Building Strong Learning

Renewal, the second book in the Footbridge series, guides K–12 educators in bringing Indigenous voices and the philosophy, principles, and practices of Indigenous land-based education into their teaching. This text encourages educators to:

• respectfully renew their own relationships with land directly engage students with the land, no matter where they are located
• guide students in learning through observation, listening, and discussion and to take action in response
• honour diverse ways of knowing and being
• understand historic injustices and engage with the contemporary Land Back movement

Through critical engagement with diverse written and visual works created by Indigenous leaders, land defenders, scholars, and Knowledge Keepers, experienced educators Christine M'Lot and Katya Adamov Ferguson support readers in connecting with Indigenous perspectives on land and water. They offer guidance on bringing Indigenous works into the classroom, including concrete ways to facilitate discussions around land-based topics, advice for land-based activities, and suggestions for how students can engage with these topics through inquiry learning.

In this resource, you will find:

• prompts for individual reflection and group discussion
• valuable concepts and methods that can be applied in the classroom and beyond
• practical action steps and resources for educators, parents, librarians, and administrators

Use this book as a springboard for your own learning journey or as a lively prompt for dialogue within your professional learning community.

Reviews
"Renewal lays out a simple and practical approach to land-based education. It works from the premise that land-based education is not simply “taking the classroom outside,” but is about "education on the land, about the land, and from the land.” The spiritual foundation of earth-based cultures is about living in your place as one small, equal part of the land (land being the entirety of air, earth, water, living beings, and spirits), a foundation common to most Indigenous cultures on this planet. I hope that others adopt it in their journey to become more holistic educators and maybe even make a positive difference in shaping how we humans interact with the land." — Dr. Garry Merkel, Director, Centre of Indigenous Land Stewardship, The University of British Columbia

Educator & Series Information
For use with grades K to 12.

This book is part of The Footbridge Series. This series aims to bridge curricular outcomes with Indigenous-centered content and perspectives from across Turtle Island. Like a footbridge, this series is intended to provide a path between Indigenous worldviews and the classroom, engaging differences, including tensions, and highlighting the importance of balance, all while helping teachers integrate Indigenous perspectives into multiple disciplines within the K-12 education system. 

Contributions by Nicki Ferland, Peatr Thomas, Tyna Legault Taylor, Shannon Webb-Campbell, Tasha Beeds, Sonny Assu, Shalan Joudry, Tricia Logan, Dakota Bear, Shirli Ewanchuk, Dan Henhawk, Réal Carrière, Hetxw'ms Gyetxw Brett D. Huson, Reanna McKay (Merasty)

Photographs by Inuksaq Angotingoar, Makayla Aupaluktuq, Brendan Kingilik, Carina Kingilik, Kyle Lareau, Quin Mikkungwak, Narkyagik, Kaylee Rumbolt, Marissa Scottie, Nathan Snow, Connor Tagoona-Niego, Koen Tapatai, and Shelly Tunguaq

Additional Information
224 pages | 7.00" x 10.00" | Paperback

Dangling in the Glimmer of Hope: Academic Action on Truth and Reconciliation demonstrates actions academics have taken in relation to some of the Calls to Action of the Truth and Reconciliation Commission. Poetry, short stories, and children’s stories sit alongside scholarly chapters, mixing personal and academic voices to challenge and engage both the head and the heart about what Truth and Reconciliation—and the Calls to Action—require of us all.

Garry Gottfriedson, Victoria Handford, and their collaborators invite readers not only to explore the diverse facets of Indigenous identity, but also to embark on a transformative, collective journey towards mutual understanding and respect.

Contributions by Dorothy Cucw-la7 Christian, Georgann Cope Watson, Garry Gottfriedson, Victoria (Tory) Handford, Sarah Ladd, Patricia Liu Baergen, Tina Matthew, Rod McCormick, Gloria Ramirez, Fred Schaub, and Bernita Wienhold-Leahy.

Educator Information
Table of Contents
Land Acknowledgement
In Your Canada—A Thousand and Counting by Garry Gottfriedson
About the Cover Photograph
List of Poems
List of Figures
List of Tables
Foreword by Dorothy Cucw-la7 Christian

Introduction by Garry Gottfriedson and Victoria Handford

SECTION 1
Language and Culture Calls to Action

Returning from School by Garry Gottfriedson
Disrupting Colonial Practices through Indigenous Language Learning and Research by Gloria Ramirez

SECTION 2
Health Calls to Action

lessons by Garry Gottfriedson
Grave Concerns by Rod McCormick
A Walk Together by Bernita Wienhold-Leahy
Health Care Practices by Bernita Wienhold-Leahy

SECTION 3
Education for Reconciliation Calls to Action

KIRS Curriculum by Garry Gottfriedson
Change Begins with a Whisper by Georgann Cope Watson

SECTION 4
Business and Reconciliation Calls to Action

Too Much by Sarah Ladd
Cultural Dissonance: Job Interviewing and Indigenous Candidates by Sarah Ladd

SECTION 5
Commemoration Calls to Action

An Unholy Act by Garry Gottfriedson
Debwewin by Victoria Handford
Red Bridge by Victoria Handford

SECTION 6
Newcomers to Canada Calls to Action

The Flesh of Ice by Garry Gottfriedson
Encounters by Fred Schaub
Reconciliation and Decolonization: From the Shadows of Settler Shame to the Generosity of an Ethical Relationality by Fred Schaub
Exploring Curriculum as a Lived Experience of Poetic Dwelling in between Place Stories by Patricia Liu Baergen

Afterword by Tina Matthew
Contributors
Appendices

Additional Information
232 pages | 6.00" x 9.00" | 20 photos | Paperback

Indigenous Knowledges and Higher Education in Canada explores the intricate relationship between Indigenous knowledges and the evolving landscape of higher education in Canada, revealing their profound influence in shaping institutional policies, practices, and cultures. Grounded in decolonial perspectives, the book addresses the persistent struggle within universities to confront ongoing colonialism and achieve systemic change.

Focused on shifts in institutional governance, policy, teaching, research, innovation, and culture, the book draws on extensive document analysis and personal narratives of Indigenous individuals across various Canadian universities. Embracing a decolonial perspective, it underscores the resilience of Indigenous communities in challenging traditional paradigms of higher education. The book reveals how, through critical grassroots efforts, Indigenous peoples are reclaiming their rightful place in academia, reshaping institutional dynamics from the ground up. It argues that the emergence of Indigenous knowledges within academia is the result of proactive and ongoing efforts by Indigenous individuals asserting their presence in Canadian higher education.

Ultimately, Indigenous Knowledges and Higher Education in Canada advocates for a path of decolonization through intentional learning and unlearning, envisioning a future where Indigenous voices and perspectives are authentically centred in the fabric of academic discourse and practice.

Educator Information
Table of Contents

Figures and Tables
Acknowledgments

Prologue
Part I: Empowering Quotes
Part II:
Colonialism and the University
Indigenous Knowledges and the University
Theorizing Institutional Change from a Decolonial Perspective
Governance and Policy
Institutional Climate
Teaching and Learning Approaches
Research
Innovation
Conclusion: Indigenous Knowledges as Catalyst for Decolonial Change in Canadian Higher Education

References
Index

Additional Information
272 pages | 6.00" x 9.00" | Paperback

This updated Teacher Guide for Surviving the City is designed to accompany the Surviving the City series of graphic novels written by Tasha Spillett. This guide provides support for teachers to address sensitive topics in the classroom including racism; caregiver illness; the child welfare system; residential schools; and Missing and Murdered Indigenous Women, Girls, and Two-Spirit People. With the release of the third volume of Surviving the City, this guide has been updated to include revisions to the original lessons, two brand-new lessons, as well as up-to-date curriculum correlation charts that match current curriculum outcomes and expectations in Ontario, British Columbia, and Manitoba.

This teacher guide is designed to be a no-prep resource for educators suitable for stand-alone lessons or as a complete unit plan. The lessons in this teacher guide:

• support teachers with clear and concise instructions using the Activate, Acquire, Apply, and Assess (AAAA) format
• guide students in exploring, researching, and sharing the essential themes of the graphic novels
• are infused with Indigenous pedagogical practices

The Teacher Guide for Surviving the City is best suited for use with students in grades 7–12 taking English Language Arts; First Nations, Métis, and Inuit Studies; Global Issues; and similar subjects.

Educator Information
The student books for this work can be found here: Surviving the City Series.

Additional Information
91 pages | 8.50" x 11.00" | Paperback

The groundbreaking Indigenous style guide every writer needs.

The first published guide to common questions and issues of Indigenous style and process for those who work in words and other media is back in an updated new edition. This trusted resource offers crucial guidance to anyone who works in words or other media on how to work accurately, collaboratively, and ethically on projects involving Indigenous Peoples.

Editor Warren Cariou (Métis) and contributing editors Jordan Abel (Nisga’a), Lorena Fontaine (Cree-Anishinaabe), and Deanna Reder (Cree-Métis) continue the conversation started by the late Gregory Younging in his foundational first edition. This second conversation reflects changes in the publishing industry, Indigenous-led best practices, and society at large, including new chapters on author-editor relationships, identity and community affiliation, Two-Spirit and Indigiqueer identities, sensitivity reading, emerging issues in the digital world, and more.

This guide features:

• Twenty-two succinct style principles.
• Advice on culturally appropriate publishing practices, including how to collaborate with Indigenous Peoples, when and how to seek the advice of Elders, and how to respect Indigenous Oral Traditions and Traditional Knowledge.
• Terminology to use and to avoid.
• Advice on specific editing issues, such as biased language, capitalization, citation, accurately representing Indigenous languages, and quoting from historical sources and archives.
• Examples of projects that illustrate best practices.

Additional Information
208 pages | 5.50" x 7.50" | Paperback

An invaluable resource for educators looking to actively participate in reshaping education to include historically silenced voices in the classroom.

Re-Storying Education is a process of dismantling old narratives taught in education and rebuilding new narratives that include all the voices that have created this place known as Canada today. This vital and timely book outlines how colonialism has shaped both the country and the public school system. Re-Storying Education uses an Indigenous lens, offering ways to put Indigenous education, history, and pedagogy into practice. It invites readers into an open dialogue in the pursuit of a more inclusive and just educational landscape.

Drawing from her own experiences as an Indigenous student, educator, and administrator, in public and band-operated school systems, Indigenous academic Carolyn Roberts offers a deep understanding of how to support educators with Indigenous education and to create a nurturing and inclusive environment for all students. Re-Storying Education brings wider perspectives, connections to the land and the people of this land, and a deeper understanding of how relationships to these can change the educational experience for all students.

