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This teacher resource guide provides educators with resources to support increased integration of First Peoples knowledge and perspectives into classrooms and schools. The resource can be used in conjunction with locally based resources that are developed by, or in collaboration with local communities. It is intended to be a starting place for educators.
The resource guide includes eight engaging multi-grade thematic units:
Each unit contains a brief intro, essential questions, enduring understandings, curriculum connections, cross-curricular links, suggested activities, resources, assessment activities, and suggested additional resources.
The teaching of specific skills is not the focus of this resource.
This resource is so flexible in its composition that it could be used in a multitude of classes. Each unit is meant to be a starting point and the activities can be easily tailored.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The resource does a very good job of allowing the students to explore various points of view, in particular, the traditional First Nations view as well as the more conventional scientific approach to topics.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The resource is reliant heavily on the environmental and social dimensions of the topics discussed. The teacher can supplement this will by making sure to address the economic dimension.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The complexity of the issues discussed is respected by the provision of additional materials, the suggestion of activities and the depth of advice that is given for things like hosting an elder from the community and making connections with the community.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The focus of this resource is to ensure that knowledge that is being taught in schools is also taught in a manner that is respectful and includes First Peoples' perspectives; therefore, acting on learning occurs more in an attitudinal sense than in concrete actions.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
A goal of the resource is to encourage and support the respectful development of local resources.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
It is indicated in the resource that the teacher will have to make changes to the resource in order to include a local focus as the resource is centred around the British Columbia area. With the diversity of activity suggestions, the teacher should be able to do this relatively easily.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
The activities suggested provided a clear sense of the past and the present while also giving the students knowledge that can be applicable to the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The resource contains many activities that allow the students to explore questions and also allow the students to make decisions and take responsibility for their learning.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The resource has a section that describes Inquiry Learning for the teacher and how best to approach it with the resource.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
There is a wide breadth of activities that address a variety of learning styles; however, learners with difficulties are not addressed.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The activities presented allow for students to experience a variety of learning opportunities within a real-world context. The visits by a community elder are one example of how the traditional ecological knowledge can be shared in an authentic manner.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
The resource provided detailed assessment strategies and suggestions for the teacher as well as questioning suggestions.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Unit 8 provides a case study.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Very Good|
The activities in the resource are not meant to be used in order; therefore, the teacher and students have the flexibility to go deeper into an issue if they so choose. The units are meant to be a starting point for learning and not used as a comprehensive unit.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|