This document provides a list of resources for integrating Aboriginal perspectives into a Grade 2 social studies curriculum on communities in Canada. It summarizes several books, websites, and other materials that teach about Aboriginal cultures and communities. It outlines the curriculum learning outcomes each resource supports. The resources cover topics like traditional stories, crafts, languages, and ways of life of various Aboriginal groups across Canada.

1. Integrating Aboriginal
Resources into the Curriculum
Grade 2 Social Studies: Communities In Canada
Presented by Allison, Krista, Scott

2.  We assessed all of our resources to make sure that
they were relevant and authentic utilizing
Aboriginal Elders, community members, authors,
and illustrators.

3. Frog Girl
Paul Owen Louis
 VI-006A Demonstrate interest in the shared experiences and
stories of members of Aboriginal communities in Canada.
 VH-009 Value oral history as a way to learn about the land.
 KL-022 Explain the importance of conserving or restoring
natural resources.
 Frog Girl by Paul Owen Lewis from ACIC is a traditional story
of the Pacific Northwest Aboriginal culture. It is a story that
explains the significance of the frog totem and teaches the
importance of respecting all living creatures. This book can be
used in the context of Social Studies when teaching about West
Coast communities in Canada, in ELA for a reader’s
workshop, or in science when discussing the interdependence
of living things.

4. What Am I Seeing?
Karin Clark
 VI-006A Demonstrate interest in the shared experiences and
stories of members of Aboriginal communities in Canada.
 VH-009 Value oral history as a way to learn about the land.
 What Am I Seeing? by Karin Clark from ACIC is a non-fiction
book on the teachings of specific totems of the Pacific
Northwest Aboriginal peoples. It provides colorful
representations of each totem along with a description of the
significance or story that coincides with it. It is a great teaching
tool and provides simple explanations that young children can
understand. At the Grade 2 level, most students would not be
able to read it on their own, but if the teacher guides them
through the book and is familiar with the explanations ahead
of time the students will learn a lot from it. This book is most
suited to Social Studies lessons.

5. Animal Tribe
Websitehttp://www.animaltribe.com
 VI-006A Demonstrate interest in the shared experiences and stories of
members of Aboriginal communities in Canada.
 VH-009 Value oral history as a way to learn about the land.
 http://www.animaltribe.com is a website that provides the resources
necessary for creating your own totem pole with a paper towel roll. On it
you can find the template for thunderbird which is typically featured at
the top of a totem pole. Instead of using the pictures of the real animal as
featured on the website, I chose to find images of Pacific Northwest
artisanal representations of the different animal totems. I found that this
further fostered appreciation for the artistic depictions that are an integral
part of the Pacific Northwest Aboriginal culture and oral storytelling
tradition.
 For a complete lesson plan that utilizes the above mentioned resources,
please click HERE!

6. Traditional Inuit Games
 Social Studies
 2-VI-006A: Demonstrate interest in the shared experiences and stories of members of Aboriginal
communities in Canada.
 Physical Education
 S.1.2.A.1.: Demonstrate competency in basic transport skills, moving in different directions.
 This webiste, any many others, show and explain how to do many of the traditional Inuit games
that exist. This site is particularly good to use in the classroom because the ones who are
demonstrating the games are Inuit children.
 Games include:
 The Kneel Jump
 The Back Push
 The Airplane
 The Sitting Knuckle Pull
 The Mouth Pull
 The Musk-ox Push
 A practical way to use this resource, is to show it to the class and then split them into research
groups, having them research only one of the games. The students will look up its origin, and
try to find a complete set of the rules for it. Each group will then present their research to the
class, and then once everyone is done, we could have a class-wide Inuit games competition.
 http://www.athropolis.com/news-upload/master/11-frames.htm

