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Social Studies Education First Nations, Métis & Inuit Content & Perspectives Integration 2011 Greater Saskatoon Catholic Schools
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Contents FORWARD ............................................................................................................................................................... iii ACKNOWLEDGEMENT ....................................................................................................................................... iv RESOURCE SEARCH ENGINES ......................................................................................................................... v GRADE 1 INTERACTIONS AND INTERDEPENDENCE ............................................................................. 1 IN1.1 ........................................................................................................................................................................... 1 IN1.2 ........................................................................................................................................................................... 4 IN1.3 ........................................................................................................................................................................... 5 GRADE 1 DYNAMIC RELATIONSHIPS ........................................................................................................... 6 DR1.1 .......................................................................................................................................................................... 6 DR1.2 .......................................................................................................................................................................... 6 DR1.3 .......................................................................................................................................................................... 8 DR1.4 .......................................................................................................................................................................... 9 DR1.5 .......................................................................................................................................................................... 9 GRADE 1 POWER AND AUTHORITY ........................................................................................................... 11 PA1.1 ....................................................................................................................................................................... 11 PA1.2 ....................................................................................................................................................................... 11 GRADE 1 RESOURCES AND WEALTH ........................................................................................................ 12 RW1.1 ..................................................................................................................................................................... 12 RW1.2 ..................................................................................................................................................................... 13 GRADE 2 INTERACTIONS AND INTERDEPENDENCE .......................................................................... 14 IN2.1 ........................................................................................................................................................................ 14 IN2.2 ........................................................................................................................................................................ 15 GRADE 2 DYNAMIC RELATIONSHIPS ........................................................................................................ 16 DR2.1 ....................................................................................................................................................................... 16 DR2.2 ....................................................................................................................................................................... 17 DR2.3 ....................................................................................................................................................................... 18 DR2.4 ....................................................................................................................................................................... 18 GRADE 2 POWER AND AUTHORITY ........................................................................................................... 19 PA2.1 ....................................................................................................................................................................... 19 PA2.2 ....................................................................................................................................................................... 20 PA2.3 ....................................................................................................................................................................... 21 GRADE 2 RESOURCES AND WEALTH ........................................................................................................ 21 RW2.1 ..................................................................................................................................................................... 21 RW2.2 ..................................................................................................................................................................... 22 RW2.3 ..................................................................................................................................................................... 23 GRADE 3 INTERACTIONS AND INTERDEPENDENCE .......................................................................... 24 IN3.1 ........................................................................................................................................................................ 24 IN3.2 ........................................................................................................................................................................ 25 IN3.3 ........................................................................................................................................................................ 26 GRADE 3 DYNAMIC RELATIONSHIPS ........................................................................................................ 27 DR 3.1...................................................................................................................................................................... 27 DR 3.2...................................................................................................................................................................... 27 DR 3.3...................................................................................................................................................................... 28
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GRADE 3 POWER AND AUTHORITY ........................................................................................................... 29 PA 3.1 ...................................................................................................................................................................... 29 PA 3.2 ...................................................................................................................................................................... 29 PA 3.3 ...................................................................................................................................................................... 30 GRADE 3 RESOURCES AND WEALTH ........................................................................................................ 31 RW 3.1 .................................................................................................................................................................... 31 RW 3.2 .................................................................................................................................................................... 32 RW 3.3 .................................................................................................................................................................... 32 GRADE 4 INTERACTIONS AND INTERDEPENDENCE .......................................................................... 33 IN4.1 ........................................................................................................................................................................ 33 IN4.2 ........................................................................................................................................................................ 34 IN4.3 ........................................................................................................................................................................ 36 GRADE 4 DYNAMIC RELATIONSHIPS ........................................................................................................ 36 DR4.1 ....................................................................................................................................................................... 36 DR4.2 ....................................................................................................................................................................... 37 DR4.3 ....................................................................................................................................................................... 38 GRADE 4 POWER AND AUTHORITY ........................................................................................................... 39 PA4.1 ....................................................................................................................................................................... 39 PA4.2 ....................................................................................................................................................................... 40 PA4.3 ....................................................................................................................................................................... 40 PA4.4 ....................................................................................................................................................................... 40 GRADE 4 RESOURCES AND WEALTH ........................................................................................................ 41 RW4.1 ..................................................................................................................................................................... 41 RW4.2 ..................................................................................................................................................................... 42 RW4.3 ..................................................................................................................................................................... 42
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FORWARD FIRST NATION, MÉTIS & INUIT INTEGRATION GUIDES The purpose of this First Nations, Métis & Inuit (FNMI) integration guide is to help educators with the integration of Aboriginal content and perspectives. We looked at the Outcomes and the Indicators and then we suggested ideas, websites and resources in support of classroom activities wherever FNMI content was mentioned. We also made similar suggestions where Outcomes and Indicators had a natural fit with FNMI content. These resource connections are not meant to surpass those listed by the ministry. You will not find lesson plans here, but you will be pointed in a direction from which you may be able to find your own resources and your own ideas for FNMI content.
