Discuss cultural diversity in the family and classroom, including exploration of similarities and differences.
| (a) |
Describe positive attributes of the individual students' families. |
| (b) |
Recognize that families are varied and diverse. |
| (c) |
Explore the diversity of ways of life for families (e.g., language, clothing, food, art, celebrations). |
| (d) |
Identify ways in which families are similar and ways in which families are different. |
| (e) |
Explore attributes common to cultural groups represented within the classroom and school (e.g., foods, arts, festivals, Treaties, leisure time activities, community celebrations). |

Her teacher, Miss Hendrickson, encourages the young girl to draw a picture to remember the Nipawin area. She draws the road with the trailers, the forest, the creek and everything that is special to her so that she will remember it always.
The book was nominated for the 2009 McNally Robinson Book for Young People Award.
Included with the book is a CD with an English and Michif narration of the poem.
This book highlights the importance of looking ahead to and planning for what we leave our grandchildren and the generations to follow.
Included in the resource is a variety of formats to support resource-based learning. Instructional strategies are explained and differentiating instruction is included to assist teachers with the diversity within the classrooms. The "release of responsibility" model has students demonstrating and applying their knowledge in a variety of ways. A comprehensive approach is used to teach the cues and conventions and they are incorporated into the framework of the lesson plans. There are cross-curricular units that link to science and social studies.
The teacher's guide is detailed and comprehensive with formative and summative assessment tools. Teacher reflection is emphasized.
There is one recipe from each country at the end of the book. The students will have fun smelling, touching, tasting and laughing as they try out the recipes.
Included are a table of contents, recipes and a glossary.
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD).
Content includes:
- Gender and Sexual Diversity
- First Nations and Métis Ways of Knowing
- Assumptions, Privilege and Oppression
- Comprehensive School Community Health (CSCH)
- CSCH Approach to Creating Inclusive Schools