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 Eight: Exploring Treaty Impacts and Alternatives Treaty Relationships Spirit and Intent Historical Context Treaty Promises and Provisions TR8: Analyze the impact of treaty on the Métis people. Indicator: Research and assess the role of the Métis in the treaty negotiation process. Examine the role of interpreter in the treaty process (e.g. importance of language). Examine the concept of Scrip, as opposed to being signatories of treaties, and explore the importance of having a land base from which to generate a livelihood. Investigate how Métis peoples’ identity was impacted with their inclusion in Treaty 10. SI8: Assess the impact residential schools have on First Nations communities. Indicators: Compare stories of First Nations people who attended residential schools to the experiences students have had in their own schools. Investigate how First Nations people were forced to learn languages and cultures other than their own. Represent the effects of residential schools on First Nations’ languages and cultures. Examine how First Nations and communities continue to deal with and heal from the abuses experienced by First Nation peoples in residential schools. Assess the importance of the official apology offered by the Canadian government as recommended by the Royal Commission on Aboriginal Peoples for the tragic outcomes of the Residential School Era. HC8: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. Indicators: Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Explore how each province and territory in Canada has worked towards developing a relationship with First Nations. TPP8: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. Indicators: Represent an understanding of the concepts “Medicine Chest” and “Education”, as intended in the Treaties. Relate various quality of life measures from the perspectives of First Nations and non-First Nations people based on the fulfillment of treaties. Propose options that may address any inequities discovered.
SUGGESTED GRADE EIGHT 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 21/02/15. Treaty Relationships Burton, W. & Patton, A. (2011). Call of the Fiddle. Saskatoon, Saskatchewan: Gabriel Dumont Institute. Dobson, P. (2006). In Their Own Land: Treaty 10 and The Canoe Lake, Clear Lake and English River Bands. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Gabriel Dumont Institute of Native Studies and Applied Research. The Virtual Museum of Métis Culture and History. [Web Log Post]. Retrieved from * Living Sky School Division. Creator-Land-People. [Web Log Post]. Retrieved from * McLellan, J. & M. (2007). Goose Girl. Winnipeg, Manitoba: Pemmican Publications Inc. Office of the Treaty Commissioner. (2008). Treaty Essential Learnings: We Are All Treaty People. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Office of the Treaty Commissioner. (2002). Teaching Treaties in the Classroom, Grades 7 – 12. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Office of the Treaty Commissioner. (1998). Statement of Treaty Issues: Treaties as a Bridge to the Future. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Price, R. (1991). Legacy: Indian Treaty Relationships. Edmonton, Alberta: Plains Publishing. The Michif Métis Museum in British Columbia. The Michif Historical& Cultural Preservation Society. [Web Log Post]. Retrieved from *
Treaty Six. [Web Log Post]. Retrieved from * Weibe, R. (2011). Extraordinary Canadians Big Bear. Toronto, Ontario: Penguin Canada Teacher Resources: Allen Sapp’s Art: Through the Eyes of the Cree and Beyond. [DVD]. Available from Cardinal, H. & Hildebrandt, W. (2000). Treaty Elders of Saskatchewan: Our Dream Is That Our People Will One Day Be Recognized As Nations. Calgary, Alberta: University of Calgary Press. Four Directions Teachings. [Web Log Post]. Retrieved from * Indian and Northern Affairs Canada. (2006). The Learning Circle: Classroom Activities on First Nations in Canada. Ages 4 – 7. Ottawa, Ontario: Indian and Northern Affairs Canada. Office of the Treaty Commissioner. Circle of Life Lesson. [Web Log Post]. Retrieved from * Office of the Treaty Commissioner. (2008). Since Time Immemorial: A Treaty Resource Guide for Kindergarten. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Office of the Treaty Commissioner. Teacher made lessons, smart board games, power point games and novel studies. [Web Log Post]. Retrieved from * Office of the Treaty Commissioner. (2008). The Lifestyles of First Nations Peoples Before and After the Arrival of the Newcomers: A Treaty Resource Guide for Grade One. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Office of the Treaty Commissioner. (2008). Treaty Essential Learnings: We Are All Treaty People. Saskatoon, Saskatchewan: Office of the Treaty Commissioner. Office of the Treaty Commissioner. [Web Log Post]. Retrieved from * Pearson Publishers. (2014). Saskatchewan Social Studies 8. Markham, Ontario: Pearson Canada Inc. Saskatchewan Indian Cultural Centre. [Web Log Post]. Retrieved from *