EDUC 530: INDIGENOUS EDUCATION

EDUCATOR
RESOURCE GUIDE
Mija MacDonald, Jasmin McKibbin-Bennett, Lexi Nelson, Alexandra Shaw & Ryan Stelter

(Beardy, n.d.A)

THE PURPOSE BEHIND THIS GUIDE

Our group created a personalized and curated educator resource list. This journey of coming to know has significantly impacted
the way each of us strives to create meaningful change within the contemporary education system. Correspondingly, the purpose
and intent of the resource list is for educators to be able to reference various materials fostering the dimensions of personal
growth and instilling holistic practices into the classroom that is predicated upon various Indigenous ways of knowing and
teaching. Specifically, the resource list has been organized into six thematic topics for exploration entailing, land-based education,
residential schools and intergenerational trauma, language-based resources, missing and murdered Indigenous women and girls,
two-spirit resources, alongside arts-based resources. While the resources selected are intended to be transferable to educators as
a whole, our reviews are deeply personal and reflexive. Consequently, these resources are meant to be shared and imparted into
our classrooms in the present.
 LAND-BASED EDUCATION

(Borisov, n.d.)
Making Indigenous-Led Education a Public Policy Priority (Cherpako, 2019)

https://www.socialconnectedness.org/wp-content/uploads/2019/10/Land-Based-Education-Pamphlet.pdf

This resource does very well at explaining what land-based education is entailing how educators can employ it within the classroom. The
sections within the pamphlet focus on real-world problems, such as climate change and environmental stewardship, offering refreshing
and holistic opportunities for educators to apply various Indigenous teachings to create meaningful change. Additionally, the pamphlet
adds recommendations for reconciliation in Canada, Missing and Murdered Indigenous women and girls, sustainable development and
UNDRIP. Educators can readily employ this resource as a strong commencing point for utilizing land-based education in their teaching
practice.

Learning from the Land (2021)

https://cass.ab.ca/indigenous-education/learning-from-the-land/

Connection to the land is critical to this resource, incorporating the stories shared by Indigenous Elders. Unique to this resource is that
there is a large focus on experiential, hands-on learning. This resource centres on the values of creating balance, reciprocity and respect
for everything that is connected together. Additionally, it offers a comprehensive overview of the themes of traditional/ancestral
territory, culturally significant land-based sites, alongside varying Indigenous nations views on land-based education. Educators can
employ this resource in their teaching practice as a way to explore overarching concepts and practices related to land-based education.

Stories from the Land (Land-based Learning, 2021)

https://storiesfromtheland.lskysd.ca/videos-stories-from-the-land

Stories from the land offers authentic real-world opportunities for educators to use land-based education, within an elementary
environment, offering connections to support various elementary programs of study. The main benefit of this resource is that it includes
videos to support understanding of how to properly enact land-based education in a visual format rather than in a written format. Each
video is broken down into parts connecting previous learning with the next to allow educators to have the opportunity for holistic
practice when using land-based learning.

Akinoomaagzid: Learning from Mother Earth (Anishinaabemowin Learning Together, 2019)

https://jodijohnston4.wixsite.com/website/land-based-learning-ojibwe-resource

This resource focuses on the Anishinaabemowin language learning practices through land-based learning. The bases of the website offer
“games” to help students learn language arising from land-based education. This resource lends well into creating contemporary learning
practices that focus on Indigenous ways of knowing through land-based education. While this resource is very content specific,
educators could adapt the structure of the learning to explore other Indigenous languages and cultures. As such, this resource offers
merit in its creative applicability to the classroom.

Treaty Walk: A Journey for Common Ground [Film] (2020)

https://www.treatytalk.com/treatywalkajourneyforcommonground

A short film depicting a walk taken by First Nation elders, physicians, and people of multiple faiths from Edmonton to Calgary and to
share and explore how they manage and work together on treaty ground and how each learn from the other of the differing experiences
and walks of life and how they can learn to adapt and coexist together in this walk of life and happiness.
 LAND-BASED EDUCATION

Indigenous Learning on Turtle Island: A Review of the Literature on Land-Based Learning (Bowra et al., 2021)

https://doi.org/10.1111/cag.12659

This scholarly journal article is ideal for educators to gain a comprehensive understanding of land-based learning including the
numerous benefits and strengths teaching through the land offers learners of all types. In doing so, this resource supports
decolonization through the resistance to educating within settler dominate systems of learning. Additionally, it focuses on
community leadership with your students and sustaining traditional languages