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ACKNOWLEDGEMENT THANKS TO THE FOLLOWING There are a number of organizations and people responsible for putting the guides together and who require our thanks: • Superintendent Gordon Martell • Consultant Larry McCallum • First Nations, Métis & Inuit Education Unit • Partnership members: Saskatoon Tribal Council and Central Urban Métis Federation
Inc. And the following educators GRADE 1 TO 5 HEALTH GUIDE • Crystal Haynes, St. Angela • Jenna Bergerman, Father Robinson • Michelle Fransoo, Bishop Klein • Christal Keeler, Father Vachon • Penny Condon, St. Michael • Donna Banks, St. Michael • Darin Saleski, St. Angela • Andrea Hettel, St. Bernard • Rod Figueroa, St. Michael • Lori Skjeie, intern
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RESOURCE SEARCH ENGINES Greater Saskatoon Catholic Schools First Nations, Métis and Inuit Education Unit 420 – 22nd Street East Saskatoon, SK S7K 1X3 Phone: (306) 659-7000 Fax: (306) 659-2010 http://blog.scs.sk.ca/fnmieteam/ Larry McCallum, GSCS Consultant, created power points containing basic information that provides a good starting point when integrating FNMIE content and perspectives. Power points are for personal use only and can be obtained by contacting the FNMIE Unit.
Power Point Listing • Useful definitions (middle years) • First Nations/Métis Governments • First Nations/Métis Spirituality • Métis Culture • Métis History • Medicine Wheel Teachings • Oral Tradition • Treaties • Sentencing Circles • Game Farms – First Nations Worldview (different philosophy) • Residential Schools • Integration of Traditional First Nations Spirituality into Daily Life • Misconception Training • (word doc) Connections to Tipi Pole Values and Biblical Quotes
Other helpful search engines: GSCS Destiny Library online http://destinyweb.scs.sk.ca GSCS Pre K-8 Resource One-Stop-Shop http://blog.scs.sk.ca/resources/ GSCS Service Centre 659-2003 – Aboriginal Teaching Kits & Tipi’s Saskatchewan Indian Cultural Centre Library http://www.sicc.sk.ca/departments_library.html
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GRADE 1 INTERACTIONS AND INTERDEPENDENCE
IN1.1 DESCRIBE THE DIVERSITY OF TRADITIONS, CELEBRATIONS, OR STORIES OF INDIVIDUALS IN THE CLASSROOM AND SCHOOL. a. Generate questions about family traditions and celebrations (e.g., are special
clothes worn? Is there special food? Are there special dances, songs, music? Are there other special cultural traditions?). Clothing • Mocassins- First Nations people traditionally wore soft soled leather or rawhide
shoes called Mocassins. The moccasins were decorated with bead work or porcupine quills. Made your own moccasins as a class using thick felt. http://www.freekidscrafts.com/native_american_moccasins-e548.html
Quilling • “Mittens With Quills” by Vera Tremblach Food • “Giving Thanks A Native American Good Morning Message” by Chief Jake Swamp. A
Native American prayer book with beautiful illustrations. • Resource: Native North American Foods and Recipes By Bobbie Kalman • Have students prepare bannock. Recipe for bannock:
http://allrecipes.com//Recipe/bannock/Detail.aspx • Discuss the Buffalo: Appendix F “What the Buffalo Gave” Appendix G “The Buffalo
Book” Appendix H “Buffalo Hide Painting” from Teaching Treaties in the Classroom: A Treaty Resource Guide for Grade 1
• Buffalo Hides (Paper) Painting Craft: http://www.dickblick.com/multicultural/buffalohides/
• Information on Plains Indians Bison Hunting and Uses: http://www.saskschools.ca/~gregory/firstnations/bison.html
• “Buffalo Hunt” pg. 62- Canada’s Natives Long Ago by Donna Ward and Marj Cassidy Non-fiction story of a buffalo hunt.
• “Food” pg. 64 Canada’s Natives Long Ago by Donna Ward and Marj Cassidy Recipe and description of Pemmican
Music • Guest to teach hand drumming: Class set of 25 drums. Students can learn basic
skills of how to hold a drum and how to play basic beats as well as history of drumming. Contact Board Office FNMI.
• Listen to and discuss First Nations drumming and music on CD. Available through FNMI.
• Pimatisiwin/Powwow Dance- The Celebration of Life by Anna-Leah King: A short description of several powwow dances. Includes a music CD. Available for purchase through Greater Saskatoon Catholic School Board.
• Guest dancers to demonstrate various dances and costumes: i.e. Hoop Dancing, Metis Jigging. Contact FNMI for more information.
