Request for Proposal –First Nations Perspective on Climate Change: Teacher’s Handbook(s)

FIRST NATIONS PERSPECTIVE ON CLIMATE CHANGE: TEACHER’S HANDBOOKS

Date: July 22, 2026
Project Time-frame: October 1, 2026 – April 2027
RE: REQUEST FOR PROPOSAL–First Nations Perspective on Climate Change: Teacher’s Handbook(s)
Deadline: August 31, 2026

The proposal must include:

- 1. A statement of experience;
- 2. A C.V.
- 3. A cost breakdown, including fees and other expenses in alignment with activities and deliverables;
- 4. The name of three (3) references who have used the services of the Bidder as an education writer, climate change educator or comparable role.

C. Project Context, Description and Objectives

CONTEXT
In 2022 the FNLC released the BC First Nations Climate Strategy and Action Plan (the Strategy). A mirrored resolution Support for the BC First Nations Climate Strategy and Action Plan (UBCIC # , FNS # , BCAFN # ) mandates all three FNLC partners to implement the Strategy, and to advocate for other parties named in the Strategy including provincial government, federal government and First Nations organizations, to also advance Strategy implementation. This project takes action on Objectives 1.5.1, 1.5.2, 2.1.2, 2.2.1, 2.2.2 from the FNSCAP.

- Pathway: Inherent Title and Rights
- Objective 1.5.1: Enhance public knowledge and understanding of the societal, cultural, and economic consequences of climate change impacts on First Nations in BC, as well as the unique and essential role of Indigenous Peoples in addressing the climate crisis.
- Objective 1.5.2: Increase public understanding of the role of colonization and colonial laws, such as the Indian Act, in limiting and restricting First Nations ability to respond to climate change.

- Pathway: Capacity and Leadership

- Objective 2.1.2: Strengthen overall capacity within First Nations communities to respond to climate change.
- Objective 2.2.1: Strengthen knowledge and awareness within First Nations communities on climate change, including climate impacts, sources, mitigation and adaptation response, and energy efficiency
- 2.2.2: Strengthen climate-related training and skills development for First Nations both on and off reserve that incorporates both Indigenous Knowledge and western science.

This project will also fill resource gaps and support professional development for B.C. teachers. Insofar as supporting professional development, teaching Professional Standard 9 requires B.C. teachers to engage in Indigenous ways of knowing, being, thinking, and truth and reconciliation.



This standard supports teachers to teach Indigenous-focused coursework.* All students in B.C. public, independent, First Nations, and offshore schools are required to complete four (4) Indigenous focused courses.

There is no parallel standard regarding environmental and climate education and the province currently has no curriculum requirement for students to learn about climate change causes or solutions. However, there are many advocacy groups calling for curriculum change to include climate change, and there are many opportunities to teach units and lessons on First Nations climate change perspectives within the existing curriculum.

A resource review and conversations with experts in the field have confirmed that there is a resource gap with respect to climate change education resources from a First Nations lens. The Ministry of Energy and Climate Solutions (previously through the Climate Action Secretariat) are developing resources for the K-3 and 4-8 levels, but are not yet crating resourrces for high schools. The provincial resources developed thus far include some First Nations specific content, but are far from First Nations centered. Other helpful resources exist but none which are B.C focused, and which also integrate climate change information, First Nations perspectives on climate change and are grounded in First Nations Title and Rights.

The handbook(s) developed will be concise, accessible, easy to use, and may include lesson plans, and/or units, and additional background material for teaching about First Nations perspectives on climate change and connecting to curricula requirements, beyond the connections already explored in the existing FNESC guides. Making the guides visually appealing, with a high quality of graphic design**, as well as using plain language, will both be important for accessibility.

These handbooks will be designed for use within First Nations schools and public schools and to support educators more broadly with a First Nations perspective around climate change education. The handbooks will include how climate action is integrally connected to Title and Rights and why First Nations are climate action leaders.



The targeted grade level will be secondary schools/high schools.

The handbooks will encourage and support teachers with using the existing FNESC resources, and will include new and supplementary content. The handbook(s) will be framed to be provincially applicable across all climates and geographics, but the units and lesson plans will include space for teachers to build in language group and Nation specificity and local knowledge. For example through including guidance on how to localize the units and lesson plans.

OBJECTIVES

The resource(s) developed will

- Increase teachers’ and students’ understanding of climate change from a First Nations perspective, including the root causes, impacts, responses, responsibilities and perspectives of Knowledge Keepers and youth.
- Promote culturally appropriate climate education, including land-based learning opportunities and knowledge sharing from elders, knowledge keepers, and storytellers.
- Raise educators’ awareness of the connection between climate action and First Nations Title and Rights.
- Build on existing FNESC and other organizations’ climate or environment education guides.
- Contain example or link to supplementary materials which uplift and highlight First Nations as climate leaders.

D. Scope and Main Deliverables

- Handbook(s) outline
- Draft handbook(s)
- Presentations and/or interactive workshop at December and April workshops or conferences
- Final designed handbook(s)

E. Timeline

Please download complete RFP to see timeline here.

Price
Bidders must provide a firm fixed price, including administrative fees, material costs, and GST. Maximum budget is $50,000.00 + GST. A budget over this cap may be considered with a strong rationale.

The contract for this project will be between the UBCIC and the successful Bidder.

Confidentiality
Submissions will be considered confidential information by the FNLC and will be used solely for the purpose of selecting the successful Bidder.

Questions
All proposals will be acknowledged. Your proposal submission must be received by 5:00 pm PST on August 31, 2026.

Submissions and questions may be sent by email to:
Samantha Charlton, FNLC Climate Project Manager (she/her)
Cell:
Email:

*Effective the 2023/24 school year, all students working toward a B.C. Certificate of Graduation must successfully complete at least 4 credits in Indigenous-focused coursework.

**It is useful to note that the resources will ultimately be professionally designed, but graphic design is outside of scope for this RFP.

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📌 RFP: First Nations Perspective on Climate Change: Teacher’s Handbook (Vancouver)
🏢 Union of BC Indian Chiefs
📍 Vancouver