Alberta Curriculum Matching

4 Seasons of Reconciliation (1.5-hr eLearning)

	Grade 12
Product type	Course
Subject / Course	Social Studies 30-1 – Perspectives on Ideology
Outcome code	2.4 & 2.11–2.12
Outcome (curricular wording) / focus	Explore Aboriginal contributions to liberalism; analyze perspectives on imposition of liberalism (Aboriginal experiences); examine challenges to modern liberalism (Aboriginal collective thought, environmentalism).
Theme tags	Indigenous sovereignty; colonization; Indigenous governance; land stewardship; ideology
Suggested learning use (how the product fits)	Executive-summary course works well for senior students: connect ideology debates to Indigenous rights, governance, and stewardship.
Observable indicators / assessment ideas	Socratic seminar + evidence-based commentary connecting ideology to policy outcomes.
Alberta treaty / local context notes	Local context: UNDRIP alignment; treaty relationships
TRC Calls to Action (Aligned)	Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)	Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

Related Resources

4 Seasons of Reconciliation (3-hr eLearning)

	Grade 9	Grade 10	Grade 11	Grade 12
Product type	Course Course Course	Course Course/Microlearning/Pack Course	Course Course	Course Course
Subject / Course	Social Studies 9 – Canada: Opportunities and Challenges Social Studies 9 – Canada: Opportunities and Challenges Social Studies 9 – Canada: Opportunities and Challenges	Science 10 – Unit D: Energy Flow in Global Systems Social Studies 10-1 – Perspectives on Globalization Social Studies 10-1 – Perspectives on Globalization	Aboriginal Studies 20 – Theme II: Treaties and Cultural Change Social Studies 20-1 – Understandings of Nationalism	Aboriginal Studies 30 – Governance / self-determination focus ELA 30-1/30-2 – General Outcome 5
Outcome code	9.1 (General Outcome) 9.1.7 9.1.8	Unit D – STS/Knowledge 1 2.1 2.4	Theme II (General Outcome) 1.9–1.11	Self-government / self-determination (outcome cluster) 5.2.2(b)
Outcome (curricular wording) / focus	Understand how Canada’s political processes impact citizenship and identity in meeting the needs of all Canadians. Critically assess collective rights; examine how Indian Act and treaty/rights legislation recognize Indigenous status and identity. Critically assess how legislative processes address immigration; includes impacts of increasing immigration on Aboriginal peoples and communities.	Describe how solar energy input, terrestrial output, and energy flow within the biosphere affect humans and other species; explain need to investigate climate change. Examine consequences of imperialism in Canada for Aboriginal Peoples (Indian Act, consequences of residential schools, social impacts). Recognize and appreciate the validity of oral histories.	Understand effects of treaty relationships between First Nations people and the Government of Canada (related concepts include sovereignty, inherent rights, self-government, self-determination). Examine nationalism and reconcile contending loyalties; includes First Nations and Métis nationalism and Inuit perspectives.	Define and research Aboriginal self-government, self-determination and inherent rights; examine treaties and agreements as they relate to governance. Understand roles and responsibilities of group members (includes roles of Aboriginal Elders in teaching).
Theme tags	Indigenous studies; rights; collective rights; governance; treaties; colonization; Indigenous sovereignty Treaties; Indigenous sovereignty; colonization; identity; governance Indigenous studies; community impacts; policy; equity; identity; pluralism	Climate; land stewardship; sustainability; evidence-based decision-making Colonization; residential schools; Indian Act; Indigenous sovereignty; identity Indigenous knowledge; oral history; tradition and culture; epistemologies	Treaties; Indigenous sovereignty; colonization; governance; land Indigenous sovereignty; identity; self-determination; Canadian history; decolonization	Indigenous sovereignty; governance; inherent rights; treaties Elders & Knowledge Keepers; protocol; respectful collaboration
Suggested learning use (how the product fits)	Use course segments on history of Crown–Indigenous relations to frame inquiry into political processes and collective rights. Use as foundational learning before debating contemporary rights issues (land claims, self-government, language rights). Use reconciliation learning to foreground Indigenous presence and rights in discussions of pluralism and immigration.	Use course learning to connect climate impacts to Indigenous land stewardship and community resilience. Use product content to scaffold document/film analysis on imperialism and its legacies. Pair course learning with a protocol lesson on oral histories; use community-approved stories when available.	Use 4 Seasons sections on treaty history/rights as baseline; deepen with local treaty study. Use course learning to anchor comparative nationalism inquiry that includes Indigenous nationhood.	Use course learning to support deeper research project on governance models and agreements. Use course learning to establish protocols for Elder/Knowledge Keeper engagement in culminating projects.
Observable indicators / assessment ideas	Inquiry: ‘How do political/legislative processes meet obligations to Indigenous peoples?’ + reflection on responsibilities. Debate + rubric on evidence & respectful discourse; connect to local issues. Comparative analysis: settlement/immigration policy vs. treaty obligations; reflective writing on belonging.	Assessment: climate evidence briefing + action plan with multiple perspectives. Primary-source portfolio + reflection on continuing impacts and responsibilities. Assessment: respectful listening log + synthesis comparing oral and written sources.	Assessment: treaty learning map + reflection on multiple viewpoints and responsibilities. Seminar + position paper: ‘How should Canada reconcile multiple nationalisms?’	Research project + presentation with community protocol check. Group process reflection + protocol checklist + community feedback (when appropriate).
Alberta treaty / local context notes	Treaties 6/7/8; Métis Settlements (AB); urban Indigenous communities Treaties 6/7/8; UNDRIP-informed lens; community protocols Local Nations’ histories precede immigration narratives in the curriculum	Include local climate impacts (fires, floods, permafrost in northern AB, drought) Connect to local treaty histories and community narratives Follow local protocols; consider Elder/Knowledge Keeper involvement	Treaties 6/7/8; Métis Settlements; local Nations Treaty relationships; Métis Nation of Alberta; Inuit perspectives in national policy	Include local governance structures and Métis Nation of Alberta context Follow local Elder honoraria and protocol guidance
TRC Calls to Action (Aligned)	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

