All My Relations is full of great podcasts that are educational. This podcast specifically explores the topic of cultural appropriation and what it really is. Creators Adrienne and Matika care deeply about Indigenous representation and talk a lot about this subject. This is the opportunity for settlers to listen in on these conversations.

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.

IPInCH is an international collaboration of archaeologists, Indigenous organizations, lawyers, anthropologists, ethicists, policy makers, and others, working to explore and facilitate fair and equitable exchanges of knowledge relating to heritage. We are concerned with the theoretical, ethical, and practical implications of commodification, appropriation, and other flows of knowledge about the past, and how these may affect communities, researchers, and other stakeholders.This page of their website is full of teaching resources. With a focus on knowledge transfer there is a Tracing Roots Study guide. A guide called Think Before You Appropriate is a fantastic guide for creators and designers.

Extract from the article: "Indigenous worldviews are generally holistic in perspective and encompass interconnections amongst all aspects of life and place (Barnhardt & Kawagley, 2005). From this interconnected view of the universe, a sense of cultural identity, collective purpose and belonging is derived. Cultural wellbeing relies on the individual becoming situated within
a cultural worldview. For Inuit, being grounded in Inuit Qaujimajatuqangit supports personal wellness, but also contributes to a collective cultural sense of health and wellness which has sustained Inuit over generations.1 Inuit Elders in Nunavut are documenting Inuit worldview so that the strengths which have always sustained them will still be available to future generations."

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.

A collection of games, activities and other teaching resources that teach about a variety of topics including interesting facts about First Nations, Inuit and Métis culture, history, culture and present-day lives of First Nations, Métis and Inuit in Canada, traditional spiritual practices, Residential Schools, present-day concerns and achievements of First Nations, Métis and Inuit communities, and First Nations, Métis or Inuit technologies. Many of the games are available both online and as printable PDF versions, for example the Memory Game featuring items invented or discovered by First Nations and Inuit. The Turtle Island "tour" game comes with a printable quiz. The website also includes lesson plans to accompany some of the games. This is a federal government resource.

From the main page, under the "Resources" tab, teachers will find three other tabs ("FNMI Teaching and Learning Resources,""Indigenous Education: Pedagogy to Practice Videos," and "Treaty Education") containing a plethora of resourcse having to do with Indigenous cultures and histories as well as Residential Schools and Treaties, including Summaries of Pre-1975 Treaties and the Numbered Treaties as well as resourcse about the concept of treaties generally. This website provides lesson plans and discussion questions for grades K-8, videos, learning activities, maps, and further reading.

The 2014 Ontario Budget and the mandate letter to the then Minister of Aboriginal Affairs committed to moving forward with a Treaty Strategy that would, among other things, retivalize treaty relationships. In response, the Ministry of Indigenous Relations and Reconciliation engaged an independent Indigenous facilitator to lead forum discussions with Indigenous peoples across Ontario, inviting members from Indigenous communities and organizations to share their perspectiveson treaties. The facilitators took handwritten notes and produced a facilitator’s report, from which this report was written. This report summarizes what was expressed at the treaty forums and can be used as a discussion tool; it represents a master summary of community voices and includes additional resources and teaching tools created by Indigenous partners or through partnerships with the Government of Ontario.