Curriculum Leader – Nathan Ambrose
Course/TL Activity
Social Studies 8
– host a local Indigenous Elder/Role
Model as well as Aboriginal Ed teacher
in the library and go through the
“Blanket Exercise” with SS8 students
in the library space to demonstrate
the effects of Residential Schools on
Indigenous people in Canada.
TL/classroom teachers lead a
discussion and Q&A to follow.
- TL will also create a prior display
to highlight residential
schools/colonization and related
resources/ books/graphic novels
for the length of the Unit
(Colonization)
- Display could also be done
leading up to Orange Shirt Day
English 8:
– host local Victoria/ Vancouver Island
poets (including Indigenous) in library
during students’ poetry unit for
performance(s) and workshops. Help
organize student poetry slam at the
end of unit in Library or Theatre
- TL will also create library poetry
display(s) and activities to
highlight different forms if poetry
and display related resources/
poetry books/graphic novels for
the length of the unit in April
(National Poetry month)
Curriculum Connection(s) BIG Ideas Core Competencies
 Determine which causes most influenced  Contacts and  Critical and Reflective
particular decisions, actions, or events, and conflicts between Thinking
assess their short-and long-term people stimulate  Communicating:
consequences(cause and consequence) significant cultural, Acquiring Information
 Make ethical judgments about past events, social and political  Social Awareness and
decisions, or actions, and assess the change Responsibility: Valuing
limitations of drawing direct lessons from the  Exploration, Diversity
past (ethical judgment) expansion and
 Identify what the creators of accounts, colonization had
narratives, maps, or texts have determined is varying
significant (significance) consequences for
different groups
- Figurative Language: sensory detail (e.g., imagery, - Language and text can be Critical and Reflective
sound devices), and figurative language (e.g., a source of creativity and Thinking:
metaphor, simile, hyperbole)  joy.
- Analyzing and critiquing
- Language features, structures, and conventions:
- People understand text -Designing and developing
features of oral language including tone,
differently depending on
volume, inflection, pace, gestures 
their worldviews and Communicating:
- Recognize how literary elements, techniques, perspectives.
and devices enhance and shape meaning -Focusing on intent and purpose
-Acquiring and presenting
- Apply appropriate strategies to comprehend
information
written, oral, and visual texts
English First Peoples 12/Other English
classes:
Create an organized resource
list/webpage/Google Doc for teachers
of all relevant Indigenous creative
texts (novels, graphic novels, poetry,
non fiction, film, interactive websites)
with a focus on Canada available in
library and District Resource
Centre(DRC) or where available
online, according to specific
topics/themes (poetry, culture,
language, effects of colonization,
history, sports, arts, government
relations, etc.)
- Include call numbers and text
type, etc
- Create a library display as well to
promote these books/ resources
- Begin to make/forge relationships
with Indigenous authors, poets
and filmmakers through
school/district contacts and Ab.Ed
depts
Science 7
Organize and order library resources
(books, videos, websites) related to
Science 7 inquiry into local native
trees/plants and school native plant
garden and how Indigenous people
use them in their daily lives.
- Create a library display as well to
promote this topic
- Organize knowledgeable
Indigenous elder/role model to
give a presentation in
library/outside
--Demonstrate understanding of the role - The exploration Critical and Reflective
of story and oral traditions in expressing First Peoples of text and story deepens Thinking:
perspectives, values, beliefs and points of view our understanding of
- Analyzing and critiquing
- Analyze the diversity within and across First Peoples diverse, complex ideas
about identity, others, -Questioning and
societies as represented in texts
and the world. investigating
-Appreciate and understand how language constructs
and reflects personal, social, and cultural identities
- First Peoples texts Collaborating:
-Analyze the diversity within and across First and stories provide -Supporting group interactions 
Peoples societies as represented in texts insight into key aspects of
-Assess the authenticity of First Peoples texts Canada’s past, present,
Social Awareness and
-Analyze the influence of land/place in First and future.
Responsibility: Valuing Diversity
Peoples texts
Processing and analyzing data and information -Earth and its climate have Social Awareness and
-Experience and interpret the local environment changed over geological Responsibility:
-Apply First Peoples perspectives and knowledge, time -Building relationships
other ways of knowing, and local knowledge as
sources of information -Evolution by natural -Contributing to community
selection provides an and caring for the
Communicating: explanation for the diversity
environment
-Express and reflect on a variety of experiences and and survival of living things
perspectives of place
Survival needs:
-all organisms need space, food, water, and access to
resources in order to survive