Teaching Resource Centre - National Centre for Collaboration in Indigenous Education (NCCIE, 2021)

https://www.nccie.ca/teaching-resource-centre/

Multiple resources that include lesson plans which incorporate Indigneous perspectives for teaching land-based skills and
knowledge, Indigenous languages and infusion of Indigneous knowledge in the K-12 curriculum. There are multiple lesson plan
subjects, guides and tips for implementation that can aid in seamless implementation in the classroom allowing educators to weave
Indigenous Education practices into their teaching. This is particularly relevant as there are lesson plans for incorporating land based
pedagogy into core subjects, as well as an Indigneous Language section which would be effective at incorporating into the language
classroom. There are also connections between the land, language and math classes which could be a great way to make math more
fun while also honouring Indigneous perspectives and knowledge

Land Acknowledgement (Calgary Foundation, n.d.)

https://calgaryfoundation.org/about-us/reconciliation/land-acknowledgement/

This resource explains the background behind land acknowledgements, why it is important for reconciliation and the connection
between land acknowledgements and the Indigneous practice of acknowledging the land, as well as honouring the original people
who occupied the land. As land acknowledgements become common practice in the classroom, and school it is important for
students to learn why they happen and their significance. This resource can be shown to students at the beginning of the year to
learn the importance and significance of this act. There are also land acknowledgements for Calgary in this resource which can be
used in the classroom.

Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants (Kimmerer, 2020)

This book depicts the symbiotic relationship between the landscape and our existence, an Indigenous scientist, demonstrates the
value of living things and our connectedness to them. It can be used in both the secondary and elementary classroom. In both cases
it can be used as a ‘supplemental document’ for science class (plants, trees, forests unit for elementary, & biology for secondary
school) for students to consider the relationship between what they are learning and the Indigneous perspectives and ideals;
supplementing the current curricular texts with the voices that are missing from those documents. In secondary school students can
read this book alongside their texts, in elementary school students can be read excerpts that pertain to what they are learning.

Learning the Land is More than an Outdoor Education Program (Learning the Land, n.d.)

https://learningtheland.ca/

Learning the land is an inquiry-based learning initiative. It has multiple areas which connect the land with educational learning
objectives. Additionally, there are language connections, audio, visual and written components within this website which can be
used to incorporate differentiation and engagement with all learners. In the classroom, educators can incorporate the questions and
land-based connections on their own or interwoven with other subjects. Showcasing the videos and reading the stories together, or
on their own to incorporate Indigenous perspectives and teachings regularly in the classroom. These questions are suitable for
young learners as well as secondary school students, as they spark reflection and deep consideration to our place and
connectedness with the environment. This resource can be used to create bridges across disciplines in an interdisciplinary approach
to teaching Indigneous education.

Indigenous Land-Based STEM Education (Actua, 2021)

https://www.actua.ca/wp-content/uploads/2021/06/Indigenous-Land-Based-STEM-Education-Discussion-Paper-Actua-Canada.pdf

This is a powerful resource which connects Indigneous land-based teachings with STEM. This resource engages learners in
participatory, experiential learning that builds knowledge about the interconnectedness between people and the land, in an
interdisciplinary approach which includes STEM based teachings. There are culturally relevant STEM activities that educators can
implement in their classrooms.

Water Sacred Relationship (Native Counselling Services of Alberta, 2021)

https://www.sacredrelationship.ca/curriculum/

This resource has curated lesson plans derived from the Grade 5 and 6 Alberta Program of Studies which incorporates the
sacred relationship of Water in Indigneous education. This resource has a cohesive plan to follow both for the explicit lessons
and as well with how to move through the content on the webpage for the best execution of the material. It can be
incorporated into the grade 5 and 6 classroom as is, or altered for grades 7-12 as well. This resource discusses, and teaches
students about the sacred relationship of water and the Indigneous worldview.
 LAND-BASED EDUCATION
Indigenous Land-Based Education (Boon, 2018)

https://wordpress.oise.utoronto.ca/librarynews/2018/01/05/oise-indigenous-ground-floor-display-land-based-education/

This resource is a list of 5 books with summaries which could all be excellent resources for the classroom. These books
incorporate Indigneous storytelling and perspectives, while teaching about the land. Some of the books have glossaries with
Indigneous words which incorporate language revitalization as well, while others bring in concepts of seasons changing from the
Indigenous perspective. There are stories that can be read to students, and others which can provide resources and references
for educators to implement land based teachings into their practice.