Re-Storying Education contains valuable lesson and assessment ideas, fostering the development of a critical lens in education. Roberts offers questions for self-reflection, suggestions for professional action, recommended resources for further learning, personal stories and anecdotes, insights from her own decolonizing teaching practices, and playlists that reflect the spirit of the work and that uplift Indigenous voices.

This is a must-have resource for all educators and change-makers in education today!

Reviews
"A gentle yet thorough overview and introduction, Re-Storying Education is packed with history and context to help educators decolonize their practices. Carolyn Roberts has written an excellent resource for navigating often-fraught waters, turning potential struggle into a hopeful journey of discovery and reconciliation." — Eden Robinson, bestselling author of the Trickster trilogy

"Woven in these pages is a masterful contribution to the field of education and to those who work in educating hearts, minds and spirits. I found myself lit up, excited, eager to turn each page and also inspired to slow down, reflect and let all the beauty in the pages find their rightful place in my own learning. Carolyn invites us to go on a journey with her, to be in relationship with her as we learn, unlearn, relearn and ignite our excitement in the joy of education. Re-Storying Education is full of knowledge, wisdom, truths and stories and will influence education for generations to come." — Monique Gray Smith, bestselling author of I Hope

Additional Information
224 pages | 5.50" x 8.50" | Paperback

First published in 1983, In Search of April Raintree is a Canadian classic that presents a heart-rending and powerful account of the harsh realities that Indigenous and Métis peoples face.

Written by Anishinaabe educator Christine M’Lot with psychologist Dr. Karlee Fellner, the Teacher Guide for In Search of April Raintree and April Raintree helps teachers create dynamic learning experiences for their students in grades 11 and 12, while maintaining a respectful and dignified approach to Indigenous topics.

In this guide you will find:

• an inquiry based approach with resources for teaching from a trauma-informed stance
• easy-to-use lesson plans, reproducibles, and assessment opportunities
• a focus on wellness and supporting students while learning about difficult topics
• activities that encourage cross-curricular connections and collaboration
• free access to supplemental videos covering wellness topics
• a glossary of terms and suggested resources to extend learning

Educator Information
For use with students in grades 11 and 12.

This teacher guide can be used with either In Search of April Raintree or April Raintree, a version written specifically for teens in grades 9 to 12 that does not contain the graphic graphic scene in the original.

Additional Information
98 pages | 8.50" x 11.00" | Spiral Bound

Nature is a place to both play and learn. The physical self is moving and active, the mental self is thinking and questioning, the emotional self is feeling and experiencing, and the spiritual self is connecting and thankful. We see what we have been taught to see. We love and respect our natural surroundings when we see ourselves as belonging to that community. This resource leads readers on a rich learning journey as they deepen their connections to nature and culture.

The activities inside instill traditional teachings of respect, honour, resourcefulness, and humility in children. This handbook is intended to inspire parents, caregivers, and educators to provide children with meaningful outdoor experiences interwoven with traditional indigenous knowledge.

Educator Information
For use with children.

Table of Contents
Introduction

The Power of Ceremony
- Introduction
- Ceremony and Daily Life
- Sunrise Ceremony
- Nature Picnic
- Sharing
- Navajo Forgiveness Ceremony
- Smudging Ceremony

Mindfulness: Meditation of Gratitude
- Introduction
- Gratitude
- Silent Study
- Sensory Wake-Up
- Walking Meditation
- Guided Meditation
- Nature Meditation
- Traditional Prayers

We Are All Related
- Honouring the Plants, Earth and Water
- Medicine Wheel Teachings in Nature
- Water is Life
- Find the Rock Game
- Adopt a Tree
- Read a Tree
- Earthing
- Build a Nature Structure

Swimmers, Walkers and Fliers
- The Animal People
- Walk Like the Animal People
- Tracking

Indigenous Games
- Introduction
- Blindfold Detective
- Stalk the Drum
- Fire Keeper
- Deer Cliff Arrow
- Hunter
- Run and Scream
- Metis Map-Making

Conclusion

Additional Information
84 pages | 9.00" x 7.00" | Paperback

Teaching Where You Are offers a guide for non-Indigenous educators to work in good ways with Indigenous students and provides resources across curricular areas to support all students. In this book, two seasoned educators, one Indigenous and one settler, bring to bear their years of experience teaching in elementary, secondary, and post-secondary contexts to explore the ways in which Indigenous and Slow approaches to teaching and learning mirror and complement one another.

Using the holistic framework of the Medicine Wheel, Shannon Leddy and Lorrie Miller illustrate the ways in which interdisciplinary thinking, a focus on experiential learning, and the thoughtful application of the 4Rs – Respect, Relevance, Reciprocity, and Responsibility – can bring us back to the principle of teaching people, not subjects. Bringing forth the ways in which colonialism and cognitive imperialism have shaped Canadian curriculum and consciousness, the book offers avenues for the development of decolonial literacy to support the work of Indigenizing education. In considering the importance of engaging in decolonizing and Indigenizing approaches to education through Slow and Indigenous pedagogies using the lens of place-based and land-based education, Teaching Where You Are presents a text useful for teachers and educators grappling with the ongoing impacts of colonialism and the soul-work of how to decolonize and rehumanize education in meaningful ways.

Reviews
"Shannon Leddy and Lorrie Miller weave a beautiful metaphorical tapestry of Slow and Indigenous ways of knowing and being that simultaneously honours each framework’s distinct features and identifies complementary principles, teachings, and pedagogies to create exciting new educational possibilities. In this era of truth and reconciliation, holistic pedagogies are needed to offer hope, love, care, and deep ways of feeling, being, knowing, and doing, which this book offers, and so much more." — Jo-ann Archibald, Professor Emeritus of Educational Studies, University of British Columbia

"Teaching Where You Are is a must-read for educators and preservice teachers who are dedicated to responsibly providing for Indigenous ways and perspectives in their professional practice. With recognition of the discomfort educators might feel approaching Indigeneity in their work, Leddy and Miller acknowledge and help us, as settlers, to activate the process of unpacking and unlearning colonizing perspectives. This book offers a pathway of knowledge for teachers to develop the self and nurture authentic, human approaches to walking alongside Indigenous wisdom and cross-cultural understanding in their classrooms.” — Sheryl Smith-Gilman, Associate Dean of Academics, Faculty of Education, McGill University

Educator Information
Table of Contents

List of Illustrations
Abbreviations
Foreword: Weaving and Reweaving Indigenous Education in New Ways through the Timelessness of Transformative Thought, Teaching, and Learning xvii
Herman Michell
Preface
Acknowledgements

1. Tawâw
Bringing Indigenous Knowledge and Pedagogies into the Class
Indigenous Ways and Reconciliation
The Medicine Wheel Framework, Our Loom
Warp and Weft: Connecting Slow to Indigenous Ways

2. Building Decolonial Literacy for Indigenous Education
Historically Rooted Thought: We Are All Colonized People
It Is Not about the Lesson Plans
Ontologies
Identity
Place
Relationship
Weaving
Sourcing and Preparing Materials

3. Slow Ways and Indigenous Ways
Disconnecting from the Clock and Caring Deeply
Experiential
Land Conscious/Place Conscious
Deeply Relational
Internal Connection
Spinning

4. East – Spiritual – Respect
August on the Salish Sea: Tucked into a Bay
Dyeing the Yarn before the Weave

5. South – Emotional – Relevance
Why Emotion Matters
Decolonizing Is a Slow and Careful Business
Taking Trauma into Account
Developing Effective Practices
Circle Pedagogy
Winding the Wool

6. West – Physical – Reciprocity
The Unseen
The Visible, Physical, Material World
In the Classroom
Pedagogy that Nurtures
Relational Place-Conscious Pedagogy
Setting up the Loom

7. North – Intellectual – Responsibility
What Counts as Knowledge? How Much Knowledge Counts?
It Really Isn’t about the Lesson Plans
Adding an Indigenous Lens
Developing Effective Practices
    Kendomang Zhagodenamonon Lodge
    Button Blankets and Starblankets
    Tiny Orange Sweater Project
Summing Up
Weaving and Finishing

8. Pimoteh (Walking)

References
Index

Additional Information
192 pages | 6.00" x 9.00" | 15 colour illustrations and 2 b&w figures | Paperback

Today’s students bring with them to the classroom a wide variety of understandings and ways of knowing. Sharing this richness of understanding, as well as students’ unique ways of looking at challenges, solving problems, and interpreting the world adds incredible depth and meaning to all types of classroom learning. This thoughtful guide offers authentic, meaningful, and purposeful activities that will lead students to share their thinking, and to support and mentor each other emotionally, socially, and academically. It explores numerous ways to create opportunities for shared learning, mentoring partnerships, and expanding student horizons.

Additional Information
144 pages | 8.38" x 10.88" | Paperback

A teacher lesson plan that accompanies the book, Every Child Matters. Includes conversation questions, group activites, colouring pages and more. Learn the meaning behind the phrase, ‘Every Child Matters.' Orange Shirt Day founder, Phyllis Webstad, offers insights into this heartfelt movement. Every Child Matters honours the history and resiliency of Indigenous Peoples on Turtle Island and moves us all forward on a path toward Truth and Reconciliation. If you're a Residential School Survivor or an Intergenerational Survivor - you matter. For the children who didn't make it home - you matter. The child inside every one of us matters. Every Child Matters.

Educator Information
Lesson plan for ages 6 to 10.

License allows the use of this lesson plan within a single school. It can be copied and shared within one school but is not to be shared beyond that.

Find the student resource here: Every Child Matters

Additional Information
12 Pages | 11.82" x 5.44" | Paper packet 

How educators can respond to the Truth and Reconciliation Commission’s Calls to Action

Educators have a special role in furthering truth and reconciliation practices in education, but many struggle to understand exactly what that means and how to accomplish it. Reconciliation through education is grounded in the amplification of Indigenous voices as the spark of authentic reconciliatory practices, as well as the understanding that everyone can gain insights through reconciliation practices and relationships.

Springing from a master’s certificate program at the University of Calgary called Indigenous Education: A Call to Action, this book explores stories from alumni, program designers, and instructors who have taken a deliberate and active role in responding to the TRC’s Calls to Action through education. Section I contains useful chapters on program design and concepts, while section II presents a collection of inspirational and thought-provoking personal stories and reflections from Indigenous and non-Indigenous educators.

This is a resource written by educators for educators wishing to embark on their own journeys of truth and reconciliation in their personal and professional lives. Join the reconciliatory education community in courageously teaching, learning, and acting, just as the educators in this collected volume are doing.

