KINDERGARTEN TO GRADE FOUR TREATY EDUCATION - KEY QUESTIONS Level Kindergarten Grade One Two Grade Three Grade Four Treaty Education Focus Getting to Know My Community Learning That We Are All Treaty People Creating a Strong Foundation Through Treaties Exploring Challenges and Opportunities in Treaty Making Understanding How Treaty Promises Have Not Been Kept Treaty Relationships How is the diversity of First Nations in Saskatchewan reflected in your classroom/ community? How does sharing contribute to treaty relationships? How are treaties the of harmonious relationships in which land and resources are shared? How have the lifestyles of First Nations people changed prior to and after the signing of treaties? How are relationships affected when treaty promises are kept or broken? Spirit and Intent How do the Circle of Life teachings connect us to nature and one another? How do thoughts influence actions? How important is honesty when examining one’s intentions? How were the historical worldviews of the British Crown and the First Nations different regarding land ownership? Why did First Nations’ leaders believe there was a benefit to both European education and traditional ways of learning? Historical Context How do stories, traditions, and ceremonies connect people to the land? How do nature and the land meet the needs of people? How were traditional forms of leadership practiced in First Nations’ communities prior to European contact? How do Nations and Saskatchewan people benefit from Treaties 2, 4, 5, 6, 8, and 10? How did First Nations people envision treaty as a means to ensure their livelihood and maintain their languages, cultures, and way of life? Treaty Promises and Provisions Why is it important to understand the meaning and significance of keeping promises? What is by We Are All Treaty People? Why are the symbols used by the Nêhiyawak, Nahkawé, Nakota and Denesûliné Nations and the British Crown important in Treaties 2, 4, 5, 6, 8, and 10? How did the use of different languages in treaty making present challenges and how does that continue to impact people today? What objectives did the First Nations and the British Crown representatives have when negotiating treaty? GRADE FIVE TO NINE TREATY EDUCATION - KEY QUESTIONS Grade Level Grade Five Grade Six Grade Seven Eight Grade Nine Treaty Education Focus Assessing the Journey in Moving Towards Fulfillment of Treaties Understanding Treaties in a Exploring Treaty Impacts and Alternatives Understanding Treaties From Around the World
Honouring Treaties Contemporary Context Treaty Relationships What are the effects of colonization and decolonization on First Nations people? What structures and processes have been developed for treaty implementation? To what extent do the Canadian government and First Nations meet their respective treaty obligations? What was the role of the Metis people in treaty making? What are the treaty experiences of Indigenous peoples around the world? Spirit and Intent How did the symbols used by the British Crown and the First Nations contribute to the treaty making process? Why is it important to preserve and promote Nations’ languages? How does First Nation’s oral tradition preserve accounts of what was intended by entering into treaty and what transpired? To what extent have residential schools affected First Nations languages, culture, communities and overall well-being? How did worldviews affect the treaty making processes between the British Crown and Indigenous peoples? Historical Context Why is First Nation’s self-governance important and how is it linked to treaties? How do urban reserves positively affect all people in Saskatchewan? How do the Indian Act and its amendments impact the lives of First Nations? What are the differences and similarities between the Saskatchewan Treaties 2, 4, 5, 6, 8, and 10 and the British Columbia Nisga'a Treaty? How does treaty making recognize peoples’ rights and responsibilities? Treaty Promises and Provisions What are the benefits of treaties for all people in Saskatchewan from a contemporary perspective? How does the Office of the Treaty Commissioner promote good relations between First Nations people, other people in Saskatchewan, and the Canadian government? In what ways does the Canadian government disregard First Nation’s traditional kinship patterns by implementation of the Indian Act? To what extent have the treaty obligations for health, education and livelihood been honoured and fulfilled? How effective has treaty making been in addressing the circumstances of Indigenous peoples?