Related Resources

Foundations of Truth & Reconciliation Microlearning Series

	Grade 9	Grade 10	Grade 11
Product type	Microlearning Microlearning	Course/Microlearning/Pack Microlearning	Microlearning Microlearning
Subject / Course	Science 9 – Unit C: Environmental Chemistry Social Studies 9 – Canada: Opportunities and Challenges	Social Studies 10-1 – Perspectives on Globalization Social Studies 10-2 – Perspectives on Globalization	Aboriginal Studies 20 – Theme II: Treaties and Cultural Change Social Studies 20-2 – Understandings of Nationalism
Outcome code	Unit C – Outcome 1 9.1.7	2.1 3.1–3.2	Theme II – Specific Outcome 1 4.6–4.8
Outcome (curricular wording) / focus	Investigate and describe roles of substances in the environment in supporting or harming humans and other living things (e.g., biomagnification; persistent toxins such as mercury). Critically assess how recognition of collective rights impacts the legislative process; includes Indian Act and treaties (Treaty 6/7/8) and Métis rights/land claims.	Examine consequences of imperialism in Canada for Aboriginal Peoples (Indian Act, consequences of residential schools, social impacts). Recognize and appreciate multiple perspectives on relationships among economics, politics, environment and globalization; and impacts on interdependent relationships among economy, people and environment.	Demonstrate that First Nations perceived treaties as recognized sovereign agreements; compare views of relationships to land and Crown obligations. Identify historical perspectives of Canada as a nation (includes First Nations treaties and the Indian Act; Métis and Inuit self-governance); explore challenges/opportunities (Aboriginal self-determination and land claims).
Theme tags	Land stewardship; environmental health; risk; Indigenous knowledge (stewardship) Treaties; Indian Act; colonization; Indigenous sovereignty; Métis rights; governance	Colonization; residential schools; Indian Act; Indigenous sovereignty; identity Land stewardship; climate; sustainability; economic reconciliation; multiple perspectives	Treaties; sovereignty; land stewardship; worldviews Treaties; Indian Act; land claims; Indigenous sovereignty; Canadian history
Suggested learning use (how the product fits)	Use microlearning to connect environmental harms to community wellbeing and responsibilities. Pair a module on treaties/Indian Act with a case study (local treaty area, Métis Settlements, or community land claim).	Use product content to scaffold document/film analysis on imperialism and its legacies. Use microlearning modules + discussion protocols to surface Indigenous stewardship perspectives and competing priorities.	Use microlearning module on treaties to support comparison of worldview/land relationship. Microlearning modules provide common background before analyzing historical narratives and their impacts.
Observable indicators / assessment ideas	Lab/field inquiry + risk communication product (poster/PSA) with local relevance. Source analysis + policy brief: ‘What would meaningful implementation look like locally?’	Primary-source portfolio + reflection on continuing impacts and responsibilities. STS-style decision-making task: policy options with criteria (environmental, economic, cultural).	Source comparison + respectful discussion using community-approved protocols. Assessment: ‘narratives comparison’ chart + reflective response on missing/centred voices.
Alberta treaty / local context notes	Invite local perspectives on harvesting, water quality, and land-based practices Treaties 6/7/8; Métis Settlements; local Nations and Métis communities	Connect to local treaty histories and community narratives Include local land-use issue (watersheds, development, resource extraction)	Invite local Knowledge Keeper guidance where possible Treaties 6/7/8; Métis Settlements and governance in Alberta
TRC Calls to Action (Aligned)	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