Additional Information
240 pages | 6.00" x 9.00" | Paperback

A manifesto for the future of Indigenous Education in Canada

In Reclaiming Anishinaabe Law Leo Baskatawang traces the history of the neglected treaty relationship between the Crown and the Anishinaabe Nation in Treaty #3, and the Canadian government’s egregious failings to administer effective education policy for Indigenous youth—failures epitomized by, but not limited to, the horrors of the residential school system.

Rooted in the belief that Indigenous education should be governed and administered by Indigenous peoples, Baskatawang envisions a hopeful future for Indigenous nations where their traditional laws are formally recognized and affirmed by the governments of Canada. Baskatawang thereby details the efforts being made in Treaty #3 territory to revitalize and codify the Anishinaabe education law, kinamaadiwin inaakonigewin. Kinamaadiwin inaakonigewin considers education wholistically, such that it describes ways of knowing, being, doing, relating, and connecting to the land that are grounded in tradition, while also positioning its learners for success in life, both on and off the reserve.

As the backbone of an Indigenous-led education system, kinamaadiwin inaakonigewin enacts Anishinaabe self-determination, and has the potential to bring about cultural resurgence, language revitalization, and a new era of Crown-Indigenous relations in Canada. Reclaiming Anishinaabe Law challenges policy makers to push beyond apologies and performative politics, and to engage in meaningful reconciliation practices by recognizing and affirming the laws that the Anishinaabeg have always used to govern themselves.

Reviews
"Leo Baskatawang offers a passionate call for Indigenous self-determination and a reclamation of Anishinaabe education law and practice in raising up the next generation. This book can be used to envision a future that uses Indigenous treaties to drive systemic change in education."— Brittany Luby

Additional Information
240 pages | 6.00" x 9.00" | b&w illustrations, maps, index, bibliography | Paperback | 

CRITR provides dozens of lessons and 100s of questions covering important topics including: Indigenous Canadian History, Residential Schools, Indigenous Contributions past and present, Treaties, and Indigenous Days of Recognition in Canada.

This book is a collection of parts of the history of the Indigenous Peoples in Canada and of the process of reconciliation.  It is designed to educate all children and youth -- our future leaders -- about Indigenous history and current events.  It is intended to give a better understanding and to positively contribute to reconciliation.

Together, we must consider the past, the present, and the future in our efforts to better ourselves and future generations.

This book provides a wealth of high-quality articles and learning activities, consisting of units and lessons that can be used by anyone -- teachers, parents, students, business professionals -- who may have little or no prior knowledge or understanding of Indigenous Peoples or subjects.

In this book, you will meet real Indigenous Peoples speaking out and sharing their stories and their firsthand experiences, and you will clearly hear their passion for reconciliation.

This book is unique. The stories told within its covers are unique, just like everyone working through their own journey of understanding and doing their small part towards reconciliation.

“We need to pursue reconciliation consistently and passionately. Education has gotten us into this mess, and education will get us out. We see this as our challenge and our hope.” -The Honourable Senator Murray Sinclair

Educator Information
Recommended for grades 8 to 12.

CRITR Workbook Features

• Indigenous knowledge from different Indigenous Peoples and Indigenous perspectives.
• Dozens of lessons covering important topics including Residential Schools, Treaties, and Indigenous Contributions.
• Beautiful original art on the cover and throughout the book.
• An Indigenous worldview expressing people's need to develop themselves and their children, in a way that addresses their spiritual, physical, emotional, and mental gifts.
• An approach to the teaching and healing process that is interconnected and cyclical in nature.
• An introduction to readers of the concept of a "sacred circle," also known as a medicine wheel, as well as First Peoples' principles of learning in general terms.
• Words of encouragement.
• A balance between too much and too little content.
• Information and a layout to inform and inspire without overwhelming the teacher or the student, in the classroom or at home.
• Fresh insights and learning activities for key Indigenous events that are celebrated annually in schools and communities across the Nation.
• Critical thinking questions to inspire new learning.
• Activities for individuals and groups.
• Grade-level appropriate word choices to help with improved vocabulary.

How is the CRITR workbook organized?

Each lesson follows this pattern:

• An easy-to-read lesson that may be read in under 5 minutes
• A vocabulary focus called Word Power that defines key words from the lesson
• A set of questions easily answered from the reading
• A Critical Thinking section is included to enhance learning
• Sprinkled throughout the CRITR Workbook are relevant individual and group activity recommendations.

Additional resources are identified throughout the pages with links, including information about how to connect with the Indigenous authors and artists.

Activities, colouring, and word search pages may be downloaded for free. An answer key is included at the end of the book.

What will students learn from this resource?

• Reconciliation is about change, justice, respect, and re-building the relationships between the Indigenous and non-Indigenous Peoples in Canada
• Indigenous History of Canada
• Empathy that comes from understanding and being educated
• Knowledge about important and sensitive topics, including stories told by Indigenous authors about what occurred at residential schools. It is important to know these stories of assimilation
• Capacity for intercultural understanding, empathy, and mutual respect as prescribed specifically in CTA #63

Educator Information

Additional Information
188 Pages | 9" x 11.5" x 0.5" | Spiral Bound

CRITR provides dozens of lessons and 100s of questions covering important topics including: Indigenous Canadian History, Residential Schools, Indigenous Contributions past and present, Treaties, and Indigenous Days of Recognition in Canada.

This book is a collection of parts of the history of the Indigenous Peoples in Canada and of the process of reconciliation.  It is designed to educate all children and youth -- our future leaders -- about Indigenous history and current events.  It is intended to give a better understanding and to positively contribute to reconciliation.

Together, we must consider the past, the present, and the future in our efforts to better ourselves and future generations.

This book provides a wealth of high-quality articles and learning activities, consisting of units and lessons that can be used by anyone -- teachers, parents, students, business professionals -- who may have little or no prior knowledge or understanding of Indigenous Peoples or subjects.

In this book, you will meet real Indigenous Peoples speaking out and sharing their stories and their firsthand experiences, and you will clearly hear their passion for reconciliation.

This book is unique. The stories told within its covers are unique, just like everyone working through their own journey of understanding and doing their small part towards reconciliation.

“We need to pursue reconciliation consistently and passionately. Education has gotten us into this mess, and education will get us out. We see this as our challenge and our hope.” -The Honourable Senator Murray Sinclair

Educator Information
Recommended for grades 5 to 7.

CRITR Workbook Features

• Indigenous knowledge from different Indigenous Peoples and Indigenous perspectives.
• Dozens of lessons covering important topics including Residential Schools, Treaties, and Indigenous Contributions.
• Beautiful original art on the cover and throughout the book.
• An Indigenous worldview expressing people's need to develop themselves and their children, in a way that addresses their spiritual, physical, emotional, and mental gifts.
• An approach to the teaching and healing process that is interconnected and cyclical in nature.
• An introduction to readers of the concept of a "sacred circle," also known as a medicine wheel, as well as First Peoples' principles of learning in general terms.
• Words of encouragement.
• A balance between too much and too little content.
• Information and a layout to inform and inspire without overwhelming the teacher or the student, in the classroom or at home.
• Fresh insights and learning activities for key Indigenous events that are celebrated annually in schools and communities across the Nation.
• Critical thinking questions to inspire new learning.
• Activities for individuals and groups.
• The font in the grade 5 to 7 book is ideal for young readers ( Arial 13.5-point font). Additionally, the grade 5 to 7 book features shorter sentence structure for easy reading and comprehension. 
• A few activities and lessons featured in the grade 8 to 12 resource have been changed or removed in the grade 5 to 7 book due to the maturity level of the subject matter.  
• Grade-level appropriate word choices to help with improved vocabulary.

How is the CRITR workbook organized?

Each lesson follows this pattern:

• An easy-to-read lesson that may be read in under 5 minutes
• A vocabulary focus called Word Power that defines key words from the lesson
• A set of questions easily answered from the reading
• A Critical Thinking section is included to enhance learning
• Sprinkled throughout the CRITR Workbook are relevant individual and group activity recommendations.

Additional resources are identified throughout the pages with links, including information about how to connect with the Indigenous authors and artists.

Activities, colouring, and word search pages may be downloaded for free. An answer key is included at the end of the book.

What will students learn from this resource?

• Reconciliation is about change, justice, respect, and re-building the relationships between the Indigenous and non-Indigenous Peoples in Canada
• Indigenous History of Canada
• Empathy that comes from understanding and being educated
• Knowledge about important and sensitive topics, including stories told by Indigenous authors about what occurred at residential schools. It is important to know these stories of assimilation
• Capacity for intercultural understanding, empathy, and mutual respect as prescribed specifically in CTA #63

Educator Information

Additional Information
176 Pages | 9" x 11.5" x 0.5" | Spiral Bound 

In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The chapters in this collection – some reflective, some piercing, all of them insightful – show that this system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. The contributors individually explore what must change in order to work toward reconciliation; collectively, they reveal the possibilities and challenges associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.

Reviews
"This book provides innovative reflections on long-standing issues in Indigenous education in Canada and suggests possible pathways to address the educational debt that Canada owes Indigenous peoples. I recommend it to educators, students, and administrators, to anyone interested in learning about the history of residential schools, and to all readers who are interested in reconciliation and decolonisation." — Valentina de Riso, Nottingham Trent University, British Journal of Canadian Studies

"There is no doubting the importance of the subject tackled by this edited collection... In eleven highly diverse chapters, plus a substantial introduction by editor Sheila Carr-Stewart, this collection seeks to shed light on the mechanisms of educational exclusion and sound out the prospects for a different kind of education in the future." — Mark Fettes, Simon Fraser University, University of Toronto Quarterly

"Readers who are new to the topic, such as practicing teachers who wish to enhance their responsiveness to Indigenous students or undergraduate history majors, will gain accessible historical and policy context, alongside complex and nuanced representations of the challenges that pervade Indigenous education today." — Heather E. McGregor, Historical Studies in Education

"Knowing the Past, Facing the Future is critical reading for those invested in Indigenous education, as all Canadians ought to be. By confronting colonialism and racism as they intersect with reconciliation, the contributors of this collected work address the role and responsibility of education in decolonizing a society. I recommend this book be read by all educators."— Margaret Kovach, author of Indigenous Methodologies: Characteristics, Conversations, and Contexts

"New and seasoned readers to Indigenous education in Canada will value how the authors tackle old issues in new ways, uncover challenges that have been ignored, and present innovative possibilities that learn from the past for a much better future."— Jo-ann Archibald (Q’um Q’um Xiiem), co-editor of Decolonizing Research: Indigenous Storywork as Methodology

"This must-read collection of essays provides needed historic reflections on treaties and Indigenous peoples’ aspirations for education, and much needed insight, support, and research to address the reconciliation agenda and correct the longstanding educational debt owed Indigenous peoples."— Marie Battiste, author of Decolonizing Education: Nourishing the Learning Spirit

Educator Information
Contributors: Jonathan Anuik, Michael Cottrell, Karlee D. Fellner, Rosalind Hardie, Darryl Hunter, Harry Lafond, Solange Lalonde, Brooke Madden, Yvonne Poitras Pratt, Jane P. Preston, Larry Prochner, Noella Steinhauer

Additional Information
312 pages | 6.00" x 9.00" | Paperback

Thirty hands-on lessons provide students opportunities to learn and practice self-regulation strategies.