Inspiring Environmental Learning (Habitat Conservation Trust Foundation, 2021)

https://www.hctfeducation.ca/lessons/teacher-tips-and-tricks/

This is a comprehensive resource with multiple resources throughout the webpage. There are lesson plans, resource guides,
worksheets, etc. that can be printed and used to incorporate Indigneous perspectives into the classroom. These lesson plans
include experiential, inquiry-based learning that incorporates ‘First Peoples Principles of Learning’ into the lessons and activities.

UNDERSTANDING RESIDENTIAL SCHOOLS

and
INTERGENERATIONAL TRAUMA

(Never Forget, n.d.)

Each of the following resources are intended to provide educators with foundational knowledge, practical strategies, and an
informed understanding of the history and legacy of residential schools, as well as the impacts of intergenerational trauma on
Indigneous communities, and especially youth in our schools.

Reclaiming Youth at Risk: Futures of Promise (Brendtro et al., 2019)

(For additional information on this resource,
see this website: https://reclaimingyouthatrisk.org/ and this video: https://www.youtube.com/watch?v=MoOXcFZgzhI)

In this text, the authors, Brendtro, Brokenleg, and Van Bockern, suggest that belonging, mastery, independence, and generosity
are central Indigenous values which create a holistic approach to youth development and education. They portray this philosophy
within a medicine wheel, significant to Indigenous people, who see each individual as standing in a circle, surrounded by the four
directions, and call this the Circle of Courage. The inclusion of these four values inside a circle is consistent with the Indigenous
belief of the interconnectedness of all creation. When the needs within the Circle of Courage are being met, people are in
balance. If any piece of the circle is broken, youth may compensate with unhealthy behaviours.
The Circle of Courage provides educators with a model of resiliency to allow educators to connect with and reclaim youth at risk,
especially those affected by intergenerational trauma. This is a valuable classroom resource for teachers to understand the
underlying causes of emotional, behavioural, and learning problems, and respond with empathy and a focus on strengths, so that
these issues can begin to heal, and the circle be repaired.
 UNDERSTANDING RESIDENTIAL SCHOOLS
and
INTERGENERATIONAL TRAUMA

Legacy of Hope Foundation - Where are the children? Healing the impacts of residential schools (Legacy of Hope Foundation,
n.d.)

https://legacyofhope.ca/wherearethechildren/

The Legacy of Hope Foundation website provides a timeline of the Residential School System in Canada, residential school oral
histories, and survivor stories. Additionally, there are many resources provided to use in the classroom, including age levelled
videos, exhibitions, and reading lists. This is a powerful resource to maximize teacher understanding of the truths of residential
schools, with impactful resources for classroom and personal use. The goal of The Legacy of Hope Foundation is to create a space
for reconciliation, inspiring action, and to support healing of residential school survivors.

Advancing Reconciliation Resource for School Councils (Alberta School Councils’ Association, n.d.)

https://www.albertaschoolcouncils.ca/public/download/documents/57326

This practical resource provides a summary of terms, simple steps to take in schools, a summative history of First Nations peoples
in Canada, explanations of Treaties, the History and Legacy of Residential Schools, an overview of Canada’s Truth and
Reconciliation Commission (TRC), appropriate steps to invite Elders into the school, and conversation guides to promote
connections. This is a thorough guide enabling teachers the foundational knowledge required to approach the study of First
Nations and residential schools with the goal of creating relationships and advancing reconciliation. The conversation guides are
especially useful for teachers who may be uncertain how best to approach discussions in their classrooms, with First Nations
Elders, or other community members.

Reconciliation Through Education - National Centre for Truth and Reconciliation (2021)

https://nctr.ca/education/

The National Centre for Truth and Reconciliation offers hundreds of teaching resources for Reconciliation through education,
organized by grade level. These are provided in both English and French. Additionally, workshops, films, programming, and
presentations are offered to provide educators with the information they need to accurately portray the history and legacy of
residential schools, as well as bringing awareness to ways in which all Canadians can participate in reconciliation. This is a
classroom and personal resource with a plethora of materials for all ages, enabling a better understanding of issues surrounding
Truth and Reconciliation.

Healing Historical Trauma (Walking Together, n.d.)

https://www.learnalberta.ca/content/aswt/healing_historical_trauma/#beginning-together
(For sample lesson plans, see this website: https://www.learnalberta.ca/content/fnmilp/index.html)

Walking Together is a resource that explores Indigenous intergenerational trauma as a result of residential schools and
colonization. It provides a history, including personal stories told by Elders, as well as efforts to move forward through
revitalization. There are several links and resources suggested for educators by First Nations, Metis, and Inuit experts. The
additional link offers sample lesson plans for teachers offering diverse perspectives and ways of knowing, understanding treaties,
and the experiences and resiliency of those affected by residential schools. This resource offers awareness and strategies for
teaching within the Alberta Education requirements.

