Which TRC Calls to Action align with the learning resources on NCCIE.CA?
The lesson plans and other resources on NCCIE.ca relate to many Calls to Action from the Truth and Reconciliation (TRC) Commission. Below is a select list of Calls to Action excerpted from the whole document (http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf). From this list, you are encouraged to identify which Calls to Action apply to the learning resources you have chosen to explore.
|Call to Action
|the need to develop culturally appropriate curricula.
|the development of culturally appropriate early childhood education programs for Aboriginal families.
|the importance of attention not the preservation, revitalization, and strengthening of Aboriginal languages and cultures and that this is best managed by Aboriginal people and communities.
|the need for healing centres to address the physical, mental, emotional, and spiritual harms caused by residential schools.
|the value and importance of Aboriginal healing practices.
|23.3, 24, 27, 28, 57, 86, 92
|the need for post-secondary and continuing education for many professions to include/teach the history and legacy of residential schools, including training in intercultural competency, conflict resolution, human rights and anti-racism Including: health profession, medical and nursing schools, law schools and law profession, journalism and media schools, public servants, business schools business profession (management and staff).
|the need to develop and teach curriculum for student clergy and all clergy and staff who work with Indigenous communities for respecting Indigenous spirituality in its own right, as well as the role of churches in the history and legacy of residential schools.
|the need for community-controlled healing and reconciliation projects, community-controlled culture- and language-revitalization projects, community-controlled education and relationship-building projects.
|the need for age-appropriate K-12 curriculum on residential schools, Treaties, Aboriginal peoples’ historical and contemporary contributions.
|providing teacher education on how to integrate and utilize Indigenous knowledge and teaching methods into classrooms.
|developing and implementing K-12 curriculum and learning resources as well as to share information and best practices for teaching about Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
|building student capacity for intercultural understanding, empathy, and mutual respect.
|identifying teacher-training needs relating to 63.1, 63.2, 63.3.
|education on comparative religious studies, including Aboriginal spiritual beliefs and practices.
|the need to provide public education that tells the national story of Aboriginal athletes in history.
|promotion of physical activity and sports participation for Indigenous peoples and capacity-building for excellence in Canadian sports, inclusive of Aboriginal peoples.
|a revision of the information kit and citizenship test for newcomers to Canada to reflect a more inclusive history of the diverse Aboriginal peoples of Canada, Treaties and the history of residential schools.