Welcome!

This textbook and Teacher’s Guidebook is a valuable resource set for the classroom in that a wide range of topics are examined, pertaining to both Indigenous and non-Indigenous peoples, as indicated in the title: Indigenous-Settler dynamics.

The textbook is available in English, French, and English-Anishinaabemowin. Please see the ‘Home Page’ for ordering information and ISBN’s for language options.

Cross-curricular connections are:

As a mean of respecting teachers’ time and energy, the Teacher’s Guidebook succinctly outlines suggestions for:

- how to accommodate different learning styles;
- engaging a diverse learning group equitably;
- activities, including instructions and forms that you can reproduce for your classroom use; and
- notes for teacher’s on how to make the most of the textbook (below).

Suggestions for how to use the textbook in your classroom include:

- charts so that you, the teacher, have the option to choose which topics best correspond with your planning as you are the best judge of your own classroom needs, you do not need to move through the textbook in the order it is written;

- a school-year calendar of Indigenous focused dates with corresponding sections of the book so that your classroom learning can be aligned with current affairs;

-‘Personal Inquiry’ questions are included throughout so students have a personal introspective time and/or can engage in class discussions;

- each 'gathering' (chapter) has Learning Outcomes aligned to the content, which supports teachers' and students' focus on the subject matter;

- extensive references are included in each gathering to provide students and teachers with resources for their own research and/or essay topics.

To support student well-being, the following excerpt is included in the textbook:

First Nations, Metis, and Inuit pedagogies aim to create a safe and respectful
learning environment for all students and teachers alike.
Due to the nature of the material shared in this book, you may encounter information and perspectives that are new and that challenge views of
community, society, spirituality, history, and contemporary situations.

This may create a sense of confusion, discomfort, or pain. As you proceed through reading our stories and the supportive data, we encourage you to contact the teacher, counsellor,

or First Nations, Metis, Inuit representative at your school or district school board.

Please do not think you need to cope with reactions on your own.

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Ntam Anishinaabek, Aabitooziinyag, miiniwaa Inuitag debwe’endimoowin zhinoogemgad
ji-zhitoomgak ezhi-kowaabmiding miiniwaa ezhi-minaadending kinoomaagewin zhiyaawin
nji-sa kina-gwaya ekinoomaagozijig miiniwaa ekinoomaagejig nenaasaab.
dibishko go zaam mampii mziniganing ezhi-biigaadeg,
Gnomaa gdaa-mookshgaagonan dibaajimoowinan miiniwaa ezhi-wiindimaagemgok gegoo
e-shki’iiwang miiniwaa e-maanenjigemgokin naabwiwinan ngodenaawziwin, bimaadiziwin, anamewin, mewzha
gaa-zhiwebak miiniwaa nongo ezhiwebak.

Gnomaa maanda daa-ni-nooj nendimoowin daa-ni-aawan, mina-zhi-yaa-song, maage wiisginezowin. E-ni-piichi gindamaan ninda dibaajimoowinan miiniwaa aasgaabwitaagewin zhibiigadeg, gda-bgosendimigoo ji-ginoonad ekinoomaaged, e-naadimaaged wii-bzindang, maage Ntam Anishinaabek, Aabitooziiyag, Inuitag debendaagozid enji-kinoomaading maage enji-nokiing kinoomaage-gamigoong.
Taga gegwa nendigen giin njiken ji-nokiitaman nindan zhiyaawinan.

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La pédagogie des Premières Nations, des Métis et des Inuits vise à créer un environnement d’apprentissage sécuritaire et respectueux pour tous les étudiants de même que pour les enseignants. En raison de la nature du contenu présenté dans cet ouvrage, vous pourriez faire face à des renseignements et des points de vue nouveaux qui bouleversent les perceptions de la communauté, de la société, de la spiritualité, de l’histoire et des situations contemporaines.

Cela pourrait créer un sentiment de confusion, d’inconfort ou de souffrance. Durant votre lecture de nos histoires et des données à l’appui, nous vous encourageons à communiquer avec l’enseignant, le conseiller ou le représentant des Premières Nations, des Métis et des Inuits de votre conseil scolaire de district.

S’il vous plaît, ne pensez pas que vous devez faire face à ces réactions par vous-même.

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