Trauma Story Healing (The Legacy Project, 2021)

https://www.traumastoryhealing.ca/

This is a comprehensive resource with material dedicated to recognizing, understanding, and responding to intergenerational
trauma. A compilation of trauma-informed practices for organizations and educators are included, informed by Indigenous,
intersectional, and holistic practices. There are additional narratives explaining the impacts of residential schools, and the
resulting trauma, addictions, and other mental health issues that may arise. This is a beneficial site for anyone who wants a better
and more compassionate understanding of the causes, symptoms, and strategies to help in the healing of intergenerational
trauma.

Our Way is a Valid Way (Western and Northern Canadian Protocol for Collaboration, 2000)

https://education.alberta.ca/media/563981/our-way-is-a-valid-way.pdf

This is a professional resource made in collaboration between First Nations, Metis, and Inuit peoples, together with relevant
educational contributors from western and northern provinces and territories in Canada. There are five main themes, including:
Land and People, Traditional Ways of Knowing, Oral Traditions/Storytelling, Residential Schools, and Anti-Racism and
Anti-Oppression Education. Each section provides foundational knowledge, additional research resources, as well as functional
examples of classroom activities and how to incorporate theory into lessons. Because of the many contributors, including Elders
and other Indigneous wisdom holders, this is a worthwhile resource to include in developing a more in depth understanding of
each topic and how to appropriately include it in Canadian classrooms.

Indian Residential Schools Statement of Apology – Prime Minister Stephen Harper (Government of Canada, 2010)

https://www.rcaanc-cirnac.gc.ca/eng/1100100015677/1571589339246

A video with survivors of the residential School system arriving at the House of Commons and receiving a personal apology from
former Prime Minister Stephen Harper and other ministers and staff members from the different parties represented in the house
followed by a brief history of the Government of Canada’s involvement in the development of these schools and the forced
removal of children from their homes to attend these schools.
 UNDERSTANDING RESIDENTIAL SCHOOLS
and
INTERGENERATIONAL TRAUMA

What Happened to You? Conversations on Trauma, Resilience, and Healing (Perry & Winfrey, 2021)

Though not directly correlated with Indigneous intergenerational trauma, this book provides a perspective from which educators
can understand the responses and behaviours of students in their classrooms, and others in their lives, who have suffered from
trauma. It provides a framework for understanding both how the brain functions when it experiences trauma, as well as
approaches to responding in ways that maximize feelings of safety, connection, relationship, and ultimately healing. Educators
learn that in order to interact with students who are in heightened trauma responses, they must first provide a safe space for
regulation, then relate sincerely, and finally, reason, to both understand the response, and to teach about future strategies that
may be more effective.

Empowering the Spirit: Educational Resource to Support Reconciliation (Alberta Regional Consortia, 2021)

https://empoweringthespirit.ca/

This is an extensive resource aimed at providing useful strategies for educators to incorporate Indigenous ways of knowing in the
classroom supporting reconciliation, including foundational knowledge, staff education, and classroom supports. There are also
lesson plans provided by grade level, encouraging teachers to engage students in conversations to more thoroughly understand the
history and legacy of residential school systems. There are extensive resources provided for instructional design, Indigenous
pedagogy, creating cultures of belonging, and sharing through story. There is also an opportunity for students/classrooms to submit
questions to Elders and Knowledge Keepers. This is a positive incorporation of Indigenous ways of storytelling and oral traditions in
the sharing of knowledge. An overall important resource in understanding Indigenous education and how to promote
understanding and resiliency for all students.
Two comprehensive foundational knowledge resources included are:
● Successful practices in First Nations, Métis and Inuit Education: Collaborative frameworks building relationship companion
resource. https://education.alberta.ca/media/482147/collaborative-frameworks-building-relationships.pdf
● Our words, our ways: Teaching First Nations, Métis and Inuit Learners.
https://education.alberta.ca/media/3615876/our-words-our-ways.pdf

Creating Environments for Indigenous Youth to Live & Succeed (Redvers, 2017)

https://www.youtube.com/watch?v=zwLR23fHBQU

Tunchai Redvers presents an important Ted Talk regarding issues impacting Indigneous youth (such as drug abuse and suicide) as a
result of intergenerational trauma. She discusses the value in decolonization, centering the child, valuing student knowledge and
experiences, and creating environments that focus on Indigenous strength and resiliency. She challenges the toxic beliefs and
stereotypes of Indigenous youth, and instead says we must honor and support them so that they break down barriers, and
succeed. This is a powerful example of the importance of educators listening to and valuing the knowledge of the youth in their
classrooms, as well as strategies for how to create a classroom that encourages belonging and success for Indingenous students.

