First Nations, Métis, and Inuit Content & Perspectives Across the Curriculum: First Nations, Métis, and Inuit Curricula

ACIP was developed to raise the profile of British Columbia's Aboriginal peoples in the curriculum. The site includes sample lesson plans for grades 7 through 12 for English, mathematics, physical education, science, and social studies.

First Nations, Métis and Inuit Connections: Scope and Sequence of Expectations

This document replaces The Ontario Curriculum, Grades 9 and 10: Native Studies, 1999 and The Ontario Curriculum, Grades 11 and 12: Natives Studies, 2000.

The Dene Kede Curriculum was developed by the Ministry of Education for the Northwest Territories with the involvement of elders and teachers from five Dene regions.

Provides supporting resources to help educators weave First Nations Métis and Inuit perspectives into the curriculum. Guiding documents and other resources also available.

Includes resources related to the First Nations of the Yukon, as well as links to other resources from western and northern Canada. Resources have been reviewed to ensure that they reflect Yukon First Nations cultures, histories and perspectives. "The Curriculum Working Group, which was established in 2005, has a representative from each of the eight Yukon First Nations languages and an Elder."

This curriculum document was developed by Aboriginal teachers, and other educators with significant experience working with Aboriginal students. It was published in 2012 by the Ontario Secondary School Teachers' Federation (OSSTF). Topics covered include civics, science, health, history, geography, business, and social sciences.

This page was developed in collaboration with the people of Treaty 7 to provide education resources to academic staff, support staff, and students of the Werklund School of Education. Use the links on top of the page or the bottom to access various resources available to teachers, students, or scholars needing Indigenous resources

Although not a curriculum resource, this would be a helpful resource to educators looking for the histories of the Indigenous People of Saskatchewan.

This K-12 curriculum was developed by a team Inuit educators, and published in 1996 by the Northwest Territories department of Education, Culture and Employment. A print copy is available in the Indigenous Education Collection.

This website also holds action plan from the Indigenous Education Advisory Circle, list of advisory circles, cultural responsive practice resources, and information on various programs including Indigenous studies courses.

This curriculum replaces The Ontario Curriculum, Grades 9 and 10: Native Studies, 1999 and The Ontario Curriculum, Grades 11 and 12: Native Studies, 2000. Beginning in September
2019, all courses in First Nations, Métis, and Inuit studies (formerly named “Native studies”) will be based on the expectations outlined in this document.

In July 2014, the Okanagan Nation Alliance endorsed the Syilx Water Declaration that was put forth by the Natural Resources Council, which will be a living document. Syilx communities have always recognized and nurtured a strong connection towards siwɬkʷ (water).

Excerpt from the Editorial

"The papers collected in this special issue give a sense of
the complexity and range of processes set in motion in teacher education by the Calls to Action, as well as their incompleteness. Many of the papers are
shaped by a kind of tentativeness, driven by a sense that a lot of the work of
teaching “information” about Indigenous peoples has been done poorly in
the past; mistakes the authors work hard to not repeat. Grappling with the ethical, political, epistemological, cosmological, and ontological dimensions of colonial legacies is even more complex. he papers collected in this special issue give a sense of
the complexity and range of processes set in motion in teacher education by the Calls to Action, as well as their incompleteness. Many of the papers are
shaped by a kind of tentativeness, driven by a sense that a lot of the work of
teaching “information” about Indigenous peoples has been done poorly in
the past; mistakes the authors work hard to not repeat. Grappling with the ethical, political, epistemological, cosmological, and ontological dimensions of colonial legacies is even more complex."


"For those working in the field of teacher education who have begun the complex process of (re)positioning themselves in relation to the Calls to Ac- tion issued in the Truth and Reconciliation Commission’s Final Report (Truth and
Reconciliation Commission of Canada [TRC], 2015), it has become clear that
they present much more than just an informational problem. It is true that there is much information regarding Indigenous insights, experiences, knowledges, and memories that most people living in the place currently called Canada have been asked to consider recently. Such information needs to be shared with students in teacher education contexts before in-depth deliberations on the implications of the Calls can be meaningfully engaged."

The LHF specializes in creating curriculum on the history and legacies of the Residential School System. Our materials present the general history of the System in 100 Years of Loss, and also explore the specific experiences of Inuit and Métis students.

The LHF has produced seven groundbreaking exhibitions on the Residential School System.

A comprehensive residential schools curriculum package developed in partnership with the Legacy of Hope Foundation (LHF), the Government of the Northwest Territories and the Government of Nunavut. The package is comprised of a teacher's guide, timeline, and community resources, topics covered in the package include life before residential schools, Prime Minister Stephen Harper's apology to former students, Survivor stories, as well as historical and cultural information. A DVD featuring multimedia resources is also included.