Students today face many challenges that did not exist a generation or two ago, and rates of emotional disorders (including anxiety and depression) have increased steadily over the years. Students must also manage an overwhelming amount of information. With today’s reliance on technology and social media, they have fewer opportunities to develop effective self-regulation strategies and interpersonal and stress management skills.

Helping students understand their emotions and behavior when they’re young will set them on a path to being successful learners and empathetic people throughout their lives. With thirty easy-to-implement, skill-based lessons and activities, Teaching Kids to Pause, Cope, and Connect provides educators with strategies to help students:

• manage and reduce their anxiety with healthy coping skills
• understand and regulate physical responses to stress
• separate emotions from actions
• respond mindfully (rather than impulsively) to difficult situations
• improve social skills, social awareness, and self-regulation
• develop empathy and compassion

Digital content includes reproducible student handouts that accompany each lesson, plus six bonus lessons.

Reviews
“The perfect resource to teach students the skills they need to pause in the midst of frustration, to calm in the midst of chaos, and to connect with each other. This book is a must-have for every teacher.”—Sarah Newman, AMFT, educator and founder of Mindful Kids

Educator Information
Audience: Elementary school educators, Grades 3+

Additional Information
200 pages | 8.50" x 11.00" | Paperback

How can Indigenous knowledge systems inform our teaching practices and enhance education? How do we create an education system that embodies an anti-racist approach and equity for all learners?

This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning.

Some educators may come to this work with some trepidation. You may feel that you are not equipped to engage in Indigenous education, reconciliation, or anti-racism work. You may be anxious about perpetuating misconceptions or stereotypes, making mistakes, or giving offence. In these chapters, I invite you to take a walk and have a conversation with a good mind and a good heart.

With over two decades in Indigenous education, author Jo Chrona encourages readers to acknowledge and challenge assumptions, reflect on their own experiences, and envision a more equitable education system for all. Each chapter includes:

• reflection questions to help process the ideas in each chapter
  suggestions for taking action in both personal and professional spheres of influence
• recommended resources to read, watch, or listen to for further learning
• personal reflections and anecdotes from the author on her own learning journey
• voices of non-Indigenous educators who share their learning and model how to move into, and sit, in places of unknowing and discomfort, so we can examine our own biases and engage in this work in a good way

Grounded in the First Peoples Principles of Learning, this comprehensive guide builds on Chrona’s own experiences in British Columbia’s education system to explore how to shape anti-racist and equitable education systems for all.

Perfect for reading on your own or with your professional learning community!

Educator Information
Table of Contents

1 Where Do We Begin? Setting Up Our Space in A Good Way

• Situating Ourselves
• An Invitation
• Some Structural Guidance as You Read
• Discomfort: Moving Through the Fear of Making Mistakes
• Taking Responsibility

2 Indigenous Education Is Not Multicultural Education

• Defining Indigenous Education
• Culturally Responsive Education and Beyond

3 Yes, You Have a Role: Reconciliation Through Education

• Our Collective Responsibility
• This Is Not “Just History”; This Is Now
• Colonization Past and Present
• Reconciliation Through Education
• A Vision of a System

4 So, Let’s Talk About the R Word

• Begin With Honesty
• Becoming Anti-Racist in Canada
• Investigating Our Own Biases and Assumptions
• How We Define Racism Matters
• Relational Racism
• Systemic Racism
• Learning and Growing

5 An Indigenous-Informed Pedagogy: The First Peoples Principles of Learning

• Moving From “Learning About” to “Learning From”
• How Were the FPPL Identified?
• What Is Important to Know About the FPPL?
• A Closer Look at Each Principle
• Current Contexts

6 Authentic Indigenous Resources

• Voice and Representation
• Authentic Resource Evaluation Criteria
• Collaborative Development of Local First Nations, Inuit, and Métis Resources

7 A Story of One System: Indigenous Education in British Columbia

• On a Learning Journey
• The Power of Indigenous Advocacy and United Voice
• Government Commitments and Obligations
• Bumpy Paths

8 Now What?

• Next Steps
• Final Thoughts: Working in Relation

References

Additional Information
232 pages | 7.00" x 9.00" | Paperback

The Truth and Reconciliation Commission and Indigenous activism have made many non-Indigenous Canadians uncomfortably aware of how little they know about First Nations, Métis, and Inuit peoples. In Braided Learning, Susan Dion shares her approach to engaging with Indigenous histories and perspectives. Using the power of stories and artwork, Dion offers respectful ways to learn from and teach about challenging topics including settler-colonialism, treaties, the Indian Act, residential schools, and the Sixties Scoop. Informed by Indigenous pedagogy, Braided Learning draws on Indigenous knowledge to make sense of a difficult past, decode unjust conditions in the present, and work toward a more equitable future.

This book is a must-read for teachers and education students. It should also be read by students and practitioners in social work, child and youth counselling, policing, and nursing, or anyone seeking a foundational understanding of the histories of Indigenous peoples and of settler colonialism in Canada.

Reviews
“This book should be in every educator’s library. It serves as a model for educators to learn and teach about the history of Indigenous peoples and settler colonialism without fear or reservation. It is exactly what has been asked for over and over again.”— Tracey Laverty, First Nations, Inuit and Métis Education, Saskatoon Public Schools

"Braided Learning is a safe learning space for people at the start of their learning journey about Indigenous education and history. Each reader will take away the parts of the stories that are important to them, just like listeners do when we hear stories in the lodge from our elders. Nobody tells you what to do – you figure it out yourself with some subtle guidance." — Deb St. Amant, elder-in-residence, Faculty of Education, Queen’s University

"Understanding how educators can participate in reconciliation means understanding what stands in the way. Susan Dion understands both. Highly readable, engaging, and passionate, this book moves teachers from apprehension to action. Educators of all levels, read this book and take heed of Dion’s question: “So what are you going to do now?” — Amanda Gebhard, co-editor of White Benevolence: Racism and Colonial Violence in the Helping Professions

Educator Information
Table of Contents
Introduction: Indigenous Presence

1 Requisites for Reconciliation

2 Seeing Yourself in Relationship with Settler Colonialism

3 The Historical Timeline: Refusing Absence, Knowing Presence, and Being Indigenous

4 Learning from Contemporary Indigenous Artists

5 The Braiding Histories Stories / Co-written with Michael R. Dion

Conclusion: Wuleelham – Make Good Tracks

Glossary and Additional Resources: Making Connections, Extending Learning

Notes; Bibliography

Additional Information
288 pages | 6.00" x 9.00" | Paperback

Drawing from studies with pre- and in-service teachers in Quebec, Smallest Circles First looks at how teacher agency engages with the educational calls to action from Canada’s Truth and Reconciliation Commission. Using drama education and theatre, Smallest Circles First explores how the classroom can be used as a liminal educational site to participate in reconciliatory praxis.

Smallest Circles First presents several arts-based educational research examples that illustrate how the arts provide a space for students, teachers, and communities to explore and learn about reconciliation praxis and responsibilities. By implementing arts-based counter-narratives set against settler Canadian history and geography, Smallest Circles First considers the implications of systemic racism, colonization, and political, social, and economic ramifications of governmental policies. Tangible examples from the book showcase how teachers and students can use the arts to learn specifically about their responsibilities in engaging with Canada’s Truth and Reconciliation Commission, in addition to how this work can still meet curricular learning outcomes.

Reviews
"A contribution to the fields of education and performing arts, Smallest Circles First is an excellent example of what can be done and what needs to be done in regards to building a shared future for all Canadians. Readers will feel empathic and identified with these narratives; not just the narratives of the author but also with the narratives of the participants in the research." — Maria del Carmen Rodriguez de France, Assistant Professor of Indigenous Education, University of Victoria

"The research and writing found in Smallest Circles First advances the calls to action in the TRC – in ways that allow space for exploration and in ways that do not insist that there is one ‘true’ way to do the work of reconciliation. This book is as much about hope as it is deep and instructive." — Michele Sorensen, Assistant Professor in the Faculty of Social Work, University of Regina

"Carter’s book provides insightful ways of engaging respectfully and meaningfully with Indigenous topics through drama-based approaches. She describes the work in a way that is thoughtful, ethical, and well grounded. The case studies in Smallest Circles First are diverse and dynamic, and they come together in ways that allow the reader to see the cohesive nature of the book." — George Belliveau, Professor and Head of Language and Literacy Education, University of British Columbia

"Smallest Circles First is a must for any artist or educator, providing research-based evidence of the role theatre can play in healing and reconciliation; her reframing of risk as the grounds for creative rupture is an important corrective to the risk-avoidant perspectives that dominate research and education." — Sheila Christie, Associate Professor of English and Drama, Cape Breton University

Educator Information
Table of Contents

Foreword by Tom Dearhouse

1.Starting with the Smallest Circles First
Teacher Agency, Canada’s Truth and Reconciliation Commission, and the Arts Curriculum
Language, Culture, and Religion in Quebec Education
Are the Arts the Answer?
Vignettes
About This Book

2. Walk a Mile in Someone Else’s Shoes: Situating Theories and Methods
Identity, Subjectivity, and Posthumanism
Arts-Based Educational Research (ABER)
Narrative Inquiry
Vignettes and Constant Comparison for Data Analysis
Making Sense of the Data, Saturation, and Validity

3. We Start Here: Narratives, Vignettes, and Analysis
Narratives
Monologue: I’m Still Canadian, Dad!
Appropriation and Embodiment
Centring Oneself within a Community of Practice
Discussion

4. Weaving Together Understandings across Vignettes
Theme 1: Risk and Learning as Rupture
Theme 2: Belonging
Theme 3: Counter-narratives

5. Full circle
Unfolding’s
Towards an Instructional Model for Belonging and Becoming by Learning through/with Drama

Learning Responsibilities
New Directions: Learning beyond the arts
Coming full Circle

Appendices
Appendix 1: Sing the Brave Song: This Isn’t Over!
Appendix 2: Reconciliation!
Appendix 3: Monologue: I’m Still Canadian, Dad!

