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In this book, author Pamela Rose Toulouse provides current information, personal insights, authentic resources, interactive strategies and lesson plans that support Indigenous and non-Indigenous learners in the classroom. This book is for all teachers that are looking for ways to respectfully infuse residential school history, treaty education, Indigenous contributions, First Nations/Métis/Inuit perspectives and sacred circle teachings into their subjects and courses. The author presents a culturally relevant and holistic approach that facilitates relationship building and promotes ways to engage in reconciliation activities. …mehr
In this book, author Pamela Rose Toulouse provides current information, personal insights, authentic resources, interactive strategies and lesson plans that support Indigenous and non-Indigenous learners in the classroom. This book is for all teachers that are looking for ways to respectfully infuse residential school history, treaty education, Indigenous contributions, First Nations/Métis/Inuit perspectives and sacred circle teachings into their subjects and courses. The author presents a culturally relevant and holistic approach that facilitates relationship building and promotes ways to engage in reconciliation activities.
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Pamela Rose Toulouse, Ph.D., is a Professor in the Faculty of Education (Concurrent English Language) at Laurentian University. Her areas of specialty are inclusive education, classroom management, lesson planning, learning cycles, assessment/evaluation, technology, differentiated instruction, Indigenous Education and social justice collaborations. She is a National 3M Teaching Excellence Award Fellow and is known for her dynamic, engaging and impactful approach to presenting.
Dr. Pamela Rose Toulouse is originally from the community of Sagamok First Nation. She is a proud Anishinaabe woman that comes from a long line of educators. Dr. Toulouse celebrates many years of activity (over 27 years) in the formal educational setting, beginning as an elementary school teacher and then finding herself in the role of colleague within the university system. She is well known for her contributions in Indigenous Education. Dr. Toulouse has published well over 55 resources which include books, chapters in books, curriculum pieces, articles, videos, and other key selections.
Dr. Pamela Rose Toulouse has a strong commitment to equity/diversity and passion for education. She chairs various committees, works with a variety of school boards, presents regularly and is active in her areas of research. Dr. Toulouse continues her life journey in the field of education by representing her Nation and profession in a respectful and meaningful way.
Inhaltsangabe
* Contents * Acknowledgments vii * Preface ix * Introduction xi PART 1: Program Foundations 1 * Introduction to Part 1: Program Foundations 3 * Chapter 1 Residential Schools Legacy 5 * Introduction 5 * Education in Traditional Indigenous Societies 7 * A History of Residential Schools in Photographs 9 * Why Literacy Is an Ideal Approach to Teaching About Residential Schools 12 * Reconciliation Activities 15 * Conclusion 16 Chapter 2 Indigenous Peoples of Canada 17 * Introduction 17 * Traditional Values vs Technological Values 20 * The Indian Act of 1876 21 * What I Know About First Nations 22 * What I Know About the Inuit 24 * What I Know About the Métis 25 * Why The Arts Are an Ideal Approach to Teaching About the Indigenous Peoples of Canada 27 * Conclusion 29 Chapter 3 Treaties of Canada 30 1. Introduction 30 2. Differing Views on Treaties 32 3. Summary of Select Treaties and Relevant Acts 32 4. Wampum Belts, Sacred Scrolls, Artifacts, and Oral History 39 * Wampum Belts 39 * Sacred Scrolls 40 * Petroglyphs and Pictographs 41 5. Why Social Studies, History, Geography, and Canadian and World Studies Are an Ideal Approach to Teaching About Treaties 42 