Folder Notes: Various resources, including presentations made at summer institutes for teachers, to support the infusion of Aboriginal perspectives in social studies.
Video of professional development sessions from the 2008 Social Studies Summer Institute comprise this multimedia resource. Topics such as the incorporation of multiple perspectives within the curriculum, particularly those of Aboriginal and Francophone communities; teaching democratic principles; and educating students in ideas of identity and citizenship are discussed. Making Connections features videos of presentations, interviews and a community citizenship ceremony; speaker biographies; and PowerPoint slides.
This video presents highlights from the Aboriginal Education Showcase held on October 12, 2005 at the Northlands AgriCom in Edmonton. The event provided an opportunity for students and teachers to understand and celebrate the diversity of First Nations, Métis and Inuit cultures. Activities included traditional Aboriginal music and dancing and presentations on a range of topics from Inukshuks to moose hair tufting. The video also features excerpts of speeches from government officials and Aboriginal leaders.
Cree Elder Elizabeth Poitras speaks to teachers about the need to recognize that there is a great deal of diversity among the traditions of various Aboriginal groups in Alberta. (Presentation at Poundmaker's Lodge during the 2004 Alberta Education Social Studies Summer Institute)
Dene Elder John Janvier speaks to teachers about the inclusion of Aboriginal perspectives in Social Studies as a step towards achieving a better understanding of one another. (Presentation at Poundmaker's Lodge during the 2004 Alberta Education Social Studies Summer Institute)
Charlene Crow speaks to teachers about the importance of Aboriginal languages and about a broader understanding of the meaning of global citizenship. (Presentation at Poundmaker's Lodge during the 2004 Alberta Education Social Studies Summer Institute)
Donna Paskemin briefly discusses Indigenous knowledge and issues of collective versus individual ownership of Aboriginal knowledge. (Presentation at Poundmaker's Lodge during the 2004 Alberta Education Social Studies Summer Institute)
Donna Paskemin points out the value of incorporating respect and understanding for Indigenous knowledge and Aboriginal issues into core school subjects. (Presentation at Poundmaker's Lodge during the 2004 Alberta Education Social Studies Summer Institute)
Could you share with our K to 12 teachers some of the stories and experiences that reflect the development of the program of studies over the last 5 years? (Interview response by Daniel Buteau, Shirley Douglas and Debbie Mineault, program managers, Alberta Education, 2005)
How have your different perspectives affected your participation in the development of the new program over the last few years? What do you believe will be some of the greatest benefits for students in learning the new program of studies? (Interview response by Daniel Buteau, Shirley Douglas and Debbie Mineault, program managers, Alberta Education, 2005)
Is there a Canadian perspective in the new program? (Interview response by Daniel Buteau, Shirley Douglas and Debbie Mineault, program managers, Alberta Education, 2005)
What are the most important differences between the current/previous social studies program and the new social studies program? Why did these changes occur and how will they benefit teaching and learning of social studies? (Interview response by Daniel Buteau, Shirley Douglas and Debbie Mineault, program managers, Alberta Education, 2005)
As a First Nations individual in Canada, has your identity as an Aboriginal person and as a citizen in Canada changed over the course of your life/career? (Interview response by Dr. Betty Bastien, 2005)
What do the terms "citizenship" and "nation" mean to you? What do you believe are some of the multiple meanings that these terms have in the Canadian context? (Interview response by Dr. Betty Bastien, 2005)
Given your background as a Blackfoot person living on the Blood Reserve, how would you respond to the Program Rationale and Philosophy from the new Social Studies Program of Studies? (Interview response by Dr. Betty Bastien, 2005)
How have your experiences helped to shape your worldview? (Interview response by Dr. Betty Bastien, 2005)
Dr. Betty Bastien characterizes leadership as requiring vision and commitment. Blackfoot leadership traditions embrace fluidity and reaching consensus through inclusion, diversity and collaboration. (presentation by Betty Bastien, Ph.D. at the 2006 Alberta Education Social Studies Summer Institute)
A Métis Elder from the Northwest Territories, Bill Laferté offers his views on the importance of Aboriginal people knowing their history. He claims Aboriginal people have become "half-breeds" in the world and states that they should therefore reach beyond the boundaries of being Aboriginal and claim from the larger world what is rightfully theirs. Laferté discusses the impact of colonialism on education and explains the importance of respecting the honourable role of the "Aboriginal mother".
Question: What is oral tradition and why is it important? Why are stories so important to the Kanai people? (interview response following presentation by Blair First Rider at the 2006 Alberta Education Social Studies Summer Institute)
Bruce Starlight distinguishes between the elderly and Aboriginal Elders. He describes Elders as those with wisdom, a love of human beings and a desire to teach. (response following presentation at the 2007 Alberta Education Social Studies Summer Institute)
This video features Dr. Phyllis Cardinal, principal of Amiskwaciy Academy in Edmonton. Cardinal describes the programs and educational philosophy of this Aboriginal high school. She shares her family history and her views on personal and cultural identity. She speaks about the lasting effects of prejudice on the educational experiences of Aboriginal people. Cardinal also discusses her PhD research, which explored cultural genocide and government policies.
This document examines the history, world views, cultures, traditions and current perspectives of Alberta’s First Nations, Métis and Inuit peoples. It provides information on recent developments in K-12 Aboriginal education and how to incorporate Aboriginal teaching into today’s classrooms.