Residential Schools in Canada: A timeline (Historica, 2020)

https://www.youtube.com/watch?v=VFgNI1lfe0A
A short video providing a snapshot timeline about how residential schools were first developed by the Catholic Church as a way to
convert them to Christianity and later on, through the help and support of the Canadian Government, the conversion into Canadian
society. Reports and documents made by government officials on the authorization for the forcible removal of First Nations youth
from their homes to attend these schools such as the Gradual Civilization Act and the Indian Act until the eventual inquiry into
residential schools and the formal apology by the Canadian government in 2008.

(Bright Hearts, n.d.)

 LANGUAGE-BASED RESOURCES

(Kennedy, 2020)
NWT JK – 12 Indigenous Languages & Education Handbook (Government of Northwest Territories, 2018)

https://www.ece.gov.nt.ca/sites/ece/files/resources/ile_handbook_draft_august_31_2018.pdf

This handbook is structured in a Western approach together with an Indigenous approach. This is extremely useful for educators to
incorporate Indigenous learning practices in the Western institute that is the school system. This resource also has strategies and
techniques for Indigenizing education and implementing Indigenous language programs. While recognizing that Indigneous languages
are not something most will not personally be teaching, in an additional language classroom children can build off of their natural
language acquisition abilities and by being introduced to Indigneous languages in an engaging and respectful way, they can participate in
reconciliation. The use of this resource can assist educators with implementing Indigenous teaching practices into the classroom, and to
facilitate an inclusive learning environment for all students.

First Voices (FPCC, 2020)

https://www.firstvoices.com/kids#

This is an online tool to support learning and revitalization of First Nations languages across Canada. This online platform includes games
which students can play when they complete work early, or have free-time on the computers. This webpage also has resources and
information about the languages, songs and stories which can be incorporated into the classroom. This resource would be useful as an
additional opportunity for students to engage with Indigneous language outside of their subject areas, perhaps as a story or song during
nutrition break, or as an additional activity for when they’ve finished their course work.

Truth & Reconciliation Classroom - Student Resources (FNMIEAO, n.d.)

http://fnmieao.com/students/

This resource has teacher materials which can be accessed via membership. Additionally, it provides student resources, which do not
require membership. These resources include activities based on Indigneous education and perspectives. This site is exceptionally useful
as it offers PDF’s in both English and French, thus making it available for the Immersion classroom as well.

Rupertsland Institute Teaching and Learning Resources (Rupertsland Institute, 2021)

https://www.rupertsland.org/teaching-learning/resources/

The Rupertsland Institute provides educators with lesson plans for different grades, with a variety of themes pertaining to Indigenous
Education. There are also classroom resources. What is particularly exciting about this resource is the incorporation of Michif words and
phrases. In the colouring book portion there is an opportunity for French teachers to write the French words underneath the English
ones to create multilingual connections in the French Second Language classroom as well, and students can ‘uncover’ the words that
are the same in French and Michif, to build their multilingual vocabulary through connections.

Deepening Knowledge: Native/Indigenous Languages (OISE, 2019)

https://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Curriculum_Resources_(by_subjects)/Indigenous_Native_Lan
guages.html

OISE created a resource list for educators. This list includes curriculum and teacher resources for teaching and incorporating Indigenous
languages in the classroom. There are books, multimedia, apps, etc. within this document that educators can use to bring Indigneous
languages into the classroom. This resource list is valuable as it has supporting documents, and multiple Indigenous languages to
connect with. This is particularly important if educators wish to teach students the local greeting of the ancestral lands the school is on.

Primary Junior Indigenous Education Resources: Indigneous Languages (Research Guides, 2021)

https://guides.library.queensu.ca/pj-aboriginal-curriculum-resources/languages

This is a comprehensive list of resources for primary & junior high students. This guide breaks down the different resources by language,
and includes teaching materials, multimedia, online learning portals, vocabulary books and stories. This webpage is well organized for
easy access and implementation. It also has other resources, including a list of stories, videos which can incorporate Indigneous
perspectives into the classroom, and Indigneous knowledge and teaching links. There are also curricular connections between the core
subjects and Indigneous teachings which are valuable for educators to incorporate Indigneous perspectives regularly and in everyday
lessons.
 MISSING and MURDERED INDIGENOUS WOMEN and GIRLS

(4 Hands Tile, n.d.)

