Good teaching
begins with place.

WolfWhale planning scaffold · Suggested grades 4–12; select an age-appropriate source.

What can we learn by reading a Nation’s account alongside a Crown treaty record?

1. Identify the Nation and place being studied; do not infer the class’s treaty from a provincial border.
2. Read the selected public Nation account and an age-appropriate treaty teaching resource. Name each publisher.
3. Students distinguish what each source says, what it leaves unanswered, and where further guidance is needed.
4. End with a question about a living treaty relationship, grounded in a named source.

Curriculum connection: Suggested Saskatchewan Grade 4 connection: TPP4, especially the indicator about how signatories recorded treaty events. Treaty Education Outcomes and Indicators (2013), printed page 5. The activity supports source comparison; it does not cover the whole outcome. https://www.edonline.sk.ca/bbcswebdav/xid-8784648_1

Learning evidence: Students identify both sources and support one comparison with evidence. Assess source reasoning, not cultural identity or belief.

Before teaching: For younger classes, begin with the publisher’s age-appropriate guide. Do not simulate treaty signing or ceremonies.

Use with these original sources

• Sweetgrass First Nation history · Sweetgrass First Nation
• Lac La Ronge: our communities · Lac La Ronge Indian Band
• Elementary Treaty Resource Kit · Office of the Treaty Commissioner
• TRC Calls to Action · National Centre for Truth and Reconciliation

WolfWhale planning scaffold · Suggested K–9, with teacher-selected resources.

What do we notice in this place, and whose published knowledge can help us learn responsibly?

1. Read a selected community-developed resource and its protocol before the class goes outside.
2. Choose an accessible, permitted location and a seated or indoor observation alternative.
3. Observe without collecting: students draw or describe plants, weather, water or animal signs.
4. Return to the attributed resource. Separate direct observations from claims made by the source.

Learning evidence: Students record an observation, credit a source, and identify a question for further learning.

Before teaching: Observation alone is outdoor inquiry, not an Indigenous teaching. No harvesting, plant ingestion, medicine instructions or recording community knowledge without permission.

Use with these original sources

• Community-developed lesson plans · National Centre for Collaboration in Indigenous Education
• Learn with Wanuskewin · Wanuskewin
• Learning at kâniyâsihk Culture Camps · NCCIE · kâniyâsihk Culture Camps

WolfWhale planning scaffold · Suggested grades 4–12.

How do Métis-created sources describe connections among community, language and place?

1. Choose one accessible GDI resource appropriate to the class; record its creator and community context.
2. Locate the places the source names without turning a map into a legal boundary claim.
3. Discuss evidence of continuity and present-day life alongside the historical account.
4. For an outdoor extension, use a publisher’s permitted plan and confirm its Métis regional context.

Learning evidence: Students accurately attribute one Métis source and explain a connection using evidence.

Before teaching: Métis identity is distinct; it is not a synonym for mixed ancestry. Do not assign Métis communities to a Numbered Treaty as if this established signatory status.

Use with these original sources

• Virtual Museum of Métis History and Culture · Gabriel Dumont Institute
• Métis land-based learning · Rupertsland Institute

WolfWhale planning scaffold · Secondary; check the selected unit.

How can a named First Peoples resource deepen the science question we are investigating?

1. Select a unit and read its stated grade, cultural context and teacher preparation.
2. Confirm the current science outcome in your jurisdiction; retain the code and source in the planner.
3. Use only activities that the source authorizes and that fit your class and site.
4. Invite students to explain evidence and its source, including questions the class cannot answer.

Learning evidence: Use the unit’s appropriate science criteria and assess accurate attribution; do not grade students on spiritual beliefs.

Before teaching: The B.C. guide needs contextual review elsewhere. Local collaboration may be necessary; do not claim that all Indigenous peoples share one science perspective.

Use with these original sources

• Secondary Science First Peoples · FNESC / FNSA
• Community-developed lesson plans · National Centre for Collaboration in Indigenous Education

WolfWhale planning scaffold · Suggested grades 4–12.

What does Inuit Nunangat include, and why does the region of a resource matter?

1. Read an age-appropriate part of the ITK introduction and locate the four named Inuit regions.
2. Choose a Nunavik-IcE resource and identify its region, creator and language.
3. Compare the scope of that resource with the broader Inuit Nunangat introduction.
4. Students explain why a Nunavik resource must retain its regional context when shared elsewhere.

Learning evidence: Students distinguish Inuit Nunangat from Nunavut and name the origin of the selected resource.

Before teaching: Do not generalize Nunavik teachings across all Inuit regions. Verify demographic statistics independently.

Use with these original sources

• Understand Inuit Nunangat · Inuit Tapiriit Kanatami
• Nunavik-IcE · Kativik Ilisarniliriniq

WolfWhale planning scaffold · Teacher professional learning.

Who created this resource, who may share it, and what does its use require?

1. Identify the author, Nation or community context and original publisher.
2. Read the resource’s licence and cultural-use protocol; record what is permitted.
3. Confirm age, season, local relevance and any facilitator or relationship requirement.
4. Arrange appropriate compensation and permissions before inviting or recording a contributor.

Learning evidence: Keep a source and permission record. A completed checklist is preparation, not Indigenous approval.

Before teaching: Use the original publisher’s conditions. Only the appropriate community authority can authorize restricted knowledge.

Use with these original sources

• Choosing authentic First Peoples resources · FNESC / FNSA
• Before you adapt a lesson · NCCIE
• First Nations information governance · First Nations Information Governance Centre