This Web site from Alberta Education provides information about First Nations, Métis, and Inuit peoples, languages, cultures, and education. The site also includes links to resources pertaining to promising practices in FNMI education.
Gena Kolay and Marie Goodale of the Dene Nation discuss the place of oral tradition, storytelling and experiential learning in their culture and education. (presentation at the 2007 Alberta Education Social Studies Summer Institute)
This is the official Web site of the Government of Canada's Department of Aboriginal Affairs and Northern Development. It provides access to information about First Nations, Métis, and Inuit peoples in Canada.
Maggie Hodgson, a social activist from the Nadleh Whuten First Nation and recipient of an Aboriginal Achievement Award for her work towards bringing justice to Aboriginal people, discusses many of the injustices suffered by Aboriginal people due to colonial policies in residential schools and the Canadian court system.
Video clips from visits to two sites, Dry Island Buffalo Jump and Rumsey, are presented in this resource. The visits integrate sharing of Aboriginal cultural stories and ceremony. The resource also includes image collections and a discussion paper entitled entitled Love Thy Neighbour: Repatriating Precarious Blackfoot Sites.
Narcisse Blood speaks to the importance of storytelling and its important role as a way of learning. (presentation at the 2005 Alberta Education Social Studies Summer Institute)
Narcisse Blood speaks to the inclusion of Aboriginal content in curricula and its challenges. (presentation at the 2005 Alberta Education Social Studies Summer Institute)
Question: As a First Nations individual, has your identity as an Aboriginal person and as a citizen of Canada changed over the course of your life/career? The response focuses on concepts of citizenship and identity. (interview response by Narcisse Blood following presentation at the 2005 Alberta Education Social Studies Summer Institute)
Narcisse Blood addresses challenges and opportunities presented by the new social studies program. The program has the potential to break down walls and encourage students to think outside those walls. Opportunities to learn about Aboriginal perspectives and experiences and willingness to let the land teach will be rewarded. (Presentation at the Fort Edmonton session of the 2005 Alberta Education Social Studies Summer Institute)
This resource offers information and sample strategies that classroom teachers can use to help their Aboriginal students be more successful learners. It provides information on Aboriginal cultures and perspectives and discusses the importance of family and community involvement. It includes shared wisdom from Elders and Aboriginal scholars and related stories shared by teachers of Aboriginal students. The resource also includes information on learning disabilities and recognizing the gifts of individual students. The resource can be used to accomplish some of the goals of the Social Studies Program of Studies.
From your perspective as head of one of Canada's most populous reserves, how can we help students to develop an understanding and appreciation of First Nations groups and leaders who are committed to the struggle of self-determination and the continuation of their culture, institutions, and traditions? (Interview response by Dr. Roberta Jamieson, 2005)
Based upon your experiences as a woman of "firsts" and many other accomplishments (i.e., first Aboriginal woman in Canada to obtain a law degree, founder of the Native Law Students Association of Canada, first non-parliamentarian in the House of Commons, first Aboriginal commissioner of the Indian Commission of Ontario, first woman appointed Ombudsman for the Province of Ontario, first woman chief of the Six Nations of the Grand River, Order of Canada and now CEO of NAAF), what challenges and opportunities have you experienced in following your career choices? (Interview response by Dr. Roberta Jamieson, 2005)
As a First Nations individual in Canada, has your identity as an Aboriginal person and as a citizen in Canada changed over the course of your life/career? (Interview response by Dr. Roberta Jamieson, 2005)
From your perspective, how are understandings of language, land, culture, and story important in building an understanding of Aboriginal perspectives for all students and teachers? (Interview response by Dr. Roberta Jamieson, 2005)
Sykes Powderface, lead negotiator for the First Nations chiefs, discusses ideas put forward by Elders during constitutional consultation. The diverse Aboriginal peoples of Canada have unique beliefs but share common principles around the role of the Creator, the laws defining human rights and responsibilities and the freedom of self-determination. (presentation at the 2006 Alberta Education Social Studies Summer Institute)
After recounting a story about the mouse people, Tanya Lukin-Linklater discusses the role of storytelling in sharing experiences and teaching lessons to children. She explores the place of masking as a means of accessing the spirit of the mask and signifying themes around transformation found in many Aboriginal stories. (presentation at the 2006 Alberta Education Social Studies Summer Institute)
This document provides teachers with background information and describes effective practices to support Aboriginal perspectives within the Alberta Social Studies Program of Studies. The importance of building relationships within the community and involving Elders in the learning process is emphasized. Annotated literature references to support the K-2 outcomes in the program of studies are provided. An overview of circle teachings and literature references connected to the Sacred Circle are included. Referenced books have not been reviewed or authorized by Alberta Education.
This Web site provides information on the implementation of the Common Curriculum Framework for Aboriginal Language and Culture Programs, Kindergarten to Grade 12: Western Canadian Protocol for Collaboration in Basic Education. The Web site supports the teaching and learning of Aboriginal languages and cultures by providing access to related Provincial and Territorial Web sites and learning resources.
Dr. Winona Wheeler draws on her experiences to respond to a participant question about Aboriginal youth leaving their communities for urban centres. (response following presentation by Winona Wheeler, Ph.D. at the 2007 Alberta Education Social Studies Summer Institute)