The resources for Missing and Murdered Indigenous women and girls are intended to provide educators with information
surrounding the legacies of violence and sexual abuse Indigenous women and girls disproportionately experience. This is extremely
important to educators as contemporary legacies of colonization continue to manifest in society. These resources are meant to
convey the intergenerational trauma of Missing and Murdered Indigenous women and girls, while creating greater awareness and
actions that can be taken to create impactful change.

When I See a Red Dress, I Think of My Sisters (Advancement Staff, 2019)

https://www.ucalgary.ca/news/when-i-see-red-dress-i-think-my-sisters

This resource is profoundly impactful as it reveals the tremendous sense of loss that emerges from the murder of Indigenous
women and girls and the legacies that are felt generationally. The Red Dress Project started as a way to commemorate the lives of
Indigenous women who are murdered and missing through honouring their lives and raising public awareness and calls to action to
cease violence. This resource offers an extremely personal and local perspective on the pain, grief and loss experienced, while
offering greater awareness to the continued violence against Indigenous women and girls.

Fact Sheet Missing and Murdered Aboriginal Women (Native Women’s Association of Canada, 2015)

https://www.nwac.ca/wp-content/uploads/2015/05/Fact_Sheet_Missing_and_Murdered_Aboriginal_Women_and_Girls.pdf

This resource presents staggering statistics from the Native Women’s Association of Canada. Subsequently, the fact sheet
comprehensively illustrates the in-depth statistics of Missing and Murdered Indigenous Women and Girls, including case statistics.
Correspondingly, the fact sheet is extremely impactful to cohesively show how prevalent colonial violence against Indigenous
women and girls continues to be.

Media Portrayals of Missing and Murdered Aboriginal Women (Media Smarts, n.d.)

https://mediasmarts.ca/diversity-media/aboriginal-people/media-portrayals-missing-and-murdered-aboriginal-women

This resource is extremely eye-opening pertaining to media coverage of Missing and Murdered Indigenous women cases. Often
Indigenous women and girls receive little coverage in comparison to Caucasian women and girls. This resource locates the
disproportionality to which Eurocentric society deems worthy of attention.

National Inquiry into Missing and Murdered Indigenous Women and Girls (2020)

https://www.mmiwg-ffada.ca/contact/

The National Inquiry into Missing and Murdered Indigenous Women and Girls, provides a holistic and personal view into the
systematic violence Indigenous women, girls and 2SLGBTQQIA people experience. This source comprehensively explores the legacies
of abuse, oppression and violence that has manifested as a result of colonization. Additionally, this resource focuses on the
reclaiming of power and place for Indigenous women and girls providing ways for meaningful engagement to create change.
 TWO-SPIRIT RESOURCES

(Love, n.d.)

Guidelines for Best Practices: Creating Learning Environments that Respect Diverse Sexual Orientations, Gender Identities and
Gender Expressions (Alberta Government, 2012)

https://albertagsanetwork.ca/wp-content/uploads/2016/08/Guidelines-for-Best-Practices.pdf

This Alberta Government resource provides guidelines and instructions for academic instructors on how to be more open,
understanding, and mindful of the diverse sexual orientations. Promoting the well-being and inclusion of the LGBTQ2S+ community
in all facets for both teachers and students. This document is a strong supporting resource for educators to check in with and help
guide their teaching practices as it serves as a foundational guideline in supporting each student in exploring and embracing their
identity and sexual orientation. It aids educators and school administration in creating a learning environment capable of open,
welcoming, and communicative experiences.

‘Our Existences are Political’: What it Means that a Gay, Indigenous Couple Won Canada’s ‘Amazing Race’ (DeShong, 2019)
https://www.washingtonpost.com/lifestyle/2019/09/19/our-existences-are-political-what-it-means-that-gay-indigenous-couple-wo
n-canadas-amazing-race/

This resource is a news article about a two-spirited Indigenous couple; Anthony Johnson (Navajo Nation) and James Makokis (Saddle
Lake Cree Nation) who competed in Canada’s Amazing Race contest wearing gay pride as well as Indigenous clothing. This article
gives insight into the first hand experience of Johnson and Makokis and how they handled the race’s challenges through use of their
two-spirited identities. This resource would be an inspiring resource for students to interact with to gain deeper insight into a
two-spirited outlook and approach to challenges and gendered expectations. It details their handling of things that would be
gendered into stereotyped male or female chores, but have taken on the challenges together regardless of the aforementioned
gendered role expectations and learned from each other's strengths.

