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Aboriginal Voices in the Curriculum
A guide to teaching aboriginal studies in k-8 classrooms
Elementary, Secondary, Middle
Description
This document assists teachers in integrating First Nations study into the K-8 curriculum on a consistent basis, rather than teaching a single isolated unit on First Nations culture for a short period each year.
This is a comprehensive document prepared for Toronto teachers by a team of writers and reviewers for the Toronto District School Board.
The purpose of the guide is to 'provide support for teachers as they incorporate the teaching of Native Studies into their classroom programs', though it could be seen as a framework for study of any cultural entity within Canada's population. The guide provides:
- A framework for authentic interpretation of a culturally-bound lifestyle and philosophy;
- Detailed information regarding the history and present-day life of First Nations in Ontario and;
- Lists of resources (e.g. print, photo, electronic, video).
The guide also makes specific reference to Overall and Specific Curriculum Expectations for kindergarten to grade 8, in all subject areas generally, and Social Studies/History, and Language Arts/English most comprehensively.
Although it does not provide any lesson plans, the resource suggests ways to include relevant First Nations information and related activities (e.g. the guide includes some informative charts and maps that could be copied for student use). This resource is more of a teacher resource than a child-ready plan. There is ample evidence of thoughtful, long-term commitment to making this information available.
The document headings are:
- Introduction: What is "Native Studies"?
- Curriculum Considerations
- Identifying and Dealing with Bias
- Curriculum Connections
- Recommended Resources
General Assessment
What skills does this resource explicitly teach?
The resource does not explicitly teach any skill. Instead, it provides excellent background material for teaching various aspects of Aboriginal life, particularly cultural history. It also provides detailed criteria for identifying and dealing with bias.
The resource emphasizes holistic teaching. It states that First Nations Studies should be cross-curriculum and based on accurate and current information. It is based on the idea that the study of First Nations should be a study of inclusion, not integration.
Strengths
This resource is impressive in its detail and thoroughness. It stands as a compendium for Toronto teachers on First Nations study in Canada. It is also an excellent resource for teacher in other parts of Canada.
This resource is valuable in that it covers a topic in which there are few current and well-researched resources.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
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- Kindergarten
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- Social Studies
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- Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
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- Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
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- Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
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- Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
- Global Indigenous Peoples: People from diverse cultures and societies share some common experiences and aspects of life.
- Global Indigenous Peoples:Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors
- Grade 4
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- Social Studies
- Step 4Relevant matches
- First peoples and European Contact: Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity
- Grade 7
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- Social Studies
- Step 4Relevant matches
- The Ancient World to the 7th Century: Religious and cultural practices that emerged during this period have endured and continue to influence people.
- Grade 8
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- Social Studies
- Step 4Relevant matches
- 7th Century to 1750: Contacts and conflicts between peoples stimulated significant cultural, social, political change.
- 7th Century to 1750: Exploration, expansion, and colonization had varying consequences for different groups
- Grade 9
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- Social Studies
- Step 4Relevant matches
- 1750 to 1919: Disparities in power alter the balance of relationships between individuals and between societies.
- Grade 11
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- Social Studies
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- Explorations in Social Studies 11: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
- Grade 12
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- Social Studies
- Step 4Relevant matches
- Comparative Cultures 12: Understanding the diversity and complexity of cultural expressions in one culture enhances our understanding of other cultures.
- Comparative Cultures 12: Value systems and belief systems shape the structures of power and authority within a culture.
