Dr. Pamela Rose Toulouse is an Anishinaabe-Kwe and Indigenous Scholar from Sagamok First Nation in Northern Ontario. Dr. Pam (as she is more fondly known) is the author, researcher and developer of over 55 resources in Indigenous Education (e.g. books, chapters, articles, curriculum, webinars, others). She has 28 years of experience across the education continuum from K to 12, post-secondary and administration. Dr. Pam is the recipient of several awards including the: Recipient of the Ontario Undergraduate Student Alliance Teaching Excellence Award (2021); Inspiring Indigenous Women of Northeastern Ontario Award (2019); 3M National Teaching Excellence Fellow Award (2015); Laurentian University Full Time Faculty Teaching Excellence Award (2014) and the Laurentian University Professional Schools Teaching Excellence Award (2013).
* 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
