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This lesson plan is part three of a five-part series (or unit) on ‘Archaeology in the Maritime Provinces’ (Prince Edward Island, New Brunswick, and Nova Scotia). For an overview, please read the Teachers’ Guide, then download the documents provided in the ‘Lesson Plan’ section of this webpage.
This lesson plan is part of a series of four Gatherings shared with NCCIE from the book ‘Spirit of the Island: Manitoulin’s People ~ Stories of Indigenous-Settler Historical Dynamics’. There are thirteen Gatherings in the book, which is available in three volumes: English/Anishinaabemowin, English, and French at www.pallasedu.com
This is an introductory unit on coding for students. Students will gain knowledge on how to create a culturally responsive arcade/video game using coding. They will increase their understanding in project building through technology. This unit will involve community and/or Elder connections.
Students will learn about moose hunting from an Elder’s perspective, and how the five human senses are used to hunt.
This lesson plan is part five of a five-part series (or unit) on ‘Archaeology in the Maritime Provinces’ (Prince Edward Island, New Brunswick, and Nova Scotia) that introduces students to archaeological work and gives them hands-on skills in archaeology. This lesson provides students the opportunity to apply the theory and skills they learned in previous lessons.
This activity is part of a series of educational activities focused on teaching Innu-Aimun (the Innu language) to children in Early Childhood Education (ECE), kindergarten for 4-year-olds, and kindergarten for 5-year-olds. There are four different activities in this series, which can be spread over a school year, according to the calendars of each community.
This activity is part of a series of educational activities focused on teaching Innu-Aimun (the Innu language) to children in Early Childhood Education (ECE), kindergarten for 4-year-olds, and kindergarten for 5-year-olds. There are four different activities in this series, which can be spread over a school year, according to the calendars of each community.
This lesson is about Bison Teachings and the origin of the Bison Rock that once sat in Saskatchewan’s Qu’Appelle Valley. It is about how the rock came to be through the story of Buffalo Child. Buffalo Child was a lost baby who was adopted by the buffalo. Once Buffalo Child was old enough he went to live with the Cree people, and when he did, he realized he was in conflict between the human beings
This lessson is about the relationship, connection, and teachings of the bison, as well as, learning the spiritual, ecological, and characteristics of the bison. Students will view a series of videos that the Buffalo People Arts Institute created along with a CBC Gem video called Absolutely Canadian Bison Return. We will learn through watching the videos, the views and beliefs of the bison from an
Students will learn about First Nations’ and Métis hunting perspectives and processes of the bison. Students will learn the traditional hunting practices and the uses of the the buffalo, along with the introduction of the horse. Guns will be examined and students will learn about the over-hunting and near extermination of the bison.
This is about learning the art of tanning hide from Joely BigEagle-Kequahtooway and Lorne Kequahtooway of the Buffalo People Arts Institute. They will walk us through the process with each video created by NCCIE. Students viewing the process of the seven videos will gain an idea of what is involved in hide tanning, understand the cultural connections, and learn the significance of the buffalo.
This lesson plan involves the process of cooking bison brains. In Part 6 of the Buffalo Hide Tanning and Teachings Video series, the Buffalo Peoples Art Institute share how to brain a hide. This lesson will provide more information related to the overall technique in cooking and boiling brains used for softening a hide.
Note: This lesson plan requires a Blackfoot speaker to be involved in teaching this lesson.
Note: This lesson plan requires a Blackfoot speaker to be involved in teaching this lesson.
The purpose of this lesson plan is for pre-service teachers to explore lesson plans using an Indigenous Education checklist (provided by NCCIE). The checklist supports the development of wholism, localized cultural inclusion, intergenerational learning, and ethics in the classroom. The goal of this lesson is to show pre-service teachers how to apply aspects of Indigenous education (i.e. wholistic
This lesson plan is part 5 of a 5-part Unit Plan that supports Indigenous students’ transition from secondary school to their future education and career/life goals. The Unit Plan highlights schools and support programs available to Indigenous students in northwestern Ontario. Students will engage in the four-step inquiry process (i.e., Knowing Yourself; Exploring Opportunities; Making Decisions a
In this lesson students will listen to the story of Cecil growing up in Buzwah and will reflect on the teachings of the story. Students will learn about Cecil’s grandparents’ teachings from an Anishnaabe family.
This lesson plan introduces the students to the Coast Salish cedar weaving.
Many Indigenous peoples have moved to urban areas for employment or educational opportunities. While many of the Indigenous urban youth consider the urban centre their home, it is important to keep close ties to their Indigenous communities to help maintain their traditions and their sense of self, family, community and language.
This lesson plan is part of a series of four Gatherings shared with NCCIE from the book ‘Spirit of the Island: Manitoulin’s People ~ Stories of Indigenous-Settler Historical Dynamics’. There are thirteen Gatherings in the book, which is available in English, Anishinaabemowin, and French at www.pallasedu.com