KINDERGARTEN TO GRADE FOUR TREATY EDUCATION - KEY QUESTIONS Grade Level Kindergarten Grade One Grade 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 basis 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 First 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 meant by We Are All Treaty People? Why are the symbols used by the Nêhiyawak, Nahkawé, Nakota and Denesûliné First 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 Grade Eight Grade Nine Treaty Education Focus Assessing the Journey in Honouring Treaties Moving Towards Fulfillment of Treaties Understanding Treaties in a Contemporary Context Exploring Treaty Impacts and Alternatives Understanding Treaties From Around the World 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 Métis 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 First 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’ communities? 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 Nations’ traditional kinship patterns by implementation of the Indian Act? To what extent have the treaty obligations for health and education been honoured and fulfilled? How effective has treaty making been in addressing the circumstances of Indigenous peoples?
MINISTRY OF EDUCATION - TREATY EDUCATION OUTCOMES AND INDICATORS 2013 Grade Five: Assessing the Journey in Honouring Treaties Treaty Relationships Spirit and Intent Historical Context Treaty Promises and Provisions TR5: Examine the concepts of colonization and decolonization and analyze their effects. Indicators: Recognize the impact of colonization and assimilation policies of the Canadian government on First Nations and Métis societies. Examine effects of racism on relationships among Saskatchewan people. Investigate the current process of decolonization and the impact this has on all Canadian people. SI5: Analyze how symbols used by treaty signatories contributed to the treaty making process. Indicators: Investigate how symbols were used throughout history to influence people (e.g., promote solidarity or intimidate and control people). Compare the symbols associated with the Canadian judicial system (British Crown) and the symbols used by the First Nation peoples during treaty making. Investigate and report on the significance of symbols that depict the peaceful and harmonious relations between two sovereign nations (e.g., pipe ceremony, feasts and festivals, doves, handshake, or gatherings). HC5: Analyze the concept of self-government as it applies to First Nation and Métis people. Indicators: Describe First Nations and Métis political organizations in Canada and Saskatchewan. Identify First Nations and Métis leaders who were instrumental in the establishment of their political systems and structures. Investigate challenges and opportunities facing First Nation and Métis political organizations today. TPP5: Analyze the benefits of treaties for all people in Saskatchewan from a contemporary perspective. Indicators: Identify contemporary results of Saskatchewan Treaties (e.g., urban reserves, economic development, resource sharing). Examine Tribal Councils or First Nation Bands who have urban land holdings and/or commercial enterprises and the resulting benefits to all Saskatchewan people. Investigate contemporary negotiations that support treaties as living agreements.
SUGGESTED GRADE FIVE RESOURCES: Note: If the suggested resources are not on the Ministry of Education’s recommended learning resources list please refer to the Ministry of Education’s Learning Resources Evaluation Guide (2013) or your school/school system’s learning resources evaluation policy. Recommended Learning Resources - Resources marked with an * are not currently on the Ministry of Education recommended list. Websites: The websites listed below may not be available because the site may have been discontinued by the organizations listed in the URL. All websites were accessed on 28/01/15. Treaty Relationships Aboriginal Perspectives, Thematic Unit Colonialism and Racism. [Web Log Post]. Retrieved from * A Brief History of First Nations Colonization. [Web Log Post]. Retrieved from * Bergstrom, A. (Ed.). (2003). Seventh Generation: Native Students Speak about Finding the Good Path. ERIC Clearinghouse on Rural Education & Small Schools. * Colonialism and State Dependency. [Web Log Post]. Retrieved from * Indian and Northern Affairs Canada. (2006). The Learning Circle: Classroom Activities on First Nations in Canada. Ages 8 to 11 (Unit 8). Ottawa, Ontario: Indian and Northern Affairs Canada. Indian and Northern Affairs Canada. (2006). The Learning Circle: Classroom Activities on First Nations in Canada. Ages 12 to 14 Unit 5. Ottawa, Ontario: Indian and Northern Affairs Canada. Indian and Northern Affairs Canada. (2006). The Learning Circle: Classroom Activities on First Nations in Canada. Ages 14 to 16. Ottawa, Ontario: Indian and Northern Affairs Canada. Office of the Treaty Commissioner. (2005) Allen Sapp’s Art: Through the Eyes of the Cree and Beyond. Allen Sapp Gallery: [DVD]. Available from Office of the Treaty Commissioner. (1999) A Solemn Undertaking: The Five Treaties of Saskatchewan. [DVD]. Available from Office of the Treaty Commissioner. (2008). A Timeline of Events Leading To Treaties in Saskatchewan (Chart). Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Office of the Treaty Commissioner. (2005). (2005). Building Harmony. [DVD]. Available from