Glossary
References

Additional Information
186 pages | 6.00" x 9.00" | Paperback

Troubling Truth and Reconciliation in Canadian Education offers a series of critical perspectives concerning reconciliation and reconciliatory efforts between Canadian and Indigenous peoples. Indigenous and non-Indigenous scholars address both theoretical and practical aspects of troubling reconciliation in education across various contexts with significant diversity of thought, approach, and socio-political location. Throughout, the work challenges mainstream reconciliation discourses. This timely, unflinching analysis will be invaluable to scholars and students of Indigenous studies, sociology, and education.

Contributors: Daniela Bascuñán, Jennifer Brant, Liza Brechbill, Shawna Carroll, Frank Deer, George J. Sefa Dei (Nana Adusei Sefa Tweneboah), Lucy El-Sherif, Rachel yacaaʔał George, Celia Haig-Brown, Arlo Kempf, Jeannie Kerr, Ruth Green, David Newhouse, Amy Parent, Michelle Pidgeon, Robin Quantick, Jean-Paul Restoule, Toby Rollo, Mark Sinke, Sandra D. Styres, Lynne Wiltse, Dawn Zinga

Reviews
"This is crucially important work at this time, as universities, provincial education boards, and school districts grapple with their responses to the TRC. The contributors to Troubling Truth and Reconciliation in Canadian Education continue dialogues around reconciliation, decolonization, and Indigenization in schools at every level across Canada and offer real and actionable insights for educational leaders and teachers." - Shannon C. Leddy, University of British Columbia

"Troubling Truth and Reconciliation in Canadian Education is a significant contribution in this era of the post-TRC, the Calls to Action, the MMIWG inquiry report, and the ongoing difficulties and legacies of systemic racism/colonialism against Indigenous peoples in Canadian institutions." - Lisa Korteweg, Lakehead University

Educator Information
Table of Contents
vii Foreword
JAN HARE
xiii Acknowledgements
xv A Troubling Place to Start: Reconciliation in Collapse
ARLO KEMPF, SANDRA D. STYRES, LIZA BRECHBILL AND LUCY EL-SHERIF
I
Theoretical Perspectives on (Ir)reconciliation: Polishing the Silver Covenant Chain
1 | Discovering Truth in the Post-TRC Era: Morality and Spirituality Discourses in the Reconciliatory Journeys of Schools
FRANK DEER
2 | Indigenous Resiliency, Renewal, and Resurgence in Decolonizing Canadian Higher Education
MICHELLE PIDGEON
3 | Uncomfortable Realities: Reconciliation in Higher Education
DAWN ZINGA
4 | Contested Knowledges: Indigeneity, Resistance, and Black Theorizing in Academia
GEORGE J. SEFA DEI (NANA ADUSEI SEFA TWENEBOAH)
5 | Some of Us Are More Canadian Than Others: Pedagogies of Citizenship and Learning Racialized Settlerhood
LUCY EL-SHERIF AND MARK SINKE
6 | The Performativity of Reconciliation: Illusory Justice and the Site C Dam
RACHEL YACAAʔAŁ GEORGE
7 | Beyond Curricula: Colonial Pedagogies in Public Schooling
TOBY ROLLO
II
Reconceptualizing Reconciliation in Education: Teaching and Learning in Right Relation
8 | Reconciliation and Relational Ethics in Education
SANDRA D. STYRES AND ARLO KEMPF
9 | Exploring Tensions in Taking Up the Call for Reconciliation in Teacher Education
LYNNE WILTSE
10 | Troubling Trespass: Moving Settler Teachers Toward Decolonization
DANIELA BASCUÑÁN, MARK SINKE, SHAWNA M. CARROLL, AND JEAN-PAUL RESTOULE
11 | Talking It Through, Talking Through It: A Dialogue on Indigenizing Education
CELIA HAIG-BROWN AND RUTH GREEN
12 | Recalling the Spirit and Intent of Indigenous Literatures
JENNIFER BRANT
13 | Teaching Indigenous Studies in a Time of Reconciliation: An Anticolonial Approach Toward Postcolonial Awareness
DAVID NEWHOUSE AND ROBIN QUANTICK
14 | Contemporary Colonialism and Reconciliation in Higher Education: A Decolonial Response Through Relationality
JEANNIE KERR AND AMY PARENT
Contributors

Additional Information
328 pages | 6.00" x 9.00" | Paperback

Experienced educators Judy Halbert and Linda Kaser expand on their previous work in this all-new book for school leadership teams. Written for teams ready to get started—or keen to go deeper—this book will provoke new thinking and provide specific strategies for accelerating meaningful change.

Leading Through Spirals of Inquiry walks the reader through the six stages of the Spiral of Inquiry, a proven framework to help you

• overcome inequality to create genuine equity and change outcomes for students;
• transform learning environments at both the school and district level;
• clarify the direction for new professional learning based on evidence from educational research as well as real-world examples of innovative practices from other schools;
• challenge long-held biases and assumptions guided by clarity of purpose, a growth mindset, and a stance of curiosity;
• effectively incorporate self-reflection and continuous improvement in your learning environments.

Building on the experiences and wisdom of inquiry leaders from around the world, this book provides support for the specific issues leaders face during the process of change, as well as ways to engage in and support inquiry networks across schools, districts, and other jurisdictions.

Reviews
"If Leading Through Spirals of Inquiry were required reading for every education leader, school systems and the world would be a much better place. Judy Halbert and Linda Kaser invite readers to journey with them as they examine how adults can help every child “cross the stage with dignity, purpose, and options.” This book is at once a practical guide for school personnel and a manifesto on how to transform, and leapfrog forward, our education systems."— Rebecca Winthrop, Senior Fellow and Co-Director, Center for Universal Education, The Brookings Institution

"Judy Halbert and Linda Kaser’s Spiral of Inquiry framework reflects the importance of relationships, curiosity, trust, examination of biases and assumptions, and high expectations of both learners and ourselves. Embedded in this work is the understanding that Indigenous knowledge systems have positive impacts on learning environments, and that quality education systems require equity for Indigenous learners. I look forward to more educators engaging in this powerful and accessible inquiry process for the benefit of both learners and our larger society."— Jo Chrona, Author of Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Indigenous Education

Additional Information
224 pages | 7.00" x 9.00" | Paperback

Unplug from technology and "plug in" to nature through the wonder of your senses.

The Book of Nature Connection is packed with fun activities for using all our senses to engage with nature in a deep and nourishing way.

From "extenda-ears" and acorn whistles to bird calls, camouflage games, and scent scavenger hunts, enjoy over 70 diverse, engaging, sensory activities for all ages that promote mindfulness and nature connection.

With activities grouped by the main senses – hearing, sight, smell, touch, and taste – plus sensory walks and group games, The Book of Nature Connection is both a powerful learning tool kit and the cure for sensory anesthesia brought on by screen time and lives lived indoors.

Whisper in birds, be dazzled by nature's kaleidoscope of colors, taste the freshness of each season, learn to savor the scented world of evergreens, hug a tree and feel the bark against your cheek. Spending time in nature with all senses tuned and primed helps us feel like we belong to the natural world – and in belonging, we come to feel more connected, nourished, and alive.

Ideal for educators, camp and youth leaders, caregivers and parents, and anyone looking to reconnect and become a nature sommelier!

Additional Information
128 pages | 7.50" x 9.00" | Colour photos throughout | Paperback 

Resurgence is an inspiring collection of contemporary Indigenous poetry, art, and narratives that guides teachers in bridging existing K–12 curricula with Indigenous voices and pedagogies. Walk with us along the footbridge which seeks to:

• connect peoples and places
• link truth and reconciliation as ongoing processes
• symbolize the risk and urgency of this work for both Indigenous and settler educators
• engage tensions
• highlight the importance of balance, both of ideas and within ourselves

Through critical engagement with the texts, experienced educators Christine M’Lot and Katya Adamov Ferguson support readers in connecting with Indigenous narratives and perspectives, bringing Indigenous works in their classrooms, and creating more equitable and sustainable teaching practices.

In this resource, you will find

• diverse Indigenous voices, perspectives, and art forms from all across Turtle Island
• valuable concepts and methods that can be applied to the classroom and beyond
• practical action steps and resources for educators, parents, librarians, and administrators

Use this book as a springboard for your own learning journey or as a lively prompt for dialogue within your professional learning community.

Reviews
"Over the past several years, calls have come from across Canada for the inclusion of Indigenous worldviews and knowledge in all levels of education in the country. Enter...Resurgence." ––Windspeaker

Educator & Series Information
For use with K-12 curricula. 

Contributors include KC Adams, Charlene Bearhead, Wilson Bearhead, Lisa Boivin, Nicola Campbell, Sara Florence Davidson, David A. Robertson, and Christina Lavalley Ruddy, and more!

Subjects / Themes: Education; Professional Development; Social Science; Indigenous Studies; Language Arts Disciplines; Study Teaching

This book is part of The Footbridge Series. This series aims to bridge curricular outcomes with Indigenous-centered content and perspectives from across Turtle Island. Like a footbridge, this series is intended to provide a path between Indigenous worldviews and the classroom, engaging differences, including tensions, and highlighting the importance of balance, all while helping teachers integrate Indigenous perspectives into multiple disciplines within the K-12 education system. 

Table of Contents
Introduction

About This Book

About The Footbridge Series

Part 1: Resistance

Beyond Being Silenced by Sara Florence Davidson

• Connections

Poetry as Cultural Expression by Rita Bouvier

• Connections

T’seka Reflection by Lucy Hemphill

• Connections

Poetry by Louise Bernice Halfe

• Connections

Part 2: Resilience

Mental Health by David A. Robertson

• Connections

Writing as a Therapeutic Medium by Wanda John-Kehewin

• Connections

Birch Bark Technology by KC Adams

• Connections

Images and Health by Lisa Boivin

• Connections

Part 3: Restoring

Stories are Resurgence by Wilson Bearhead and Charlene Bearhead

• Connections

Why am I not on Star Trek? by Sonya Ballantyne

• Connections

Indigenous Spaces by Reanna Merasty

• Connections

Games as Resurgence by Elizabeth LaPensée

• Connections

Part 4: Reconnecting

Poems by Nicola I. Campbell

• Connections

Paths of Tradition by Russell Wallace

• Connections

Let the Children Play by Victoria McIntosh

• Connections

Ethnomathematics and Beading by Christina Ruddy

• Connections

The Contributors

Additional Resources

Index

Additional Information
224 pages | 7.00" x 10.00" | Paperback

Educator Information
Recommended for use with grades 1 to 6 (elementary students).

