Examine social and personal meanings of "respect" and establish ways to show respect for self, persons, living things, possessions, and the environment.
| (a) |
Develop a common understanding and use of respectful language to talk about "respect" (e.g., tone of voice, manners, behaviours). |
| (b) |
Realize a range of culturally sensitive ways to show respect (e.g., handshake, eye contact) and begin to develop the abilities to act on this realization including:
|
| (c) |
Determine how to show respect for own and other's material possessions (e.g., ask before borrowing, put away when done using). |
| (d) |
Illustrate what respect looks like, sounds like, and feels like (e.g., take turns, listen without interrupting, ask for and provide help, smile, use people's names, disagree politely, adapt tone of voice, avoid "name calling" and unkind criticism of others). |
| (e) |
Understand, practise, and share basic interpersonal skills (e.g., asking for a turn, offering assistance, saying please and thank you) when supported to do so. |
| (f) |
Discuss the importance of respect within relationships (e.g., safety, recognition of gifts and talents). |
| (g) |
Describe how people (e.g., characters in a story) demonstrate or do not demonstrate respect for each other, personal gifts, material possessions, and/or the environment. |
| (h) |
Explore ways of reducing pollution (e.g., air, water) to maintain a healthy environment (e.g., reduce, reuse, repair, recycle). |
| (i) |
Discuss basic individual responsibilities for showing respect (e.g., recognize mistakes, 'fix' the mistake). |
| (j) |
Discuss and provide examples of treating others as one would like to be treated. |

Teachers will need to provide a historical context about residential schools and the impact on First Nations people.
This video is a dramatization of the picture book by Nicola I. Campbell and illustrated by Kim LaFave. The book was selected as co-winner for the 2006 Aboriginal Children's Book of the Year, Ânskohk Aboriginal Literary Festival. The video won the 2009 Best Short Drama, Winnipeg Aboriginal Film Festival and the Best Canadian Short Drama, ImagineNATIVE 2009.
The final vignette gives viewers the opportunity to solve a problem on their own.
A teacher's guide is available for each program.
This book was nominated for the 2009 Grand Canyon Reader Award.
The book was a finalist for the 2008 Governor-General's Literary award for Children's Literature - illustration.
The book was selected as co-winner for the 2006 Aboriginal Children's Book of the Year, Ânskohk Aboriginal Literary Festival.
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