@BobbySanchezMusic (Instagram) (Sanchez, 2021)

https://www.instagram.com/bobbysanchezmusic/?hl=en

This resource is an instagram account of a two-spirited person who writes and performs slam poetry style rap. His rhythmic speaking
is in both an Indigneous language and English, about his experiences and those of indigneous peoples. This resource can be brought
into the classroom as students explore Indigenous ways of knowing, language, expression and art, and can be used to introduce
students also to the two-spirited identity and what that means.

Safe and Caring Schools for Two Spirit Youth, a Guide for Teachers and Students (Genovese & Rousell, 2011)

https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/For%20Members/ProfessionalDevelopment/Diversity-Equity-and-Huma
n-Rights/Safe%20and%20Caring%20Schools%20for%20Two-spirited%20youth.pdf

This resource is a guide booklet in discussing two-spirited people and the need for inclusion of two-spirited ways of knowing and
living to be discussed and respected as common learning material in both Western and Indigenous schools alike. This resource
provides proper definitions, terminology, and references to both current and past peoples in Indigenous communities in order to give
insight as to what it means to be two-spirited. This resource can be used as a reliable teaching resource for educators to draw
respectful and accurate learning material from. It also provides some history around two-spirited people and how they contribute to
their society as well as some personal stories on how one’s own ‘coming out’ moment is instead defined by First Nations as ‘coming
in’. It discusses the complete acceptance of one’s sexuality and sexual preference as well as the notion of being two-spirited within
respective communities and how it contributes to the exploration of self-affirming identities. This resource not only can serve as
culturally appropriate learning material for students but also as a resource of support and acceptance for any student exploring their
developing identity.
 ARTS-BASED INDIGENOUS RESOURCES

The Inadequate Recognition of Sexual Diversity by Canadian Schools: LGBT Advocacy and its Impact

https://muse-jhu-edu.ezproxy.lib.ucalgary.ca/article/546368

This resource is an academic journal article reflecting the inadequacy of Canadian schools in their ability to keep up with an ever
changing and diversifying Canadian society, most notably in the LGBTQ2S+ realm. Highlighting the lack of studies and field inquiries
about sexual identity and orientation and how despite the motions toward the inclusion of the topic in educational settings the
research and funding toward research has sorely been lacking within the Canadian school system. It discusses concerns of still
widely present harassment within the school system and the non-conformity of education to adjust toward acceptance and open
discussion surrounding sexual orientation and identity and how it still creates a feeling of embarrassment and closeting of such
feelings and beliefs of these individuals. It discusses the heterosexism that dominates educational settings and the lack of teacher
education and preparation to be able to adequately support students that do not fall within heterosexual norms. This resource is
useful for educators as it brings awareness to the attempts and efforts toward inclusion and the barriers that achieving a more
inclusive environment for the LGBTQ2S+ is faced with. Educators and educational administration can use this information to make
intentional critical decisions within classrooms and schools to support the transition toward a truly accepting, inclusive, and safe
educational experience for all students.

ARTS-BASED INDIGENOUS RESOURCES

(Beardy, n.d.B)

Socially-based Curriculum Unit: PRIDE – Exploring Aboriginal Identity Through Art (Macdonald, 2016)

https://web.archive.org/web/20150312231652/http://www.osstf.on.ca/~/media/Provincial/Documents/Resource%20Centre/Curri
culum%20Materials%20and%20Classroom%20Supports/Socially-based%20Curriculum%20Units/aboriginal-identity-unit-plan.ashx?s
c_lang=en-CA

This resource is a unit plan containing 8-10 lessons where students create a collaborative art piece related to Aboriginal identity. The
unit addresses social and political themes (e.g., clanship, land claims, traditional teachings, and community) through art.
(https://guides.library.ubc.ca/indigenous_ed_k12/arts)

Oyate Ta Olowan-The Songs of the People (Lee & Lee, 1998)

http://www.oyate.com/

This resource is an archive from a past radio series produced by Milt and Jamie Lee, who travelled over 110,000 miles across Alaska,
Canada, the United States, Mexico and Hawaii gathering the stories and songs of Indigenous peoples to share with a large audience.
An educator can choose a location that’s close to where they teach and let students hear Indigenous perspectives from Indigenous
voices.