Everything educators need is included in this single work -- contemporary Indigenous stories to read aloud and explore with students, as well as story guides, a map, plant information pages, suggestions for classroom activities, discussion questions, inquiry activities, talking together points, information to support intergenerational or peer-to-peer learning, and connections to the Core Competencies and social and emotional learning (SEL) competencies.

Find a bundle for Animals Care for Mother Earth that includes the book and learning environment resources HERE!

Additional Information
32 Pages | 8.5" x 11" | ISBN: 9781771745970 | Paperback

Since the Renaissance, liberal education has as its core tradition a Eurocentric multidisciplinary humanism — the study of literature, art, philosophy and history — grounded in ancient Greek and Latin texts.

In what may be termed cognitive imperialism, the academy has largely ignored Aboriginal perspectives of humanity. In this volume, Mi'kmaw and non-Mi'kmaw scholars, teachers and educators posit an interdisciplinary approach to explicate and animate a Mi'kmaw Humanities.

Drawing on the metaphor of a basket as a multilayered metaphor for engaging postsecondary institutions, these essays reveal historical, educational, legal, philosophical, visual and economic frameworks to develop a knowledge protocol that can direct, transform and enrich conventional Humanities within the complex dynamics of territory, energy, stewardship, alterity and consciousness.

Additional Information
300 pages | 6.00" x 9.00" | Paperback

Land, Water, and Sky from Hands-On Science: An Inquiry Approach completely aligns with BC’s New Curriculum for science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

- emphasizes Core Competencies, so students engage in deeper and lifelong learning
- develops Curricular Competencies as students explore science through hands-on activities
- fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Land, Water, and Sky contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

- a multi-age approach
- a five-part instructional process—Engage, Explore, Expand, Embed, Enhance
- an emphasis on technology, sustainability, and personalized learning
- a fully developed assessment plan for summative, formative, and student self-assessment
- a focus on real-life Applied Design, Skills, and Technologies
- learning centres that focus on multiple intelligences and universal design for learning (UDL)
- place-based learning activities, Makerspace centres, and Loose Parts

In Land, Water, and Sky students investigate characteristics of the land, water, and sky. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas:

- Daily and seasonal changes affect all living things.
- Observable patterns and cycles occur in the local sky and landscape.
- Water is essential to all living things, and it cycles through the environment.

Educator Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for grades 3 to 5.

Indigenous Consultant: Desiree Marshall-Peer, Cree-Ojibway
Indigenous Contributor: Melanie Nelson, Stó:lo¯ and In-SHUCK-ch

Table of Contents
Introduction to Hands-On Science

About Hands-On Science
Format of Hands-On Science
The Multi-Age Approach
Inquiry and Science
The Goals of Science Education in British Columbia
Hands-On Science Principles
Cultural Connections
Indigenous Perspectives and Knowledge
References
How to Use Hands-On Science in Your Classroom

Multi-Age Teaching and Learning
Module Overview
Talking Circles
Multiple Intelligences Learning Centres
Icons
Makerspaces
References
Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons

Observing
Questioning
Exploring
Classifying
Measuring
Communicating, Analyzing, and Interpreting
Predicting
Inferring
Inquiry Through Investigation and Experimentation
Inquiry Through Research
Addressing Students’ Literacy Needs
Online Considerations
References
The Hands-On Science Assessment Plan

Student Self-Assessment
Formative Assessment
Summative Assessment
Indigenous Perspectives on Assessment
Connecting Assessment to Curricular Competencies
Module Assessment Summary
Important Note to Teachers
References
Assessment Reproducibles
What Are the Features of the Land, Water, and Sky?

About This Module
Curriculum Learning Framework: What We Know and Understand
Curricular Competencies Correlation Chart: What We Do
Resources for Students
Initiating Event: What Do We Observe, Think, and Wonder About the Earth?
What Can We Learn About the Earth Through Stories?
What Do We Know About the Earth?
What Is the Land Like in British Columbia?
How Does Water Affect the Land?
What Are the Effects of Wind and Ice on the Landscape?
Why Do We Have a Day/Night Cycle?
Why Do We Have a Year Cycle?
What Are the Phases of the Moon?
What Is an Eclipse?
What Do We Know About Rocks and Minerals?
How Can We Compare and Classify Rocks and Minerals?
How Are Different Types of Rock Formed?
What Are Some Uses for Rocks and Minerals?
Inquiry Project: How Can We Care for the Earth’s Resources?
Appendix: Image Banks

About the Contributors

Additional Information
200 pages | 8.50" x 11.00" | Spiral Bound

What’s the difference between teaching our students and our autistic students? Not much. This practical book argues that all students are unique. It focuses on integrating teaching autistic students into the teaching practice of the whole class. Based on extensive classroom experience, this highly readable book is full of anecdotes about engaged students growing in their learning. Lesson plans and checklists throughout the book help teachers get to know autistic students and help them with school work, emotional regulation, communication, socializing and staying safe. This timely book champions getting rid of labels so teachers can know every student as an individual.

Educator Information
Explores how to teach autistic students and improve the learning experience for all students.

Features anecdotes from real classrooms supported by relevant research.

Lesson plans and checklists throughout the book help implement strategies.

Additional Information
124 pages | 8.38" x 10.88" | Paperback

Properties of Energy from Hands-On Science: An Inquiry Approach completely aligns with BC’s New Curriculum for science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

• emphasizes Core Competencies, so students engage in deeper and lifelong learning
• develops Curricular Competencies as students explore science through hands-on activities
• fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Properties of Energy contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

• a multi-age approach
• a five-part instructional process—Engage, Explore, Expand, Embed, Enhance
• an emphasis on technology, sustainability, and personalized learning
• a fully developed assessment plan for summative, formative, and student self-assessment
• a focus on real-life Applied Design, Skills, and Technologies
• learning centres that focus on multiple intelligences and universal design for learning (UDL)
• place-based learning activities, Makerspaces, and Loose Parts

In Properties of Energy, students investigate properties of energy. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas:

• The motion of objects depends on their properties.
• Light and sound can be produced and their properties can be changed.
• Forces influence the motion of an object.

Educator & Series Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for use with students in grades 3 to 5.

Additional Information
200 pages | 8.50" x 11.00"

This resource for educators makes social emotional learning fun and engaging with 24 ready-to-use lessons about phenomenal plants and astonishing animals.

Storytelling is a learning device used by humans for centuries, and for good reason: storytelling is one of the best ways to increase critical thinking skills and social emotional learning (SEL). Social Emotional Stories combines storytelling with thought-provoking lessons and activities to help elementary students improve their self-esteem, increase their engagement with school, and give them a sense of empowerment.

The book contains 24 individual lessons that include:

• An SEL objective with specific keywords like “inner strength,” “problem solving,” and “responsibility”
• An engaging story that focuses on a distinctive quality of either a plant (like the inner strength of bamboo) or an animal (like the courage of a pig)
• Multiple activities that are quick, easy, and require few supplies to help kids identify and dive deeper into the specific SEL concepts represented

Educators can use these lessons individually with students, in small groups, or with an entire class. The lessons are interdisciplinary and flexible, with only minimal prep time required, allowing educators to adapt them for their situation. Extensive digital content supports the lessons with reproducible forms and a full-color photo of each plant and animal.

Reviews
“Lewis introduces fascinating aspects of the natural world—its constructive and destructive power—to young students in a way that reaches beyond knowledge acquisition. She shows teachers how to build bridges to the inner worlds of children with analogical thinking, reflective questions, and thoughtful conversations that nourish not only their understanding but their agency. If you want to use learning as a way to develop your students’ character, intrinsic motivation, and an ethically grounded relationship with the world, this is the guide you need.”—Diane Stirling

“Barbara Lewis weaves factual information with down-to-earth, applicable activities and discussions to encourage students’ appreciation for nature, while building their power to observe and to understand people and their world as multidimensional. Throughout, Lewis is respectful of children’s capacity to discuss important issues and form their own opinions.”—Silvia Blitzer Golombek

“Another delightful book from Barbara Lewis, Social Emotional Stories is filled with fascinating depictions and insightful analogies to support character development. We recommend Barbara Lewis’s books to all the families who seek our services. Believing that children can make a difference, Lewis provides the inspiration for helping others, taking a stand against injustice, squelching rumors, and seeing beyond stereotypes. This book should be a staple in every school’s social-emotional learning curriculum.”—Linda Kreger Silverman, Ph.D., licensed psychologist, director of the Gifted Development Center

Educator Information
Recommended for grades 2 to 5.

Additional Information
176 pages | 8.50" x 11.00"

S’TENISTOLW is a SENĆOŦEN term referencing the concept of ‘moving forward’. This book highlights both the doing and being of Indigenous education. Authors share their knowledge on the themes of: Land-Based Learning; Supporting Learners; Indigenization; and Strengthening Alliances. Keynote writings by renowned Indigenous scholars Gregory Cajete, Graham Hingangaroa Smith, Linda Tuhiwai Smith and Kathy Absolon are intertwined throughout the book.

Reviews"
"This book is like a visit home, to talk with the wisest people you know on your reserve or in your neighbourhood. There is an intimacy in how each author shares their own stories of hope, insight and resilience. You will be nourished, strengthened, and inspired. You may be even gently chastised as you read about how Indigenous ways of learning are gaining ground in the educational settings around us. If you enjoy such visits you will treasure this book." — John Borrows, PhD, Canada Research Chair in Indigenous Law, University of Victoria

"S’TENISTOLW is a wonderful feast of stories, experiences, teachings, and approaches of educational and community leaders involved in Indigenous post-secondary education. Practitioners-scholars-leaders receive gifts of hope, inspiration, and transforming potential to live Indigenous education in good ways through innovative Indigenous pedagogies, relational theories, authentic community and land-based programs, and critical engagement." — Jo-Ann Archibald, PhD, Professor of Educational Studies, University of British Columbia

"I can’t wait to share this book! It offers timely and pivotal insights from leading theorists and practitioners about the transformational project of “Indigenizing” the academy and other institutions. I’m sure it will serve educators, students and community members alike as we think through complex questions of transformative, Indigenous knowledge production and education." — Kim Anderson, PhD Canada Research Chair in Indigenous Relationships, University of Guelph

Additional Information
166 pages | 6.00" x 9.00"

This practical book explores ways teachers can collaborate and learn from each other in formal and informal situations. It demonstrates that a mentoring relationship can benefit both new and experienced teachers. Full of strategies that are practical and easy to implement, the book offers solutions to common questions, opportunities, and challenges that face teachers every day. Based on extensive experience, this highly readable book includes personal histories and experiences around important values and advocates for honest reflection and meaningful feedback. An essential resource for all educators, the book champions reciprocal and ongoing processes of learning, listening, and sharing.