- Comparative Cultures 12:Interactions between belief systems, social organization, and languages influence artistic expressions of culture
- Contemporary Indigenous Studies: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
- Manitoba
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- Grade 1
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- Connecting with Others
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- Manitoba, Canada & the North: Places & Stories- Canada's North
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- Grade 5
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- Social Studies
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- Peoples and Stories of Canada to 1867: First Peoples
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- Canada - A Country of Change (1867 to Present): An Emerging Nation (1914-1945)
- Canada - A Country of Change (1867 to Present): Building a Nation (1867-1914)
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- Canada - A Country of Change (1867 to Present):Canada Today: Democracy, Diversity and the Influence of the Past
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- Interactions Within Ecosystems
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- Water Systems on Earth
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- World History: Socities of the Past -Understanding Societies Past and Present
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- Citizenship and Sustainability:Area of Inquiry: Indigenous Peoples
- Global Issues
- New Brunswick
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- You and Your World: Community
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- Social Studies: Exploring the Landscapes of Canada
- Grade 6
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- World Cultures: An Introduction to Culture
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- World Cultures: Environment and Culture
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- Interactions Within Ecosystems
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- Empowerment: Cultural Empowerment
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- Empowerment: Introduction
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- Empowerment: Political Empowerment
- Empowerment: Reflection
- Empowerment:Societal Empowerment
- Grade 8
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- Science
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- Water Systems on Earth
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- Atlantic Canada in the Global Community: Culture
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- Newfoundland & Labrador
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- Grade 3
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- Plant Growth & Changes
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- An Introduction to Culture
- Canada: Reflections on a Multicultural Mosaic
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- Some Elements of Culture
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- Interaction of Ecosystems
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- Grade 4
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- Health Education
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- Our Northern Land and Its People: The North's Resources
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- The Circumpolar World: Connections: Canada & the Circumpolar World
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- The Changing World: Middle Societies
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- Nova Scotia
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- Kindergarten
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- Identity
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- Social Studies 2:People
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- Social Studies 6: An Introduction to Culture
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- Life Science: Interactions Within Ecosystem
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- An Introduction to Empowerment
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- Science 8: Water Systems on Earth
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- An Introduction to Canadian Identity
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- Exploring Canadian Identity
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- Nunavut
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- Grade 3
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- Life Systems: Growth and Changes in Plants
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- Our Northern Land and Its People: The North's Resources
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- Interactions and Ecosystems
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- The Circumpolar World: Connections: Canada & the Circumpolar World
- Grade 8
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- Freshwater and Saltwater Systems
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- The Changing World: Middle Societies
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- Ontario
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- Grade 1
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- English/Language Arts
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- Language: Oral Communication
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- Heritage and Identity: Our Changing Roles and Responsibilities
- People and Environments: The Local Community
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- Language: Oral Communication
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- People and Environments: Global Communities
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- Language: Oral Communication
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- Growth & Changes in Plants
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- People and Environments: Living and Working in Ontario
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- Language: Oral Communication
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- English/Language Arts
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- Language: Oral Communication
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- Language: Writing
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- Conservation of Energy & Resources
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- People and Environments: The Role of Government and Responsble Citizenship
- Grade 6
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- English/Language Arts
- Step 4Relevant matches
