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The Métis Fiddler Quartet is a performing arts group that specializes in performing and interpreting Canadian Métis and Native old-style fiddle music.

Located at Dundas and Parliament in Toronto. The centre hosts a variety of weekly activities and children’s summer camps. (All grades)

Jo-ann Archibald, Professor and the director of NITEP (Native Indian Teacher Education Program) at the Department of Educational Studies (EDST), as well as the associate dean for Indigenous Education at the Faculty of Education at UBC, talks about what 'Indigenizing the curriculum' means and how it can be practiced.

Our Goal: To make Western science and engineering accessible to Aboriginal students in ways that nurture their own cultural identities; that is, so students are not expected to set aside their culture's view of the material world when they study science at school.

A 2 part lesson plan from Central Okanagan Public School.

This article uses political cartoons to examine the legacy of Sir John A. MacDonald and his relationship with Indigenous people in Canada upon settlement.

Although this resource was developed for teacher educators in Alberta, and the knowledges that are used are particular to the First Nations and Métis groups of that land, many of the activities can be successfully used with teacher candidates and practicing teachers in Ontario. Lessons plans provided in Talking Together are supported by visual presentations in Walking Together.

This article looks at how viewers should evaluate films and television featuring Native characters. The broader website on which this article is featured is called Native Appropriations and, "is a forum for discussing representations of Native peoples, including stereotypes, cultural appropriation, news, activism, and more."

Fluffs and Feathers: An Exhibit on the Symbols of Indianess. By Peter Geller, Department of History, Carlton University, 1993.

The curriculum resources included here have been selected to illustrate ways in which Indigenous and Western knowledge systems can be brought to bear in schools through a balanced, comprehensive and culturally-aligned curriculum framework adaptable to local circumstances.