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Indigenous Ways of Knowing & Being
Archaeology, Art, History, Social Studies, Literacy and Literature, On-the-Land

11, 12, Post-Secondary, Youth (up to age 30), Families / Parents

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live?   Read More


Name Role/Job Title Place
Belinda Daniels
Steffany Salloum
Bettina Schneider

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. Understand the interdependence of humans and the natural world through Indigenous legends and storytelling.

2. Examine humans place and connection within the natural world. (Broad Areas of Learning)

Cross-Curricular Competencies: This lesson fits within the Science 10 Ecology unit, as it displays the importance and connection humans have with nature. 3. Reflect on pre-contact Indigenous worldview and identity through key people, narratives, and events. [DR 10.1] 4. Conduct and inquiry to explore the process of reconciliation and its impact on Indigenous worldview and identity for future generations. [DR 10.3; (TRC Focus)] 5. Reflect on the pre-contact functions and significance of family, community, and kinship through key people, narratives , and events. [IN 10.1]

  • Analyze the function of families and the importance of traditional Indigenous family life;
  • Appreciate the use of story in the discipline and guidance techniques of Indigenous peoples;
  • Value Indigenous worldviews as valid ways of thinking and knowing and understand that worldviews underlie self-concept;
  • Personal conflict resolution;
  • Explore the unique ways Indigenous peoples experience spirituality.
[Science DR 10.1, 10.3, IN 10.1]

6. Understand the history, nature and effects of social injustice on Indigenous peoples in Canada and internationally.

  • Increase understanding of Indigenous philosophy and how it relates and is applied to issues of social justice.
[Science IN 20.1]

7. Analyze the diverse and dynamic relationship between Aboriginal people and the land. 

  • Discover how cultural factors and worldviews influence a peoples’ relationship to the environment. A special relationship exists between Aboriginal peoples and the land.
[Science DR 30.1]

PGP Goals:

  • 2.2 Knowledge of First Nations, Métis, and Inuit Culture and History (e.g., Treaties, Residential School, Scrip, and Worldview).
  • 4.2 Demonstrates the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspectives.

Teachers' Guide


  • Spiritual (e.g., Relational) Learners
  • Physical (e.g., Tactile, Experiential, Visual) Learners
Title Type
  • Intellectual (e.g., Rational, Logical) Learners


This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed:

Related resources on NCCIE.ca

Title Type
Buffalo People Arts Institute Videos Link

Where can I find additional information?

Title Type
Now That The Buffalo’s Gone by Buffy Sainte-Marie  Link
Ahtahkakoop: The Epic Account of a Plains Cree Head Chief, His People, and Their Struggle for Survival 1816-1896 File

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

Relationship with the land
On-the-land/outdoor learning experiences
Language and Culture
Intergenerational learning with Elders/Knowledge Holders
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Relationship with family, ancestors
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
Participatory and experiential learning activities
Healthy relationship with self and identity
Personal reflection time (connecting with thoughts and feelings)

Lesson Plan Length

Estimated Length (hh:mm): 2:15
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Unit Plan Title:
Stream: General, Academic
Meets curriculum expectations or outcomes for: Saskatchewan

Lesson Plan Topics


Please contact Bettina Schneider  for more information.