Related Resources

National Indigenous Peoples Day Microlearning

	Grade 10
Product type	Microlearning
Subject / Course	Aboriginal Studies 10 – Culture, stories, and languages (intro)
Outcome code	Theme: Oral stories & cultural expression
Outcome (curricular wording) / focus	Distinguish legends and stories across diverse linguistic and cultural groups; recognize sign language use; engage with creation stories (with Elder involvement where appropriate).
Theme tags	Tradition and culture; Indigenous languages; oral history; identity
Suggested learning use (how the product fits)	Use June microlearning to frame celebration learning, then connect to local stories and protocols.
Observable indicators / assessment ideas	Assessment: respectful retelling/response + reflection on protocols and learning.
Alberta treaty / local context notes	Follow local Nation protocols; do not appropriate sacred stories
TRC Calls to Action (Aligned)	Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)	Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

Related Resources

Reconciliation Documentary Film Packs

	Grade 10	Grade 11	Grade 12
Product type	Films	Films	Films
Subject / Course	ELA 10-1/10-2 – Program Outline / General Outcome 2	Aboriginal Studies 20 – Theme IV: Schooling and Cultural Change	Social Studies 30-1 – Perspectives on Ideology
Outcome code	2.3.1	Theme IV – Specific Outcome 4 (film text integration)	2.11–2.13
Outcome (curricular wording) / focus	Connect self, text, culture and milieu; consider personal, moral, ethical and cultural perspectives and how perspectives change through interpretation and discussion.	Use testimonies to examine outcomes/effects of residential school policies and practices.	Analyze perspectives on imposition of liberalism (Aboriginal experiences) and debates about resistance/justification.
Theme tags	Survivor stories; truth & reconciliation; culture; empathy; critical thinking	Residential schools; survivor stories; healing; community remembrance	Colonization; sovereignty; rights; resistance; reconciliation
Suggested learning use (how the product fits)	Use film packs as complex texts for personal + critical responses.	Use film packs as texts for comprehension + critical reflection.	Use film testimonies as texts to analyze ideology, power, and rights (with care for trauma content).
Observable indicators / assessment ideas	Assessment: dual response (personal reflection + analytical paragraph) with wellbeing supports.	Comprehension check + critical response (written/oral/visual) with wellbeing supports.	Film response + argument paragraph with claim-evidence-reasoning.
Alberta treaty / local context notes	Ensure trauma-informed supports and student choice	Follow best practices for survivor-centred education	Trauma-informed practice; student choice of topic/film
TRC Calls to Action (Aligned)	Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)	Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

Related Resources

Reconciliation Documentary Films – Viewpoints on Reconciliation (5-film pack)

		Grade 10	Grade 11	Grade 12
Product type	Films	Course/Microlearning/Pack	Films	Films
Subject / Course	Science 9 – Unit C: Environmental Chemistry	Social Studies 10-1 – Perspectives on Globalization	ELA 20-1/20-2 – General Outcome 2	Social Studies 30-2 – Perspectives on Ideology
Outcome code	Unit C – Outcome 2 (focus)	2.1	2.3.1(d)	2.12
Outcome (curricular wording) / focus	Identify processes for measuring substances in the environment; monitor air and water quality; identify factors affecting health/distribution of living things (oxygen, pH, nutrients).	Examine consequences of imperialism in Canada for Aboriginal Peoples (Indian Act, consequences of residential schools, social impacts).	Identify and examine ways cultural and societal influences are reflected in Canadian and international texts.	Examine challenges to modern liberalism (Aboriginal collective thought, environmentalism, religious perspectives, extremism).
Theme tags	Land stewardship; monitoring; water quality; climate adaptation	Colonization; residential schools; Indian Act; Indigenous sovereignty; identity	Colonization; representation; identity; reconciliation	Indigenous sovereignty; land stewardship; climate; worldviews
Suggested learning use (how the product fits)	Use film/story contexts to motivate local monitoring questions and ethical data use.	Use product content to scaffold document/film analysis on imperialism and its legacies.	Use viewpoints films to analyze representation and narrative framing.	Use viewpoints films to surface worldview differences respectfully.
Observable indicators / assessment ideas	Student-designed investigation + data story with uncertainty discussion.	Primary-source portfolio + reflection on continuing impacts and responsibilities.	Media analysis + criteria-based evaluation of perspective and bias.	Comparative worldview organizer + reflective letter to self on civic responsibility.
Alberta treaty / local context notes	Local watershed; respect community data concerns	Connect to local treaty histories and community narratives	Include Indigenous-authored texts alongside film where possible	Include local land stewardship examples and Indigenous-led climate initiatives
TRC Calls to Action (Aligned)	Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)	Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

