Aboriginal Content and Perspectives in BC’s New Curriculum: Big Ideas, Curricular Competencies, Content K-9

“Grade / Arts Education / English Language Arts / Mathematics / Science / Social Studies
K /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topicsand concepts
/
  • Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge
  • First Peoples’ use of plants and animals
  • First Peoples knowledge of seasonal changes
/
  • People, places, and events in thelocal community, and in local First Peoples’ communities

1 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
/
  • Show awareness of how story in First Peoples’ cultures connectspeople to family andcommunity
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topicsand concepts
/
  • Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge
  • the knowledge of First Peoples
— shared First Peoples knowledge of the sky
— local First Peoples knowledge of the local
landscape, plants and animals
— local First Peoples understanding and use ofseasonal rounds /
  • Key events and development in thelocal community, and in local First People’s communities

2 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
/
  • Show awareness of how story in First Peoples’ cultures connectspeople to family andcommunity
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topicsand concepts
/
  • Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge
  • Aboriginal knowledge of life cycles
  • local First People’s knowledge of water:
— water cycles
— conservation
— connection to other systems /
  • Diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples’ community andculture

3 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
/
  • Show awareness of how story in First Peoples’ cultures connectspeople to family andcommunity
  • Develop andawareness of how story in First Peoples’ cultures connects people to the land
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topicsand concepts
/  Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge
  • Aboriginal knowledge of ecosystems
  • local First Peoples knowledge of local landforms
/ Big Ideas –
Learning about indigenous peoples nurtures multicultural awarenessand respect fordiversity
Indigenous knowledge is passeddown through oral history, traditions, and collectivememory
Indigenous societies throughout the world value the well-being of theself, the land, spirits, andancestors
  • Cultural characteristics and ways oflife of local First Peoples and global indigenouspeoples
  • Interconnections of cultural and technological innovations of global and local indigenouspeoples
  • Governance and social organizationin local and global indigenoussocieties
  • Oral history, traditional stories, and artifacts as evidence about pastFirst peoples’cultures

4 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
/
  • Demonstrateawareness of the oral tradition in First Peoples’ cultures and the purpose of First Peoples’texts
  • Identify how story inFirst Peoples’ cultures connects people toland
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Draw upon local First Peoples knowledge and/or expertise oflocal Elders tomake
/ • Identify First Peoples perspectives and knowledge as sources of information / Big Ideas –
Interactions between First Peoplesand Europeans lead to conflict and cooperation, which continues to shape Canada’sidentity
  • Early trade, cooperation, andconflict between First Peoples and European peoples
  • The fur trade in pre-Confederation Canada and BritishColumbia

connections to mathematical topics and concepts /
  • the effects of the relative positions of the sun, moon, and Earth including local First Peoples perspectives
/
  • Demographic changes in pre- Confederation British Columbia inboth First Peoples and non-First Peoples communities
  • The impact of colonization on First Peoples societies in BritishColumbia andCanada
  • The history of the local communityand of local First Peoples’community

5 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
/
  • Demonstrate awareness of the oral tradition in First Peoples’ cultures and the purposes ofFirst Peoples’texts
  • Identify how story inFirst Peoples’ cultures connects people toland
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topicsand concepts
/ Identify First Peoples perspectives and knowledge as sources of information
  • Aboriginal concept of interconnectednessin theenvironment
  • First Peoples knowledge of sustainable practices
/ Big Ideas –
Canada’s policies and treatment of minority peoples have negativeand positivelegacies
  • Past discriminatory governmentpolicies and action, such as the Head Tax, the KomagataMaru incident, residential schools, andinternments
  • Human rights and responses to discrimination in Canadiansociety
  • First Peoples’ land ownership anduse

6 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
/
  • Recognize and appreciate the role of story, narrative, andoral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view
/
  • Implement multiple strategies to solve problems in both abstract and real-life situations usingdifferent culturalperspectives
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topicsand concepts
/ • Identify First Peoples perspectives and knowledge as sources of information
  • mixtures:
— separated using a difference in component
properties
— local First Peoples knowledge of separation and extraction methods /
  • Roles of individuals, governmental organizations, and NGOs,including representing indigenouspeoples
  • Economic policies and resource management, including effectson indigenouspeoples

7 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
  • Ethical considerations and cultural appropriation relatedto thearts
/
  • Recognize and appreciate the role of story, narrative, andoral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view
  • Recognize the validityof First Peoples’ oral tradition for a range of purposes
/
  • Implement multiple strategies to solve problems in both abstract and real-life situations usingdifferent culturalperspectives
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices relevant tothe localcommunity
  • Apply cultural perspectives of First Peoples to theconcepts of locating, measuring, andnumbering
/ • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as
sources of information
  • First Peoples knowledge of changes in
biodiversity over time
  • evidence of climate change over geological time and the recent impactsof humans:
— physical records
— local First Peoples knowledge of
climate change /
  • Origins, core beliefs, narratives,practices, and influences of religions, including at least one indigenous to theAmericas
  • Social, political, legal, governmental,and economic systems and structures, including at least one indigenous to the Americas

“Grade / Arts Education / English Language Arts / Mathematics / Science / Social Studies
8 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
  • Ethical considerations and cultural appropriation related to the arts
/
  • Texts are culturally, and historically constructed
  • Recognize the value of personal, social, and cultural contexts, values, and perspectives in text
  • Recognize and appreciate the role of story, narrative, andoral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices and perspectives relevant tothe local First Peoples communities, the local community and other cultures
/ Apply First Peoples perspectives and knowledge , other ways of knowing and local knowledge as sources of information
  • First Peoples knowledge of:
— local geological formations
— significant local geological events /
  • Contact and conflict between peoples stimulated significant cultural, social, and political change
  • Explain different perspectives on past or present people, places, issues, or events and compare the values, worldviews, and beliefs of human cultures and societies on different times and places
  • Social, political, and economic systems and structures, including those of at least one indigenous civilization

9 /
  • Traditional and contemporaryAboriginal Arts and arts-making processes
  • Ethical considerations and cultural appropriation and plagiarism
  • Demonstrate an understanding and appreciation of personal, social cultural historical and environmental contexts in relation to the arts
/
  • Texts are socially, culturally, and historically constructed
  • Recognize the value of personal, social, and cultural contexts, values, and perspectives in text and world
  • Recognize and appreciate the role of story, narrative, andoral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view
  • Develop an awareness of the diversity within and across First Peoples societies represented in texts
/
  • Engage in problem- solving experiences that are connected to place, story, and cultural practices and perspectives relevant tothe local First Peoples communities, the local community and other cultures
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts
/ Apply First Peoples perspectives and knowledge , other ways of knowing and local knowledge as sources of information
  • First Peoples knowledge ofinterconnectedness and sustainability
/
  • Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews and perspectives
  • Recognize implicit and explicit ethical judgements in a variety of sources (Indian Act, Louis Riel)
  • Make reasoned ethical judgements about actions in the past and present and determine the appropriate ways to remember and respond (policies towards First Peoples a form of genocide? Voting rights of First Peoples)

Please also use the elaborations provided within each curricula document to help further guide your teaching practice.

Some Great Resources:

BC First Peoples Learning Resources: Books for Use in K-7 Classrooms (FNESC)

In Our Own Words, K-Gr. 3 Authentic Resources (FNESC)

Grade 5 Indian Residential Schools and Reconciliation – Teacher Resource Guide (FNESC)

Aboriginal Perspectives and Worldviews in the Classroom (BC Ministry of Education)

Shared Learnings: Integrating BC Aboriginal Content K-10 (BC Ministry of Education)

Voices of the Canoe (MOA)