S’abadeb— The Gifts: Pacific Coast Salish Art & Artists (Brotherton, 2008)

http://www3.sd71.bc.ca/School/abed/resources/teacher/Documents/SalishResourceGuide.pdf

This rich resource covers the history, values, and art creation of the many Indigenous groups that live along the Pacific Coast, across
British Columbia and Washington. It brings Indigenous art-making into the classroom by learning and reflecting on current
Indigenous artists and engaging in Indigenous artist practices like basketry and carving.

Kanata Contemporary Indigenous Artists & their Music - Teacher Resource Guide (MusiCounts, 2021)

Introductory material: https://musicounts.s3.amazonaws.com/documents/MusiCounts_Kanata_part_1_revised.pdf Part II; Student

Activities: https://musicounts.s3.amazonaws.com/documents/MusiCounts_Kanata_part_2_sept_2021.pdf

This resource was created by the MusicCounts, a Canadian music education charity associated with the Junos. It contains
interdisciplinary grade 7-12 activities that any music or social studies educator can use to explore Indigenous music that is authentic,
respectful, and culturally appropriate. Students explore the music of contemporary Canadian music artists through discussion,
listening, and art creation activities.

Research Snapshot of Indigenizing Vocal/Choral Music Education in Canada (Prest et al., 2021)

https://dspace.library.uvic.ca/bitstream/handle/1828/13172/prest_anita_et-al_snapshots_2021b.pdf?sequence=5&isAllowed=y

In British Columbia, teachers have faced the need for support and resources for implementing Indigenous ways of knowing into the
curriculum. This resource provides a starting point for teaching Indigenous ways of knowing in music classrooms. The guidelines are
based on research-based outcomes and provide practical and culturally sensitive knowledge for the typical music educator.
 ARTS-BASED INDIGENOUS RESOURCES
Stepping Stones: First Nations, Metis and Inuit Music and Dance (ATA, 2021)

https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/For%20Members/ProfessionalDevelopment/Walking%20Together/P
D-WT-16j-10%20Music%20and%20Dance.pdf\

“Stepping Stones is a publication of the Alberta Teachers’ Association Walking Together Project intended to support certificated
teachers on their learning journey to meet the First Nations, Métis and Inuit Foundational Knowledge competency in the Teaching
Quality Standard” (ATA, 2021). This resource gives a background of music and dance among different Indigenous groups in Alberta
through description, definitions, and acting on this knowledge in the classroom.

Music and Art Collection of Indigenous Resources (Indigenous Education Division, n.d.)

https://ied.sd61.bc.ca/teacher-resources/secondary-resources/art/

This resource was compiled by the Indigenous Education Department of the Greater Victoria School District. It includes a
collection of drumming and singing resources, art design layouts, storytelling resources and lesson plans centering around
Indigenous ways of knowing.

Native Drums - Teachers (n.d.)

https://native-drums.ca/en/teachers/

A variety of themed resource kits for grades 4-12 that cover topics from Indigenous music to oral traditions. These kits contain
everything a teacher needs to use in a lesson, including a lesson plan, rubrics, teaching strategies, suggested supplementary
materials and more. These kits were designed to relate directly to curriculum outcomes found in Ontario, British Columbia, and
Saskatchewan.

@echohawkd3 (Instagram) (Echo-Hawk, n.d.)

https://www.instagram.com/echohawkd3/?hl=en

This resource is a personal instagram page of Abigail Echo-Hawk, a Pawnee citizen, mother, and poet. This page can be used in
the classroom as a platform for research and inspiration for students as they explore Indigenous art and poetry.

@shinanova (tiktok) (Nova, n.d.)

https://www.tiktok.com/@shinanova?lang=en

This resource is a personal page of Shina Nova, an Inuk woman who produces content on Tiktok and Instagram about her Inuit
identity. Including Inuit song and traditional throat singing with her mother, information about Inuit traditions and practices, as
well as sharing videos of her traditional Inuit clothing and the significance behind these aspects of her culture. This is a useful
resource because not only is it an accurate representation of culture from an Indigenous person, it also tends to a media platform
that contemporary students find interesting and often interact with.

@notoriouscree (tiktok) (Jones, n.d.)

https://www.tiktok.com/@notoriouscree?lang=en

This resource is a personal media platform created by James Jones, a Cree man who posts content about his cultural identity and
role as a Cree man. He posts videos of traditional Indigenous regalia, song, and dance related to different ceremonial practices.
This resource is very useful to bring into the classroom because it accurately represents Indigenous culture and ways of knowing
and is accessible through a media platform popular among contemporary students.

(Indigenous Affairs, 2016)

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