Related Resources

September 30th (Orange Shirt Day & NTRD) Microlearning

	Grade 9	Grade 10	Grade 11
Product type	Microlearning	Microlearning	Microlearning
Subject / Course	Social Studies 9 – Canada: Opportunities and Challenges	Social Studies 10-1 – Perspectives on Globalization	Aboriginal Studies 20 – Theme IV: Schooling and Cultural Change
Outcome code	9.1.7 (extension)	2.11	Theme IV – Specific Outcome 4
Outcome (curricular wording) / focus	Link collective rights & legislation to schooling policies (Indian Act context) as background for learning about residential schools and ongoing impacts.	Analyze contemporary issues with origins in post-colonial policies (consequences of residential schools; social impacts; loss of Indigenous languages).	Understand impact of residential schools on Aboriginal children (purpose, mandate, curriculum; outcomes/effects on students and families).
Theme tags	Residential schools; colonization; intergenerational impacts; truth & reconciliation	Residential schools; Indigenous languages; truth & reconciliation; intergenerational impacts	Residential schools; truth & reconciliation; intergenerational impacts; Indigenous languages
Suggested learning use (how the product fits)	Use OSD microlearning as ‘why Sept 30 matters’ after introducing Indian Act/treaty context.	Use OSD microlearning as a focused ‘entry’ then broaden to policy legacies and language revitalization.	Use Sept 30 microlearning as the primer; then move into deeper curriculum study and survivor-centred resources.
Observable indicators / assessment ideas	Exit ticket: ‘What questions should our class investigate next?’ + respectful commemoration plan.	Inquiry: students map ‘policy → impact → present-day response’ (with trauma-informed supports).	Assessment: guided inquiry + reflective response (choice-based) + community remembrance plan.
Alberta treaty / local context notes	Invite local Survivor support guidance; ensure trauma-informed approach	Consult local Indigenous partners on appropriate supports and resources	Trauma-informed; ensure supports and opt-out alternatives
TRC Calls to Action (Aligned)	Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)	Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

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September 30th (Orange Shirt Day & NTRD) Microlearning

	Grade 9	Grade 10	Grade 11
Product type		Course/Microlearning/Pack	Pack Pack
Subject / Course		Social Studies 10-1 – Perspectives on Globalization	Aboriginal Studies 20 – Theme II: Treaties and Cultural Change Social Studies 20-1 – Understandings of Nationalism
Outcome code		2.1	Theme II – Specific Outcome 3 2.9
Outcome (curricular wording) / focus		Examine consequences of imperialism in Canada for Aboriginal Peoples (Indian Act, consequences of residential schools, social impacts).	Understand how some treaties functioned as a mechanism for the Canadian government; compare First Nations, Métis and federal viewpoints; examine influential treaty makers. Analyze impacts of pursuit of national self-determination; includes decolonization and First Nations, Métis and Inuit self-government.
Theme tags		Colonization; residential schools; Indian Act; Indigenous sovereignty; identity	Treaties; Canadian history; colonization; negotiation; perspectives Decolonization; Indigenous sovereignty; governance; treaties; self-government
Suggested learning use (how the product fits)		Use product content to scaffold document/film analysis on imperialism and its legacies.	Use packs to introduce treaty-making context; extend with role/decision-making simulation. Pair ‘self-determination’ module with contemporary self-government examples and UNDRIP framing.
Observable indicators / assessment ideas		Primary-source portfolio + reflection on continuing impacts and responsibilities.	Role-play (with respectful framing) + written debrief on perspectives and power. Case study brief + stakeholder map (Nation/community, Crown, province/territory).
Alberta treaty / local context notes		Connect to local treaty histories and community narratives	Connect to Treaty 6/7/8 histories and local leadership Use local examples where possible; respect community data sovereignty
TRC Calls to Action (Aligned)		Calls 62–65, 71–76, 80, 92	Calls 62–65, 71–76, 80, 92 Calls 62–65, 71–76, 80, 92
UNDRIP Articles (Aligned)		Articles 7, 8, 11–15, 18, 25, 29, 32	Articles 7, 8, 11–15, 18, 25, 29, 32 Articles 7, 8, 11–15, 18, 25, 29, 32
Alberta Localization (Treaty / Territory / Place-Based Connections)		Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).	Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta). Localize to Alberta treaty and territory contexts, including Treaty 6, Treaty 7, and Treaty 8, the Métis Nation of Alberta and Métis Settlements. Identify the local First Nation(s) and Métis communities connected to the school community. Incorporate local languages, Elders, Knowledge Keepers, land-based learning, and regional histories (urban, rural, and northern Alberta).
Suggested Classroom Use / Assessment		Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.	Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. Inquiry-based learning; reflection journals; source analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate.

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