Educator Information
Key Features:

• This book features ready-to-use strategies demonstrate how mentoring for teacher excellence can be easily implemented in daily practice.
• Mentoring Each Other includes practical advice for educators who engage in mentoring relationship as well as valuable suggestions that help new teachers deal with classroom challenges.
• The authors have vast experience as mentors, classroom teachers, and university lecturers who present at major educational conferences across North America.
• This approach to mentoring is applicable to a broad range of professional learning communities and an increase in new teachers entering the system make this a much-needed resource for many.

Additional Information
160 pages | 8.38" x 10.88"

The second edition of Natural Curiosity supports a stronger basic awareness of Indigenous perspectives and their importance to environmental education. The driving motivation for a second edition was the burning need, in the wake of strong and unequivocal recommendations by the Truth and Reconciliation Commission, to situate Indigenous perspectives into the heart of Canadian educational settings and curricula, most notably in connection with environmental issues.

The Indigenous lens in this edition represents a cross-cultural encounter supporting what can become an ongoing dialogue and evolution of practice in environmental inquiry. Some important questions are raised that challenge us to think in very different ways about things as fundamental as the meaning of knowledge.

New in the Second Edition: Revision of the four branches of environmental inquiry (Lorraine Chiarotto), by Julie Comay; Indigenous lenses on each of the branches by Doug Anderson; 16 new educator stories.

Reviews
"Natural Curiosity 2nd Edition is an excellent resource for educators seeking to act as co-inquirers with their students and share the learning spirit while fostering relationship with our natural kin and relations. With a newly expanded lens on Indigenous perspectives and worldviews, this resource encourages teachers with philosophies, rationales, tools and activities to help them grow ecological and social justice citizens. A timely resource and highly recommended." -- Jean-Paul Restoule

"In Natural Curiosity 2nd Edition, Western ways of relating to nature intermingle with Indigenous ways. The book respects the integrity of both coexisting cultural perspectives. By understanding both, readers and their students will gain greater curiosity and deeper insights to make sense of the world around them or to solve problems." -Dr Glen S Aikenhead

Additional Information
284 pages | 8.40" x 10.90" | 2nd Edition

Properties of Matter from Hands-On Science for British Columbia completely aligns with BC’s New Curriculum for Science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

• emphasizes Core Competencies, so students engage in deeper and lifelong learning
• develops Curricular Competencies through hands-on activities
• fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Properties of Matter contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

• a multi-age approach
• an emphasis on technology, sustainability, and personalized learning
• a fully developed assessment plan for summative, formative, and student self-assessment
• a focus on real-life Applied Design, Skills, and Technologies
• learning centres that focus on multiple intelligences and universal design for learning (UDL)
• place-based learning activities and Makerspaces

Properties of Matter for Grades 3-5 addresses Core Competencies and Learning Standards while students
explore the following Big Ideas:

• All matter is made of particles.
• Matter has mass, takes up space, and can change phase.
• Solutions are homogeneous.

Educator Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for use with students in grades 3 to 5.

Additional Information
200 pages | 8.50" x 11.00"

This book will inspire, challenge and engage you—and transform your teaching and learning.

Each chapter in this book is written by a different educator or team about their experiences with project-based learning, both in and out of the classroom. They reflect not only on the how of project-based learning, but more importantly, on the what and the why. They offer insight into how connecting with learners, honouring their experiences, and promoting deep and rich questioning can be the path to powerful projects and learning. Their writing and thinking is saturated with empathy, expertise, a desire to improve their practice, and an acknowledgment of the need to collaborate.

Reviews
"...an impressive book written by and for a range of practitioners that show how Project Based Learning can be used in all sorts of environments with all learners. This is a very handy book for educators interested in refining their project-based learning chops." — Elliot Washore, Ed.D., Co-founder Big Picture Learning

"Catch A Fire is the right book at the right time for anyone interested in the transformative potential of project-based learning. Henderson has put together an incredible array of case studies, examples, and voices on the methodology that will prove both useful and thought provoking to educators of all shapes and sizes. Read this book and get inspired." — Jay Roberts, Professor of Education at Earlham College, author of Beyond Learning By Doing

Educator Information
For K-12 educators.

Additional Information
224 pages | 7.00" x 9.00"

Research shows that a socially and emotionally supportive setting is the solution to increasing student achievement. The SEL Solution helps students and adults master critical social and emotional skills, encourages student leadership, provides effective and compassionate behavior management strategies, and increases student success.

Based on William Glasser's Choice Theory, the book shows educators how to integrate lessons on empathy, cooperation, self-regulation, leadership, and a range of other SEL (social and emotional learning) topics into the school day and into social studies and language arts curriculum. This book provides dozens of strategies that are classroom-tested and proven successful. Both fun and easy-to-use, these lessons and activities help create and sustain a positive, thriving school culture.

For use by teachers, counselors, coaches, principals, and other educators, the strategies in this book provide a plan for engaging the whole school community in identifying, celebrating, and sustaining its positive values.

Reviews
“The School Climate Solution is a valuable resource for educators to use in classrooms or throughout a school. Erwin provides a blueprint for establishing a positive school climate and includes step-by-step instructions in how to involve various stakeholders to implement a supportive and effective school atmosphere.”—School Administrator magazine

“One of the strengths of School Climate Solution is its dual focus. Erwin offers strategies and plans for both whole school and single classroom environments, making this a good handbook for almost any educator at any level of influence. The practical nature of the text makes it ideal for group study or action-based work with a school improvement committee or other professional learning community.”—MiddleWeb

“Jon Erwin has been a consistent voice for innovation and rationality in education. He understands, from very practical experience as an educator and as a consultant and trainer, what schools should be. This book is another great contribution from his unique perspective, focusing on school climate and its constituent parts. All schools need to take these ideas very seriously.”—Marvin W. Berkowitz, Ph.D., Sanford N. McDonnell Professor of Character Education

Educator Information
Teachers and administrators, grades K-12.

60 lessons and activities included.

Additional Information
200 pages | 8.50" x 10.98"

Teaching Tough Topics shows teachers how to lead students to become caring citizens as they read and respond to quality children’s literature. It focuses on topics that can be challenging or sensitive yet significant for building an understanding of social justice, diversity and equity. Racism, homophobia, bullying, religious intolerance, poverty, and physical and mental challenges are just some of the themes explored. The book is rooted in the belief that, by using picture books, novels, poetry, and nonfiction, teachers can enrich learning with compassion and empathy as students make connections to texts, to others and to the world.

Educator Information
Teaching Tough Topics is a timely approach to a better understanding of diversity, equity and social justice with clear instructions on how to implement a range of instructional strategies at different grade levels.

This book offers a valuable overview of tough topics including bullying, poverty, homophobia, gender, racism, death, Indigenous culture, physical and mental challenges, and religious intolerance.

Includes a comprehensive, up-to-date book list including picture books, novels, poetry and nonfiction titles that can be used to explore each topic.

Contains some Indigenous content.

Additional Information
144 pages | 8.38" x 10.88"

How self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society.

Education is ripe for democratic disruption. Students in most schools are denied fundamental social ideals such as personal freedom, public government, rule of law, and free enterprise. In our increasingly authoritarian post-truth world, self-directed democratic schooling offers a timely alternative: educating children in civilized society and showing that self-motivation outperforms coercion in its power to educate and fulfill.

When Kids Rule the School is the first comprehensive guide to democratic schooling, where kids practice life in a self-governed society—empowered as voters, bound by laws, challenged by choice, supported by community, and driven by nature. Through heartwarming stories and hard-headed details, this book covers:

• Democratic schooling philosophy, theory, and practice
• School governance by students and staff together
• Student self-direction and day-to-day life
• Deep play, cognitive development, and critical thinking
• Why democratic schooling is morally right and effective
• Model bylaws and guidance for starting a democratic school.

Created for educators, parents, and scholars, When Kids Rule the School will immerse you, heart and mind, in a promising new approach to education, and stretch your thinking about what school can be.

Educator Information
When Kids Rule the School lays out the theory and practice of self-directed democratic schooling.

Written by the co-founder of The Circle School, open since 1984.

Self-directed democratic schooling results in higher rates of college attendance, more undergraduate and graduate degrees, healthy relationships with authority, and unflinching self-responsibility. 

Intended for educators, parents (especially homeschoolers and unschoolers), and scholars of education.

Additional Information
288 pages | 6.00" x 9.00" | 10 illustrations

Grand Conversations, Thoughtful Responses is built upon the premise that all students can become active, independent, thoughtful readers. The structures and strategies in this book are proven to help students develop confidence and competence in their reading.

Student engagement with text soars through participation in grand conversations with peers and reflecting on reading with thoughtful, written responses. This unique approach includes:

• student choice in books
• students reading at their own pace, thus creating flexible groups
• literature circle groups where students discuss the shared text they are reading
• strategies for teaching written response
• strategies for co-creating assessment criteria
• additional activities to develop and deepen comprehension
• book lists

Reviews
"With this unique approach to literature circles, our students are reading more, are writing more and are excited about talking about their books! The enthusiasm in the class is contagious with even our more reluctant readers wanting more time – and more books - to read. It is a pleasure to join a group and participate in the conversation. Our students’ ability to make deep connections to one and other and to their reading is amazing." - Tanis Anderson, Literacy Programme Consultant, K-12 and a team of Burnaby teachers

Educator Information
Faye Brownlie is one of British Columbia's most sought-after literacy and learning experts. She works in staff development locally, nationally and internationally and has been a long-time advocate of improved learning for all students in inclusive settings.

What distinguishes this book’s approach is that it advocates students having a choice in what and how much they read, which in turn grows strong, thoughtful, sophisticated readers.

Additional Information
100 pages | 6.00" x 9.00" | 2nd Edition 

Living Things from Hands-On Science for British Columbia completely aligns with BC’s New Curriculum for Science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

• emphasizes Core Competencies, so students engage in deeper and lifelong learning
• develops Curricular Competencies through hands-on activities
• fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Living Things contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

• a multi-age approach
• an emphasis on technology, sustainability, and personalized learning
• a fully developed assessment plan for summative, formative, and student self-assessment
• a focus on real-life Applied Design, Skills, and Technologies
• learning centres that focus on multiple intelligences and universal design for learning (UDL)
• place-based learning activities and Makerspaces

Living Things for Grades 3-5 addresses Core Competencies and Learning Standards while students
explore the following Big Ideas:

• Living things are diverse, can be grouped, and interact in their ecosystems.
• All living things sense and respond to their environment.
• Multicellular organisms have organ systems that enable them to survive and interact within their environment.