7. Rainbow Crow
by: Nancy Van Laan
 “Rainbow Crow” is the the traditional story, or legend, about how the crow became
to look as it does. The earth begins to get covered in snow, and all of the animals
are getting buried and they become worried about their survival. So the brave and
beautiful Rainbow Crow decides that he will fly to the Great Spirit in the sky, and
ask him to stop the snow. The Great Spirit gives Rainbow Crow fire, and so
Rainbow Crow flies back down to the land to save his friends. However, in the
process the crow loses his beauty, and becomes just plain old black crow.
 This story can be used in multiple grades, but for the purposes of grade 2 social
studies, the outcome it reaches is:
 2-KI-oo8: Recognize that stories of their elders, groups and communities help shape
who they are.
 Read the story to the class, and discuss what legends are, and how they influence us,
and those who tell them.
 More learning outcomes:
 Grade 4 Science – Habitats and Communities (4-1-05): Click HERE for the entire
“Rainbow Crow” lesson plan
 Grade 2 Science – Growth and Change in Animals (2-1-11)

8. Frozen Land by
Jan Reynolds
 VI-006 Appreciate the diversity of ways of life in Canadian communities.
 KI-012 Identify common features of Canadian communities.
 KL-019 Describe natural and constructed features of communities studied.
 KL-023 Locate communities studied on a map of Canada.
 In this non-fiction book the author travels with an Inuit family to share a true story about their way of life. A real
and educational look at everyday life in a Canadian community that is very different from our own. Kenalogak,
the little girl, goes ice fishing, takes care of her father's sled dogs, and learns how to build an igloo and listens to
hear grandmother throat sing. Shows real pictures about real people and focuses on Kenalogak, a young girl that
would be about the same age as the students. This makes it very easy for young students to relate to. A map of the
world is also included showing where the community is so students can locate where the community is in
Canada.
 Help students value and understand a way of life different from their own.
 Have students compare their own lives to Kenalogak's. Talk about what is the same and different about their own
community and her community.
 Throat Singing video http://www.youtube.com/watch?v=qtzBZGGy2l8
 For an entire lesson plan that utilizes this resource, please click HERE!

9. Email or Skype
 Email a classroom in an Inuit community in Northern
Canada.
 Schools in Nunavut-
 http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/a
o20507.html
 Or Skype a classroom to ask questions about their
community.
 Skype in the Classroom –
 http://education.skype.com

10. The Moccasins
Earl Einarson
 KE-036 Give examples of goods produced in Canadian
communities.
 K-2 A-U3.1 Demonstrate understanding of ways in which
artists and designers contribute to the quality of everyday life.
 The Moccasins by Earl Einarson is a short, true, story about a
foster child who receives a pair of moccasins from his foster
mother and how these moccasins make him feel warm and
loved. It speaks to the importance of being proud of one’s
cultural identity. This book could be used for teaching a social
studies lesson about artisanal products of Northern Aboriginal
communities. It could also be used as an ELA lesson
discussing the importance of cultural identity or special gifts
that we have received and how they made us feel.

11. My Arctic 1, 2, 3
MichealKusugak
 KL-021 Give examples of ways in which the natural
environment shapes daily life in communities studied.
 My Arctic 1,2,3 by Michael Kusugak from ACIC is a
counting book that depicts animals that live in the arctic.
Beautifully illustrated, young students will enjoy looking
at the colourful pictures and can easily read it for
themselves. This book can be used in math, science, ELA,
art, or Social Studies. I used it in social studies to
introduce the geography of Canada’s Northern
Communities and give the students ideas of what to
make with their “soap stone sculptures” as part of my
lesson on Northern Aboriginal artisanal products.

12. The Littlest Sled Dog
Michael Kusugak and VladyanaKrykorka
 General Outcome: 5.1 Develop and Celebrate Community
 5.1.1 Compare Responses: Tell, draw, and write about self and
family.
 5.1.3 Appreciate Diversity: Connect situations portrayed in oral,
literary, and media texts to personal experiences
 The Littlest Sled Dog by Michael Kusugak and VladyanaKrykorka
is a story of a little Yorkshire terrier living in Nunavut who
dreams of being a sled dog. He eventually learns that this is not
what he is meant to be and continues to dream of other things he
could be like a movie star. This book teaches the importance of
having dreams and aspirations and not letting the disappointment
of one dream stop you from having a different dream. This book
can be used as an ELA lesson in connection to a Social Studies
Unit as it gives depictions of daily life in Northern Communities.

