From the creators: "We join forces with two amazing Indigenous writers and scholars who are making waves in the literary scene with their poetry, prose, and fiction. They weave words and worlds to help us see and understand queer indigenous identities and bodies, the ways that settler colonialism has disrupted and distorted our relationships, and the power of asserting voice in spaces not meant for us." Interviewees are Joshua Whitehead (who is Ojibwe & Cree, from the Peguis First Nation, located in Treaty 1 territory, and is Two Spirit IndigiQueer) and Billiy-Ray Belcourt (who is from the Driftpile Cree Nation and is a PhD student in the Department of English & Film Studies at the University of Alberta); work from both of these authors is featured in this resource list.There is a small mention of sexual assault about halfway through the episode, so teachers should listen through first, warn their classes and be prepared with resources for survivors.

An essential text that critically examines the basis of Western research, and the positioning of the indigenous as “Other.” A landmark in the process of decolonizing Western knowledge, this book explains why “research” has so many negative connotations among Indigenous communities. “This essential volume explores intersections of imperialism and research – specifically, the ways in which imperialism is embedded in disciplines of knowledge and traditions as ‘regimes of truth,’ Concepts such as ‘discovery’ and ‘claiming’ are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being.” An important read for postsecondary students and teachers, guiding the consideration of research about Indigenous realities.

From the authors : "Native Governance Center co-hosted an Indigenous land acknowledgment event with the Lower Phalen Creek Project on Indigenous Peoples’ Day 2019 (October 14). The event featured the following talented panelists: Dr. Kate Beane (Flandreau Santee Dakota and Muskogee Creek), Mary Lyons (Leech Lake Band of Ojibwe), Rose Whipple (Isanti Dakota and Ho-Chunk), Rhiana Yazzie (Diné), and Cantemaza (Neil) McKay (Spirit Lake Dakota). We’ve created this handy guide to Indigenous land acknowledgment based on our panelists’ responses." This is a useful guide full of straightforward tips for how and why to acknowledge territory as a non-Indigenous person.

As part of the ETFO's efforts to endorse the TRC's Calls to Action (particularly #62 and #63), the ETFO works with First Nations, Métis and Inuit (FNMI) perspectives to develop authentic and relevant resources. This document was developed to provide information, ideas and links to further resources to support teachers in going beyond land acknowledgments - the document encourages us to acknowledge our own values, our relationships with our families, communities and lan as well as our collective responsibility to protect the natural environment.

This teaching resource has been created so young people throughout New Brunswick can better understand the treaties that were agreed to by the Indigenous people of New Brunswick with the British Crown.This initiative in Treaty Education was spearheaded by the Three Nations Education Group Inc. to address the recommendations in education of the Federal Government’s Truth and Reconciliation Commission and the New Brunswick Department of Education and Early Childhood Development’s commitment to have Treaty Education taught throughout the curriculum.

This Zine was written in response to inquiries about not overstepping boundaries when working with Indigenous communities and organizations. The author provides answers for questions regarding “how much help is too much help and when to draw the line” between helping and appropriating and promoting one’s own need for gratification by doing something within the struggle that is meaningful.” Another sometimes difficult read, but overall an incredibly useful guide to respectful solidarity work and activism, with thought-provoking questions and encouragement.

Indigenous rights are generally conceptualized and advocated separately from the human rights framework. The contributors to Indivisible: Indigenous Human Rights, however, deftly and powerfully argue that Indigenous rights are in fact human rights and that the fundamental human rights of Indigenous people cannot be protected without the inclusion of their Indigenous rights, which are suppressed and oppressed by the forces of racism and colonialism. Drawing on a wealth of experience and blending critical theoretical frameworks and a close knowledge of domestic and international law on human rights, the authors in this collection show that settler states such as Canada persist in violating and failing to acknowledge Indigenous human rights. Furthermore, settler states are obligated to respect and animate these rights, despite the evident tensions in political and economic interests between elite capitalists, settler citizens and Indigenous peoples.

Produced by the Treaty Relations Commission of Manitoba, this website contains countless resources for teaching Manitoba Treaties - crosswords, word searches, colouring pages, game cards, Treaty trivia cards, and so much more. In addition to puzzles and games, this webpage contains a wide variety of Teaching Support Materials like maps, resources in French, Treaty Education Newsletters and Teacher Training opportunities, webinars, and literature relevant to the subjects of History, Social Studies, and Geography.

From the authors: "Decolonizing Gender: A Curriculum is a guided reflection on gender identity, race, and colonialism. Designed for both individuals and groups, this zine asks deep and probing questions about why the gender binary is seen as the "norm", despite people who choose to exist outside of the binary having existed forever."

This is a resource to help people acknowledge the Indigenous lands they live, work, and otherwise gather on. While the authors emphasize that this is a guide and not a script, this guide does include several templates for acknowledging territory all over the country. The authors also emphasize that while acknowledging territory is important, it is only a small part of cultivating strong relationships with Indigenous Peoples and should not simply be a performative statement made formally before an event. This document has been reviewed by CAUT’s Aboriginal Post-Secondary Education Working Group. Many of the acknowledgement examples were developled through consulting written documents like treaty maps and texts; the authors encourage and appreciate suggested edits.