by Reina Chaiekh | Feb 25, 2026
As a class, consider the title of this novel, How to Bee. What words stand out to you? What do you think this book will be about? What elements of the cover images make an impression on you and why?
by Reina Chaiekh | Feb 25, 2026
Have students answer true or false to the following statements. They should be able to give details to support their answers. • Terra nullius allowed people to take lands used by Indigenous Peoples. • The Gradual Civilization Act allowed the First Nations to keep...
by Reina Chaiekh | Feb 25, 2026
Next, brainstorm questions with students in order to develop an inquiry about why Indigenous Peoples of Canada were forced to attend residential schools, what happened at residential schools and how Indigenous rights changed with the Indian Act. Following this,...
by Reina Chaiekh | Feb 25, 2026
Before reading, introduce students to the KWL chart to activate prior knowledge of the Indian Act and residential schools, e.g., terra nullius; the Gradual Civilization Act; the Gradual Enfranchisement Act; loss of rights; rights of First Nations, Métis and Inuit as...
by Reina Chaiekh | Feb 24, 2026
Have students explore and research the Wampum Belt. Ask them: What is its significance? How does it demonstrate the Indigenous Peoples’ understanding of treaties? How is that different from how the colonists viewed treaties? Why is this important?