- Language: Oral Communication
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- Language: Writing
- Social Studies
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- People and Environments: Canada's Interactions With The Global Communty
- Grade 7
- Step 3Select a subject
- History
- Step 4Relevant matches
- Canada, 1800-1850:Conflict and Challenges
- New France and British North America, 1713–1800
- Science & Technology
- Step 4Relevant matches
- Form and Function
- Interactions in the Environment
- Grade 8
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Language: Reading
- Language: Writing
- History
- Step 4Relevant matches
- Canada, 1890-1914: A Changing Society
- Science & Technology
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- Cells
- Water Systems
- Grade 9
- Step 3Select a subject
- Aboriginal Studies
- Step 4Relevant matches
- Expressions of First Nations, Métis, and Inuit Cultures (Open): Art and Society
- Expressions of First Nations, Métis, and Inuit Cultures (Open): Artistic Expressions and First Nations, Metis and Inuit World Views
- Expressions of First Nations, Métis, and Inuit Cultures (Open): Creating and Presenting
- Grade 10
- Step 3Select a subject
- Aboriginal Studies
- Step 4Relevant matches
- First Nations, Métis, and Inuit in Canada (Open): 1876 - 1969: Assimilation, Encroachment, and Life in the Industrial Age
- First Nations, Métis, and Inuit in Canada (Open): 1969 to the Present, Resilience, Determination, and Reconciliation
- Grade 11
- Step 3Select a subject
- Aboriginal Studies
- Step 4Relevant matches
- English: Understanding Contemporary First Nations, Métis, and Inuit Voices (Univ. Prep.): First Nations, Métis, and Inuit Perspectives and Text Forms in Canada
- English: Understanding Contemporary First Nations, Métis, and Inuit Voices (Univ. Prep.): Reading and Literature Studies
- Grade 12
- Step 3Select a subject
- Aboriginal Studies
- Step 4Relevant matches
- Contemporary Indigenous Issues and Perspectives in a Global Context, (Univ./College prep.): Global Trends and Cultural Survival
- Contemporary Indigenous Issues and Perspectives in a Global Context, (Univ./College prep.): Indigenous Peoples and Perspectives
- Contemporary Indigenous Issues and Perspectives in a Global Context, (Univ./College prep.): Legal, Political, and Social Action
- First Nations, Métis, and Inuit Governance in Canada (Univ./College Prep): Self-Determination, Sovereignty, and Self-Goverance
- First Nations, Métis, and Inuit Governance in Canada (Univ./College Prep): Support for and Challenges to Indigenous Rights
- History
- Step 4Relevant matches
- World History since the 15th Century (College Prep.) Historical Inquiry and Skill Development
- World History since the Fifteenth Century (Univ. Prep.) The World, 1650–1789
- Prince Edward Island
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Plant Growth & Changes
- Grade 6
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- An Introduction to Culture
- Canada: Reflections on a Multicultural Mosaic
- Some Elements of Culture
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions Within Ecosystems
- Social Studies
- Step 4Relevant matches
- Cultural Empowerment
- Economic Empowerment
- Empowerment
- Political Empowerment
- Reflection
- Societal Empowerment
- Grade 8
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Water Systems on Earth
- Social Studies
- Step 4Relevant matches
- Canadian Identity: Citizenship
- Canadian Identity: Exploring Canadian Identity
- Canadian Identity: Reflections on Canadian Identity
- Quebec
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- Grade 1
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- To construct his/her representation of space, time and society
- Grade 2
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- Social Studies
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- To construct his/her representation of space, time and society
- Grade 3
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Geography, History and Citizenship Education: Iroquoian Society around 1500
- Grade 4
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Geography, History and Citizenship Education: Iroquoian Society around 1500
- Grade 5
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Geography, History and Citizenship Education: Canadian Society 1820
- Geography, History and Citizenship Education: Quebec Society around 1905
- Geography, History and Citizenship Education: Québec society 1980
- Grade 6
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Geography, History and Citizenship Education: Canadian Society 1820
- Geography, History and Citizenship Education: Quebec Society around 1980
- Geography, History and Citizenship Education: Québec society 1905
- Saskatchewan
- Step 2Select a grade level
- Grade 2
- Step 3Select a subject
- Grade 3
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Community Comparisons: Dynamic Comparisons
- Grade 4
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Saskatchewan: Dynamic Relations
- Grade 5
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Canada: Dynamic Relations
- Canada: Resources and Wealth
- Grade 6
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Social Studies 6: Canada & Our Atlantic Neighbours -Interactons and Interdependance of Nations
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Life Science: Interactions within Ecosystems
- Grade 8
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 8: Water Systems on Earth
- Social Studies
- Step 4Relevant matches
- The Individual in Canadian Society: Power & Authority
- The Individual in Canadian Society: Resources & Wealth
- Grade 10
- Step 3Select a subject
- Aboriginal Studies
- Step 4Relevant matches
- Native Studies 10: Community and Kinship: Aboriginal Perspectives
- Native Studies 10: Economies: Aboriginal Perspectives
- Native Studies 10: Governance: Aboriginal Perspectives
- Native Studies 10: Identity and Worldviews, Aboriginal Perspectives
- Grade 12
- Step 3Select a subject
- Aboriginal Studies
- Step 4Relevant matches
- Native Studies 30: Aboriginal and Treaty Rights
- Native Studies 30: Economic Development
- Native Studies 30: Governance
- Native Studies 30: Land Claims and Treaty Land Entitlements
- Native Studies 30: Social Development
- Yukon Territory
- Step 2Select a grade level
- Grade 2
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Regional and Global Communities: Canada is made up of many diverse regions and communities
- Grade 3
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
- Global Indigenous Peoples: People from diverse cultures and societies share some common experiences and aspects of life.
