Canadian History: Pre-Confederation
Most relevant material found in: Chapter 2: Indigenous Canada before Contact; Chapter 5: Indigenous Canada in the Era of Contact; Chapter 8: Rupert’s Land and the Northern Plains, 1690–1870.
2nd edition.
Most relevant material found in: Chapter 2: Indigenous Canada before Contact; Chapter 5: Indigenous Canada in the Era of Contact; Chapter 8: Rupert’s Land and the Northern Plains, 1690–1870.
2nd edition.
Discusses entities currently responsible for official place names and their processes, and some of the practicalities which need to be addressed when reverting to the Indigenous names.
Material divided into seven categories: graphic novel, nonfiction, novel, play, poetry, short stories, and stories. Each entry contains summary, information about the author and list of titles also written by them.
Total sample for two polls was 2,106 non-Indigenous and 1,1112 Indigenous respondents. Questions were asked about 13 indicators: good understanding of past and present; acknowledgement of government, residential school and ongoing harm, engagement, mutually respectful and nation-to-nation relationships; personal and systemic equality; Indigenous thriving; Indigenous languages; respect for natural world; and apologies.
Compilation of primary sources, mainly newspaper articles.
Primarily newspaper articles.
Examines the importance of a community-based education to enhance Indigenous resilience to the impact of colonization and residential schools.
Includes three case studies: Ininew Friendship Centre, Cochrane, Ontario; St. David Catholic Elementary School, Sudbury, Ontario; Ohero:kon (Under the Husk) at Six Nations of the Grand River; and N’Amerind Friendship Centre, London, Ontario.
Lesson plans focus on Native Americans who are fighting invisibility and creating change through their work, contributions from the past, and current actions which will impact the future.