6. Conclusion 44 Chapter 4 Contributions of Indigenous Peoples 45 7. Introduction 45 8. Turtle Island and Indigenous Traditional Lands 46 9. Specific Contributions of First Nation, Inuit, and Métis Peoples 48 * First Nations 48 * Inuit 50 * Métis 51 * Anishinaabek, Mushkegowuk, and Haudenosaunee Contributions 52 10. Why Science Is an Ideal Approach to Teaching About Indigenous Contributions 54 11. Conclusion 57 Chapter 5 Sacred Circle Teachings 58 12. Introduction 58 13. The Teachings of the Sacred Circle59 * Teachings from the East 60 * Teachings from the South 61 * Teachings from the West 62 * Teachings from the North 63 14. Seven Living Teachings 64 15. Why Health and Physical Education Is an Ideal Approach to Teaching About the Sacred Circle 67 16. Conclusion 70 PART 2: Truth and Reconciliation Lesson Plans By Grade 71 * Introduction to Part 2: Lesson Format and Scope/Sequence 73 * Scope/Sequence of Lessons 74 * Kindergarten – Mother Earth 75 * Grade 1 – First Nations 80 * Grade 2 – Métis 85 * Grade 3 – Inuit 90 * Grade 4 – Contributions 95 * Grade 5 – Treaties 101 * Grade 6 – Residential Schools 107 * Grade 7 – Blanket Exercise 112 * Grade 8 – National Celebrations 117 * Grade 9 – Making a Difference 122 * Grade 10 – Project of Heart 127 * Grade 11 – No More Stolen Sisters 133 * Grade 12 – Moving Beyond Acknowledgments and Apologies 139 * References 144 * Image Credits 147
* Contents * Acknowledgments vii * Preface ix * Introduction xi PART 1: Program Foundations 1 * Introduction to Part 1: Program Foundations 3 * Chapter 1 Residential Schools Legacy 5 * Introduction 5 * Education in Traditional Indigenous Societies 7 * A History of Residential Schools in Photographs 9 * Why Literacy Is an Ideal Approach to Teaching About Residential Schools 12 * Reconciliation Activities 15 * Conclusion 16 Chapter 2 Indigenous Peoples of Canada 17 * Introduction 17 * Traditional Values vs Technological Values 20 * The Indian Act of 1876 21 * What I Know About First Nations 22 * What I Know About the Inuit 24 * What I Know About the Métis 25 * Why The Arts Are an Ideal Approach to Teaching About the Indigenous Peoples of Canada 27 * Conclusion 29 Chapter 3 Treaties of Canada 30 1. Introduction 30 2. Differing Views on Treaties 32 3. Summary of Select Treaties and Relevant Acts 32 4. Wampum Belts, Sacred Scrolls, Artifacts, and Oral History 39 * Wampum Belts 39 * Sacred Scrolls 40 * Petroglyphs and Pictographs 41 5. Why Social Studies, History, Geography, and Canadian and World Studies Are an Ideal Approach to Teaching About Treaties 42 6. Conclusion 44 Chapter 4 Contributions of Indigenous Peoples 45 7. Introduction 45 8. Turtle Island and Indigenous Traditional Lands 46 9. Specific Contributions of First Nation, Inuit, and Métis Peoples 48 * First Nations 48 * Inuit 50 * Métis 51 * Anishinaabek, Mushkegowuk, and Haudenosaunee Contributions 52 10. Why Science Is an Ideal Approach to Teaching About Indigenous Contributions 54 11. Conclusion 57 Chapter 5 Sacred Circle Teachings 58 12. Introduction 58 13. The Teachings of the Sacred Circle59 * Teachings from the East 60 * Teachings from the South 61 * Teachings from the West 62 * Teachings from the North 63 14. Seven Living Teachings 64 15. Why Health and Physical Education Is an Ideal Approach to Teaching About the Sacred Circle 67 16. Conclusion 70 PART 2: Truth and Reconciliation Lesson Plans By Grade 71 * Introduction to Part 2: Lesson Format and Scope/Sequence 73 * Scope/Sequence of Lessons 74 * Kindergarten – Mother Earth 75 * Grade 1 – First Nations 80 * Grade 2 – Métis 85 * Grade 3 – Inuit 90 * Grade 4 – Contributions 95 * Grade 5 – Treaties 101 * Grade 6 – Residential Schools 107 * Grade 7 – Blanket Exercise 112 * Grade 8 – National Celebrations 117 * Grade 9 – Making a Difference 122 * Grade 10 – Project of Heart 127 * Grade 11 – No More Stolen Sisters 133 * Grade 12 – Moving Beyond Acknowledgments and Apologies 139 * References 144 * Image Credits 147
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