Resource Library
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.
We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.
![A group of high school students sit at desks in conversation.](/sites/default/files/styles/scale_480/public/2023-10/AdobeStock_254378868.jpg?itok=f6YAphey)
Introducing Our US History Curriculum Collection
Draw from this flexible curriculum collection as you plan any middle or high school US history course. Featuring units, C3-style inquiries, and case studies, the collection will help you explore themes of democracy and freedom with your students throughout the year.
La Commission de vérité et réconciliation et l'avenir
Découvrez comment la Commission de vérité et de réconciliation du Canada aborde le cycle par lequel se transmettent le traumatisme et la violence d’une génération à l’autre.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic3.png?h=7d06f891&itok=JyGnIrzj)
Who Is To Blame?
Reflect on different indigenous leaders' thoughts about the role of perpetrators in achieving reconciliation after the Indian Residential Schools system.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic4.png?h=1a5847fc&itok=ZxTCPNku)
Qui est à blâmer?
Réfléchissez sur les réflexions de certains dirigeants autochtones sur le rôle que peuvent jouer les auteurs de la maltraitance en ce qui concerne la réconciliation après la fin du système des pensionnats autochtones.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic4.png?h=1a5847fc&itok=ZxTCPNku)
Why Reconcile?
Consider how important it can be for survivors of the Indian Residential Schools system to speak about their experiences.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic3.png?h=7d06f891&itok=JyGnIrzj)
Pourquoi se réconcilier?
Réfléchissez à la mesure dans laquelle il peut être important pour les Survivants et Survivantes du système des pensionnats autochtones de parler de leurs expériences.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic3.png?h=7d06f891&itok=JyGnIrzj)
Cultural Genocide
Consider how the term cultural genocide describes the efforts of the Canadian government to assimilate the Indigenous Peoples through residential schools.
![Cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/FHAO_stolenLives_HR_graphic.png?h=e2f3be3a&itok=E26V-38t)
Génocide culturel
Réfléchissez sur la façon dont le terme génocide culturel décrit les mesures prises par le gouvernement canadien pour assimiler les Peuples Autochtones au moyen des pensionnats autochtones.
![Cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/FHAO_stolenLives_HR_graphic.png?h=e2f3be3a&itok=E26V-38t)
White Paper, Red Paper
Learn how activists rejected the White Paper policy and led a campaign to get the Canadian government to honour its past agreements with the Indigenous nations.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Livre blanc, Livre rouge
Découvrez comment certains militants ont rejeté les politiques énoncées dans le Livre blanc et la façon dont ils ont mené une campagne pour que le gouvernement du Canada respecte ses engagements passés avec les Peuples Autochtones.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Language Loss
Theodore Fontaine recalls being punished as a student at Fort Alexander Residential School for speaking the Indigenous language Ojibway.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic3.png?h=7d06f891&itok=JyGnIrzj)
La perte de la langue
Théodore Fontaine se souvient d’avoir été puni pour avoir parlé ojibwé, sa langue autochtone, lorsqu’il était étudiant au pensionnat autochtone de Fort Alexander.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic3.png?h=7d06f891&itok=JyGnIrzj)