Educator Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for use with students in grades 3 to 5.

Additional Information
150 pages | 8.50" x 11.00"

Hands-On Science and Technology: An Inquiry Approach is filled with a year’s worth of classroom-tested activity-based lesson plans. The grade 2 book is divided into four units based on the current Ontario curriculum for science and technology:

- Growth and Changes in Animals
- Movement
- Properties of Liquids and Solids
- Air and Water in the Environment

This new edition includes many familiar great features for both teachers and students: curriculum correlation charts; background information on the science and technology topics; complete, easy-to-follow lesson plans; reproducible student materials; materials lists; and hands-on, student-centred activities.

Useful new features include:
- the components of an inquiry-based scientific and technological approach
- Indigenous knowledge and perspective embedded in lesson plans
- a four-part instructional process—activate, action, consolidate and debrief, and enhance
- an emphasis on technology, sustainability, and differentiated instruction
- a fully developed assessment plan that includes opportunities for assessment for, as, and of learning
- a focus on real-life technological problem solving
- learning centres that focus on multiple intelligences and universal design for learning (UDL)
- land-based learning activities
- a bank of science-related images

Educator& Series Information
This book is from the Hands-On Science: An Inquiry Approach (for Ontario) series.

Recommended for grade 2.

Includes some Indigenous content/perspectives from Indigenous Consultant Kevin Reed.

Additional Information

Building environmental strength through a diversity of youth.

While concern about the state of our land, air, and water continues to grow, there is widespread belief that environmental issues are primarily of interest to wealthy white communities. Engage, Connect, Protect explodes this myth, revealing the deep and abiding interest that African American, Latino, and Native American communities – many of whom live in degraded and polluted parts of the country – have in our collective environment.

Part eye-opening critique of the cultural divide in environmentalism, part biography of a leading social entrepreneur, and part practical toolkit for engaging diverse youth, Engage, Connect, Protect covers:

• Why communities of color are largely unrecognized in the environmental movement
• Bridging the cultural divide and activate a new generation of environmental stewards
• A curriculum for engaging diverse youth and young adults through culturally appropriate methods and activities
• A resource guide for connecting mainstream America to organizations working with diverse youth within environmental projects, training, and employment.

Engage, Connect, Protect is a wake-up call for businesses, activists, educators, and policymakers to recognize the work of grassroots activists in diverse communities and create opportunities for engaging with diverse youth as the next generation of environmental stewards.

Educator Information
While this work has a US focus, it is still extremely relevant in other countries like Canada.

Additional Information
256 pages | 6.00" x 9.00"

What do you need for a well-run classroom full of engaged students? Kathy Lundy takes you step-by-step through the nitty-gritty details of creating a classroom that works for you and your students. This honest look at the complexity of teaching introduces you to strategies that work and classroom management tips that make a difference. From building a safe and inclusive classroom, to teaching with imagination and innovation, to engaging with your mentors, Stand Up & Teach will help you become the teacher you want to be.

Educator Information
Targeting youth ages 5-17.

Additional Information
128 pages | 8.30" x 10.80"

Teaching and learning for a changing world

How do we help students makes sense of our increasingly complex digital world? This third edition of this classic text shows teachers how to empower students with the skills they need to ask critical and reflective questions about the overwhelming amount of information around them.

Asking Better Questions offers comprehensive tools and strategies to promote critical thinking and discussion in the classroom and encourage engaged and empathetic listening. Stimulating activities throughout the book promote lifelong inquiry skills that will help teachers and students grow in the classroom and explore broader issues in the community beyond. Challenge your students to assume a deeper ownership of their learning, ask questions that are important to them, and care about the answers.

On Twitter: #ABQ3

Educator Information
For students 5 - 14.

Additional Information
160 Pages 

An essential guide to mindfulness activities and strategies that help students cultivate the skills they need for self-regulation, stress management, and learning. Simple activities and practices throughout the book are designed to strengthen areas of the brain that allow students to better manage their attention, emotions, and behavior in the classroom and beyond. Child-friendly language is used to explain mindfulness, physiology, and brain science.

This practical book shows you how to incorporate mindfulness in your classroom practice in just minutes a day, and includes definitions, teaching tips, and activities for

• making mindful breathing a core foundational practice
• using the five senses as anchors for mindfulness
• helping students recognize, name, and manage their feelings
• exploring the connection between body and mind through movement
• incorporating practices that encourage students to focus their attention in the present moment
• creating and using a Peace Corner in the classroom that is devoted to self-regulation and self-care
• developing habits of mind that are central to resilience

This comprehensive resource offers step-by-step instructions, scripts, activity sheets, ready-to-use templates, and scientific insights. Based on extensive classroom experience, this highly readable book includes stories from teachers who successfully incorporate mindfulness in their classroom practice.

Ideal for new and experienced teachers, Fostering Mindfulness is committed to building skills that nurture attention, cognitive and emotional development, and overall well-being.

Educator Information
Recommended for educators teaching ages 5 - 13.

Additional Information
167 pages | 8.30" x 10.80"

Properties of Matter from Hands-On Science: An Inquiry Approach completely aligns with the redesigned Science Curriculum for British Columbia. Grounded in the Know-Do-Understand model, First Peoples’ knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

- emphasizes Core Competencies, so students engage in deeper and lifelong learning
- develops Curricular Competencies as students explore science through hands-on activities
- fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Properties of Matter contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

- a multi-age approach
- a five-part instructional process—Engage, Explore, Expand, Embed, Enhance
- an emphasis on technology, sustainability, and personalized learning
- a fully developed assessment plan for summative, formative, and student self-assessment
- a focus on real-life Applied Design, Skills, and Technologies
- learning centres that focus on multiple intelligences and universal design for learning (UDL)
- place-based learning activities, Makerspace centres, and Loose Parts

In Properties of Matter students investigate matter. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas:

- Humans interact with matter every day through familiar materials.
- Materials can be changed through physical and chemical processes.
- Matter is useful because of its properties.

Educator Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for use with children ages 4-8.

Additional Information
150 pages | 8.5" x 11"

Properties of Energy from Hands-On Science: An Inquiry Approach completely aligns with the redesigned Science Curriculum for British Columbia. Grounded in the Know-Do-Understand model, First Peoples’ knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

- emphasizes Core Competencies, so students engage in deeper and lifelong learning
- develops Curricular Competencies as students explore science through hands-on activities
- fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Properties of Energy contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

- a multi-age approach
- a five-part instructional process—Engage, Explore, Expand, Embed, Enhance
- an emphasis on technology, sustainability, and personalized learning
- a fully developed assessment plan for summative, formative, and student self-assessment
- a focus on real-life Applied Design, Skills, and Technologies
- learning centres that focus on multiple intelligences and universal design for learning (UDL)
- place-based learning activities, Makerspace centres, and Loose Parts

In Properties of Energy students investigate properties of energy. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas:

- The motion of objects depends on their properties.
- Light and sound can be produced and their properties can be changed.
- Forces influence the motion of an object.

Educator Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for use with children ages 4-8.

Additional Information
181 pages | 8.5 " x 11" 

Living Things from Hands-On Science: An Inquiry Approach completely aligns with the redesigned Science Curriculum for British Columbia. Grounded in the Know-Do-Understand model, First Peoples’ knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

- emphasizes Core Competencies, so students engage in deeper and lifelong learning
- develops Curricular Competencies as students explore science through hands-on activities
- fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Living Things contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

- a multi-age approach
- a five-part instructional process—Engage, Explore, Expand, Embed, Enhance
- an emphasis on technology, sustainability, and personalized learning
- a fully developed assessment plan for summative, formative, and student self-assessment
- a focus on real-life Applied Design, Skills, and Technologies
- learning centres that focus on multiple intelligences and universal design for learning (UDL)
- place-based learning activities, Makerspace centres, and Loose Parts

In Living Things students investigate plants and animals. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas:

- Plants and animals have observable features.
- Living things have features and behaviours that help them survive in their environment.
- Living things have life cycles adapted to their environment.

Educator Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for use with children ages 4-8.

Additional Information
150 pages | 8.5 " x 11" 

Land, Water, and Sky from Hands-On Science: An Inquiry Approach completely aligns with the redesigned Science Curriculum for British Columbia. Grounded in the Know-Do-Understand model, First Peoples’ knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource:

- emphasizes Core Competencies, so students engage in deeper and lifelong learning
- develops Curricular Competencies as students explore science through hands-on activities
- fosters a deep understanding of the Big Ideas in science

Using proven Hands-On features, Land, Water, and Sky contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; reproducible student materials; and materials lists.

Innovative new elements have been developed specifically for the new curriculum:

- a multi-age approach
- a five-part instructional process—Engage, Explore, Expand, Embed, Enhance
- an emphasis on technology, sustainability, and personalized learning
- a fully developed assessment plan for summative, formative, and student self-assessment
- a focus on real-life Applied Design, Skills, and Technologies
- learning centres that focus on multiple intelligences and universal design for learning (UDL)
- place-based learning activities, Makerspace centres, and Loose Parts

In Land, Water, and Sky students investigate characteristics of the land, water, and sky. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas:

- Daily and seasonal changes affect all living things.
- Observable patterns and cycles occur in the local sky and landscape.
- Water is essential to all living things, and it cycles through the environment.

Educator Information
This book is from the Hands-On Science: An Inquiry Approach (for BC) series. The new Hands-On Science comprehensive resources completely align with the redesigned Science Curriculum for British Columbia.

Recommended for use with children ages 4-8.

Additional Information
150 pages | 8.5 " x 11" 

Helping students explore, question, and transform their thinking about themselves and the world around them.

In these challenging times, teaching children to think critically and reflectively AND be compassionate, responsible and caring citizens at the same time is a tall order. Powerful Understanding explores effective ways to build social-emotional skills and help students make connections, question what they read, and reflect on their learning as they develop into stronger readers and learners. Strategic and critical thinking strategies revolve around core anchor books that help integrate thinking into everything you teach—from social responsibility, to immigration, to life cycles. This highly readable book includes a wealth of classroom examples and extensive hands-on activities designed to help students to think more deeply, learn more widely, and develop a more powerful understanding of what it means to be a responsible and compassionate person.

Educator Information
Grade Range: K-8

Table of Contents
Preface
Introduction
Chapter 1: The Components of Powerful Understanding
Chapter 2: Lessons on Understanding Self
Chapter 3: Lessons on Understanding Others
Chapter 4: Lessons on Understanding the World
Final Thoughts
Acknowledgments
Professional Resources
Index

Additional Information
160 pages | 8.30" x 10.80"