Creating learning environments that reflect the First Peoples Principles of Learning (p. 4)
You can learn more about these principles at:
- http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11x17.pdf
- https://firstpeoplesprinciplesoflearning.wordpress.com
A note on pronunciation (p. 6)
Make students aware that First Peoples’ languages have a rich history of sounds not found in the English language, and consider consulting the language holders directly or use these resources as additional learning investigations:
First Voices:
First Peoples’ Language Map of B.C.:
Territory Acknowledgement (p. 7)
The following resources may help you write an appropriate Territory Acknowledgement with your class:
Find out whose traditional territory your school or community is built on. Use this interactive map of traditional territories of Indigenous Peoples across Canada developed by Native Land to help you:
Learn more about the protocols for acknowledging territory by reading the information shared by Native Land at:
Look at examples of acknowledgements by various post-secondary institutions across Canada on the Canadian Association of University Teachers (CAUT) website at:
Talking Circles (p. 8)
BC First Nations Land, Title and Governance Teacher Resource Guide, First Nations Education Steering Committee and First Nations Schools Association, c. 2019 (p. 20).
The Circle Way:
First Nations Pedagogy Online:
Wearing and Sharing Ribbon Skirts
Extensions (p.17)
1. Find out more about the History of the Ribbon Skirt and what National Ribbon Skirt Day represents:
- https://www.theribbonskirtproject.ca/whatisaribbonskirt
- https://www.youtube.com/watch?v=FYxV9sqSOXY [2:16]
2. Ribbon skirt teachings are about empowering women by reminding them that they are strong and resilient. Learn more about the ribbon skirt teachings by:
Watching this video:
Reading this article:
3. Are students interested in making their own ribbon skirt? Check out this video tutorial:
4. Read this article on ribbon skirts and the symbolism and the protocol around making them:
Revitalizing Indigenous Culture in Canada
Before Reading (p. 18)
Tasha Spillett is a Cree-Trinidadian speaker/writer currently living on Treaty One Territory in Manitoba. After reading her poem below with students, discuss how her family’s experience of language, culture, and colonization are informing how she wants to raise her daughter.
* Read more about Tasha on her website at:
Extensions (pp.27-28)
1. Explore the FNESC/FNSA curriculum “BC First Nations Land, Title, and Governance”. In Unit Three (p. 78), play the “Impacts of Colonization: Pass it On Game” to introduce your students to the concept of colonization in relation to Indigenous Peoples. Check out the game, here:
2. View some of the online exhibits at the Haida Gwaii museum:
3. First view pictures of the Heiltsuk Nation’s Big House, at:
4. You may wish to let students know that 2022 marked the start of The UN International Decade of Indigenous Languages. Watch this short CBC news story reflecting on the importance of this declaration to the preservation of Indigenous languages:
5. As a class, explore the following article and infographics showing the Indigenous languages spoken in Canada:
6. Alternatively, view the CBC Indigenous Original Voices interactive map to learn more about the diverse languages in regions across Canada:
7. Read about the origins of the Homalco Nation’s lunar calendar, here:
8. Then, learn more about who the Homalco First Nation are:
9. View the Galleries on Yolanda Skelton’s website:
10. To learn more about Git Hayetsk dance group and the impact that reclaiming dance culture has had on its dancers, visit:
11. “How Indigenous dancers connect with their power through performance”:
12. Watch the CBC documentary “Beyond Human Power”:
13. Read the CBC article “Indigenous teens in Surrey come together through music” and watch their music video “Hide & Seek” as a class:
14. The National Film Board of Canada produced a short documentary called “Button Blanket:
15. Students may be interested in viewing the Museum of Anthropology’s archival photographs of the 1969 Robert Davidson Totem Pole Raising on Haida Gwaii. Direct them to the 72 photographs on this site:
16. Alternatively, students may wish to read about this historic event and watch an excerpt of the short NFB film ‘Now is the Time’ that tells the story of the totem pole raising:
Or this CBC article:
Culminating Activity: Art Analysis (p. 29)
(page 24) “[This image] is my version of Turtle Island. I wanted to use earthy colour of umber for the shell to represent the land we live, work and play on across our world. Then the yellow for the hope and resilience that is growing from each of our Nations across Turtle Island. The blue within the shell is to represent that importance of water we rely on. Then in the middle of the shell we have our world.” [Note: Students may need to conduct research to understand the term ‘Turtle Island.’ They can begin their research here:
Culminating Activity: Letter to My Children (p. 30)
1. Tina is the creator of “To My Children: Every Child Matters – Even You”, a video that describes beautifully and powerfully the impact of Residential Schools on her family and the hope she has for her three children, as well as the importance of understanding history, being kind, and having children know they matter. You can preview this video at:
2. To find out how to purchase rights to show this video to your students, contact Tina at: