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 Four: Understanding How Treaty Promises Have Not Been Kept Treaty Relationships Spirit and Intent Historical Context Treaty Promises and Provisions TR4: Analyze how relationships are affected when treaty promises are kept or broken. Indicators: Represent examples of promises experienced in their families, classrooms and communities. Discuss the impact on relationships when promises are kept or broken. Identify treaty promises from the local treaty territory and the extent to which those treaty promises have been fulfilled Discuss the effect of unfulfilled treaty promises on relationships SI4: Examine the intent of treaty in relation to education. Indicators: Discuss why First Nations signatories believed there was a benefit to both European education and traditional ways of learning. Research the forms of education that First Nations people have experienced since the treaties were signed. Discuss why some First Nations peoples refer to “education is our new buffalo” (e.g., the means to survive in the new world with the newcomers). HC4: Explore the historical reasons why people entered into treaty. Indicators: Examine how the disappearance of the buffalo and the loss of traditional hunting and trapping territories created a need for First Nations to enter into treaties. Explore how people used the land before the community students are living in was formed. Recognize that treaties provided opportunity for newcomers to live on and share the land of what is now Saskatchewan. TPP4: Examine the objectives of the First Nations and British Crown’s representatives in negotiating treaty. Indicators: Examine the benefits each signatory hoped to achieve. Analyze the challenges and opportunities associated with negotiating treaties (e.g., communication among groups, transportation, participation, preservation of language and cultural practices). Identify how each of the signatories to treaty recorded the events.
Bashutski, C. et al., (2014). Pearson Saskatchewan Social Studies 4: Teacher Resource. Toronto, Ontario: Pearson Canada Inc. Bouchard, D. Nokum is My Teacher. [Video File]. Retrieved from * Four Directions Teachings. (English and French). [Web Log Post]. Retrieved from * Office of the Treaty Commissioner. (2008). A Timeline of Events Leading to Treaties in Saskatchewan. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Office of the Treaty Commissioner. (2008). Historical First Nations Worldview Chart. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Social Justice Literature for the Elementary Classroom. [Web Log Post]. Retrieved from http://2009bookclubblog.blogspot.ca/2009/02/shin-chis-canoe.html * The Ways of the People: Tipi. [Web Log Post]. Retrieved from *