your classroom practice,

iii) a four step strategy for teaching controversial issues, and

iv) a checklist for identifying stereotyping and bias in learning resources.

i) to continue building knowledge and understanding of Pride, 

ii) to understand the significance of Pride flag and meaning of the colours, 

iii) to continue to grow understanding of:

• the diversity in sexual orientation and gender identity, 
• to foster critical and emotional literacy around including others, accepting and celebrating differences but also similarities around love and happiness among people who care for each other
• diversity of families,
• how sexual orientation and gender identity shape a person’s well-being and community well-being

Claim: What is this video about?

Support: What did you see and feel that makes you say that?

Question: What isn’t explained? 

• E = Excited
  • What excites you about this idea or proposition?
• W = Worrisome
  • What do you find worrisome about this idea? 
• N = Need to Know
  • What else do you need to know or find out about this idea?
• S = Stance or Suggestion for Moving Forward
  • What is your current opinion on the idea?