13. Granny’s Giant Bannock
By: Brenda Isabel Wastasecoot
 “Granny’s Giant Bannock” is an amazing book to use for
the early years stream. It is humorous, and it is full of
ways to reach curricular outcomes in the classroom.
Granny comes to visit her grandson in Brandon, she tries
to make bannock, and it grows out of control!
 2-KI-005: Describe characteristics of their local
communities.
 For this activity, read the book. This book takes place in
Brandon, so have the class discuss what their city looks
like (if in Brandon). Then if possible actually make
bannock with the class. For the recipe, please click on
this link:
 http://www.southwestmmf.ca/main.aspx:

14. The Disappearance and Resurgence
of the Buffalo
By: Jo Cooper
 This book tells the story of how the buffalo almost became
extinct, due to development of the railroad, and the demand of
its hide. It also discusses the hardships that the Native
Americans had to endure, due to the near demise of their main
food source, and also about the spread of disease throughout
First Nations due to smallpox. This book is a great way to give
insight into the history of early Native Americans and the
buffalo. It is very important for children to understand the
significance of the buffalo in FNMI culture. It is also
important for children to know how European colonization
affected the First Nations, and how their development not only
caused a decrease to the buffalo population, but to First
Nations population as well.
 2-KH-027: Recognize that First Nations and Inuit people are
Canada’s original peoples.

15. Métis Alphabet Cards
 VI-006A Demonstrate interest in the shared experiences
and stories of members of Aboriginal communities in
Canada.
 Métis Alphabet cards from ACIC are a great teaching
resource for Social Studies. They are large and colorful
with a picture to match each word and an explanation
for the teacher on the back to explain each artifact or
symbol to the students. Students may be asked to create
their own Métis Alphabet cards with words and pictures
to match. Perfect for teaching a Social Studies lesson on
Métis culture and communities in Canada.

16. Manitoba Métis Federation
(204) 725-7520
http://www.southwestmmf.ca/main.aspx:
 VI-006A Demonstrate interest in the shared experiences
and stories of members of Aboriginal communities in
Canada.
 Ask an Elder make a presentation to the class on Métis
culture. Elders bring historical and cultural artifacts,
knowledge and experience, and act as an ambassador for
their culture. They are experts on the history and culture
of their people and are able to share it with students at
an age appropriate level. This is an important aspect of
integrating Aboriginal perspectives/pedagogies/content
into the curriculum.

17. Maple Moon
Connie Brummel Crook
 VI-006 Appreciate the diversity of ways of life in Canadian communities.
 2-KL-020 Give examples of natural resources in communities studied.
 2-KH-027 Recognize that First Nations and Inuit people are Canada’s original
peoples.
 ELA 2.3.2 Identify the main characters and discuss in own words the beginning,
middle, and ending of oral, literary, and media texts.
 Maple Moon by Connie Brummel Crook is a story about a young Missisauga boy
who is teased because he walks with a limp. In his attempt to avoid the taunting
children, he ends up following a squirrel into the forest where he discovers maple
syrup dripping from the trees. He then becomes a hero in his community because
the discovery of maple syrup helps to save them from starvation. At the back of the
book there is a historical note from the author on the origins of Maple Syrup and
the traditional stories that are told of its discovery in Aboriginal culture. This book
can be used in social studies/science when discussing natural resources and sharing
an appreciation for Aboriginal stories. It could also be used in ELA to teach about
bullying and appreciating people for their gifts instead of focusing on their deficits.

18. I is for Inuksuk: An
Arctic Celebration
 KL-019 Describe natural and constructed features of communities
studied.
 VI-006 Appreciate the diversity of ways of life in Canadian communities.
 An alphabet book of Inuktitut words that describe different things in
an Arctic community. Includes pictures and descriptions of what each
word means and an Inuktitut pronunciation guide.
 Read the story to introduce students to a different language and learn
about what features make an Inuit community unique. At the end of
the unit, give students a project to create their own Alphabet book of a
Canadian community that the class has studied. Some groups could
also make a book of their own community. The students will chose
artifacts, clothing, dance, jobs, or other features that they have learned
about the community. They will illustrate the pages and make them
into classroom books to keep of all the different communities in
Canada they learned about in the unit.KL-019 Describe natural and
constructed features of communities studied.VI-006 Appreciate the
diversity of ways of life in Canadian communities.