- Global Indigenous Peoples:Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors
- Grade 4
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- First peoples and European Contact: Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity
- Grade 7
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- The Ancient World to the 7th Century: Religious and cultural practices that emerged during this period have endured and continue to influence people.
- Grade 8
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- 7th Century to 1750: Contacts and conflicts between peoples stimulated significant cultural, social, political change.
- 7th Century to 1750: Exploration, expansion, and colonization had varying consequences for different groups
- Grade 9
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- 1750 to 1919: Disparities in power alter the balance of relationships between individuals and between societies.
- Grade 11
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Explorations in Social Studies 11: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
- Grade 12
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Comparative Cultures 12: Understanding the diversity and complexity of cultural expressions in one culture enhances our understanding of other cultures.
- Comparative Cultures 12: Value systems and belief systems shape the structures of power and authority within a culture.
- Contemporary Indigenous Studies: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
Themes Addressed
-
Human Rights (1)
- Cultural Diversity
-
Indigenous Knowledge (1)
- Rituals, Spirituality and Worldviews
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | This resource makes a very good case for the importance of being aware of bias in all of us. It also provides a very good outline that could be used at any level, by any teacher, regarding ways to identify and to deal with bias. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Satisfactory | Ensuring a systems-thinking approach is taken by the students will require preparation and planning on the part of the teacher |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | The resource facilitates respectful consideration of First Nations people and their roles, both contemporary and historical. Ensuring this complexity is part of the students' experience with the resource will depend on the teacher's planning and preparation. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | This is not a document that presents actual lesson plans. There are several suggestions for action-based learning. |
| 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 | Poor/Not considered | Again, this would be up to the individual teacher. The information provided and list of recommended resources are concise yet varied. This resource investigates various perspectives, how we come to have them, and the dangers and strengths of holding such points of view. Development of the resource ideas would help youths develop their ability to express their own values/beliefs and to recognize their own biases and that of others. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Very Good | This resource has a First Nations focus but the framework could also be used for studies of other cultural groups. |
| 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 | |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | This resource is specifically developed for Toronto School District K-8 teachers but it could also be adapted to other areas, particularly in Eastern Canada. However, the resources listed do include authors from across Canada. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | The resource is built on the ideal of promoting understanding. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Poor/Not considered | This is not a document that presents actual lesson plans. There are numerous suggestions for activities that would cover a range of student abilities and interests. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good | The purpose of this resource is to raise awareness of the importance of including information and understandings about First Nations Peoples in all teaching, not just in a two-week 'unit' in Social Studies. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Poor/Not considered | The resource is not a document that presents actual lesson plans. This would be left to the creativity of the teacher. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Very Good | There are numerous suggestions for activities that would cover a range of student abilities and interests. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | The recommended resources are rich with authentic First Nations work. The resource points out certain material that would benefit from meetings with First Nations Elders and citizens to share stories, crafts, and experiences with students. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Poor/Not considered | Again, this would be up to teacher discretion. The resource does make references to specific lesson plans available to Ontario teachers in their provincial curriculum. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | |
| 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 | Poor/Not considered | |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good | Although these are no case studies in the traditional sense, there is a wealth of information presented about many of the activities, beliefs, and teachings of the First Nations people. This information is limited, however, to First Nations groups around the Toronto area. |
| 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 | There is a plethora of suggested activities. |
| 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. | ||