19. Campsite 24
 VI-006 Appreciate the diversity of ways of life in Canadian communities.
 KL-020 Give examples of natural resources in communities studied.
 KE-036 Give examples of goods produced in Canadian communities
 An online, interactive game which takes players in a time machine. You may choose Geological
Era, Aboriginal Era, Early Settlers Era or modern day. The Aboriginal Era takes players back 500
years. Players click on different clues to make their way through the game, learning as they go.
You must complete activities like sorting words onto the correct place on a medicine wheel. The
game describes many Ojibwa artifacts and teaches the importance of environmental protection.
 Play this game as a whole class on a SMART-board. Have students take turns coming up to click
on different artifacts and complete challenges together. They will have fun and learn a lot of
Ojibwa culture and values at the same time. There is too much reading for Grade 2 children to
play on their own but it would be great as a group.VI-006 Appreciate the diversity of ways of
life in Canadian communities.KL-020 Give examples of natural resources in communities
studied.KE-036 Give examples of goods produced in Canadian communities.
 http://www.campsite24.ca/aboriginal.html

20. The Caribou Feed Our Soul
by Pete Enzoe and Mindy
Willet
 KL-020 Give examples of natural resources in communities studied.
 KL-021 Give examples of ways in which the natural environment shapes daily life
in communities studied.
 KL-022 Explain the importance of conserving or restoring natural resources.
 Pete is a man from a community in the North West Territories. He explains how
they make use of the different parts of the caribou and why it is so important to his
community. He is very thankful for the gift of the caribou and feels that it is his job
to protect it. Also mentions many other natural resources and ways that his people
live off the land while out on their hunting trip.The overall theme of the book is to
care for the land.Ask students for examples of how the land influences their lives.
Write on a class chart called "The Land in our Lives"Read the book and discuss all
of the ways that the land influenced their lives and how they used the
land.Brainstorm different ways that we can be more thankful for the land and
natural resources that are given to us.Take students on a field trip to go visit Kevin
Tacan's buffalo farm. Discuss the importance of the buffalo and all of the ways that
is was used by Aboriginal people.

21. Oral Storytelling Bag
 VH-009 Value oral history as a way to learn about the land.
 Dr-C1.1 Experiment with and use a variety of idea sources (e.g., themes, personal
experiences, pictures, learning in other subject areas) for dramatic play
 Make oral storytelling part of your class. Practice until you are able to tell at least
one Aboriginal story from memory. Have a discussion with the students about why
the characters behaved the way that they did and what they learned from the story.
Retell the story having students role-play certain parts. (e.g What might the animals
say to the main character at this point?)
 Create a class "storytelling bag". Ask students to help by bringing in one item each.
Encourage them to try and find something natural that comes from the land. For
example, a feather, stone, shell, grain. Pass the bag around the classroom. The
storyteller grabs one item out of the bag, shows it to the class, and tells a story about
the item to practice their oral storytelling skills.
 Link and story examples:
 http://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659

22. Resources
 http://www.animaltribe.com
 http://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659
 http://www.campsite24.ca/aboriginal.html
 http://www.youtube.com/watch?v=qtzBZGGy2l8
 http://www.southwestmmf.ca/main.aspx:
 http://www.southwestmmf.ca/main.aspx:
 http://www.athropolis.com/news-upload/master/11-frames.htm
 Laan, Nancy V. Rainbow Crow. New York: Dragonfly Books, 1989.
 Cooper, Jo. The Disappearance & Resurgence of the Buffalo. Pemmican
Publications, 1996.
 Wastasecoot, Brenda Isabel. Granny’s Giant Bannock. Winnipeg: Pemmican
Publications Ltd, 2008
 Lewis, Paul O. Frog Girl.

23. Resources
 Clark, Karin. What Am I Seeing?
 Crook, Connie B. Maple Moon.
 Métis Alphabet Cards
 Kusugak, Michael. Littlest Sled Dog.
 Einarson, Earl. The Moccasins.
 Kusugak, Michael. My Artic 1, 2, 3.
 Reynolds, Jan. Frozen Land
 Wallace, Mary. I is for Inuksuk: An Arctic Celebration
 Enzoe, Pete and Mindy Willet. The Caribou Feed our Soul
 All of these books can be found on www.amazon.ca or at the ACIC resource centre at Brandon University.
 h