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• Come Experience the Music, Dance and Culture of the First Nations People, Métis and Inuit of Canada:
• www.vac-acc.gc.ca/content/feature/abspirit/abback/ab_ceremony_program_e.pdf • Take a class trip to a Pow Wow. • Book Resource: The Song Within My Heart by David Bouchard
b. Describe behaviours, actions, or activities that are part of students’ family
traditions or celebrations. Book Resources • The ABC’s of our Spiritual Connection by Kim Soo Goodtrack • The Meaning of Respect by Dave Bouchard • Circle of Life by White Deer of Autumn Talking Circles • Use- The Circle Teaching Treaties in the Classroom: Resource Guide for Grade 1 • Invite a kihtaya (Elder) to talk about traditional First Nations ceremonies; i.e.
smudge, sweat lodge, sun dance. Present the kihtaya with tobacco and ask if he/she will do a smudge with your classroom. Contact the First Nations/Metis Unit at the Board Office and they will arrange a kihtaya for a classroom visit. You can also ask the kihtaya to tell traditional oral stories.
• Discuss the Buffalo: Appendix F “What the Buffalo Gave” Appendix G “The Buffalo
Book” Appendix H “Buffalo Hide Painting” from Teaching Treaties in the Classroom: A Treaty Resource Guide for Grade 1
• Buffalo Hides (Paper) Painting Craft: http://www.dickblick.com/multicultural/buffalohides/
• Information on Plains Indians Bison Hunting and Uses: http://www.saskschools.ca/~gregory/firstnations/bison.html
• “Buffalo Hunt” pg. 62- Canada’s Natives Long Ago by Donna Ward and Marj Cassidy Shelter • Discuss concept of what a home is. Introduce the model tipi. Construct a paper tipi
and decorate using pictographs. Create a tipi village. • http://www.enchantedlearning.com/crafts/na/teepee/ • http://www.sd4history.com/unit5/teachers/tipi.pdf • “Shelter” pg. 65- Canada’s Natives Long Ago by Donna Ward and Marj Cassidy
Describes the construction of tipis as well as tipi etiquette. • Create a class quilted tipi: Each student could decorate their own quilt patch
reflecting their family culture. Sew the patches together to make a class quilt to cover a tipi. See pg. 143 Crafting a Meaningful Home by Meg Mateo Ilasco for instructions.
• Instructions on how to create erect a tipi. http://www.shelterpub.com/_shelter/www_teepee.html
• Interactive animated video on how to erect a tipi. http://www.learnalberta.ca/content/wonbt/html/index.html?launch=true
• http://www.learnalberta.ca/Search.aspx?lang=en&search=&grade=&subject=Aboriginal+Studies
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• Native Homes Decoration Pack- Native Reflections 2011-2012 Catalogue: bulletin board ready images of 12 different types of First Nations homes from around North America.
• Resource: Native Homes by Bobbie Kalman. Pictures and descriptions of a variety of types of Native homes throughout North America
• Sketch an igloo- Some people live in northern areas of the world where there is a lot of snow. There are no trees or materials for making bricks. What kind of material would these people use for making a house? (Inuit igloos are made from blocks of snow they cut with their knives. The snow is a good insulator and with a small stove the family is very comfortable.)
Transportation • Cree Transportation – canoes; snowshoes; dog and travois; walking Lesson 7 from
Teaching Treaties in the Classroom: A Treaty Resource Guide for Grade 1 • “Moving and Hunting” pg. 66 Canada’s Natives Long Ago by Donna Ward and Marj
Cassidy Describes various modes of historic transportation of First Nations people. c. Gather information regarding traditions, celebrations, or stories of others by
identifying and accessing various resources (e.g., family members, elders, teachers, neighbours, library books, video clips). • Heritage Fair- Individual students identify their cultural backgrounds and create a
display to share with the class/school. • Have an Elder visit the class to share some traditional stories. • Have members of a cultural group visit your class and explain their traditions or
traditional dress, music, and other art forms connected celebrations. Have them perform their traditional style of dance.
• Use the ‘Hoop Dance’ kit or ‘Pow-wow’ kit from the resource center. • Host a ‘National Aboriginal Day’ Celebration- June 21. Contact the National
Aboriginal Day Management Services department for products that they can send you.
Book Resources • The Song Within My Heart by David Bouchard • Drumbeat Heartbeat by Susan Braine
d. Re-tell stories about traditions and celebrations of members of the classroom
(e.g., how do families spend free time? How are weddings, birthdays, anniversaries, or family reunions celebrated?). Talking Circle • Conduct a talking circle for children to tell about a special family celebration. • Invite an elder to the classroom to discuss First Nations traditions and celebrations.
e. Compare how families recognize important family events (e.g., what is the same
about how a student and a friend/classmate recognize family birthdays, weddings, deaths? What is different?). Book Resources • Drumbeat Heartbeat by Susan Braine
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• Dancing in my Bones by Wilfred Burton and Anne Patton: Metis story about dance. Includes a music CD.
IN1.2 DISCUSS CULTURAL DIVERSITY IN THE FAMILY AND CLASSROOM, INCLUDING EXPLORATION OF SIMILARITIES AND DIFFERENCES. a. Describe positive attributes of the individual students’ families.
• Create a picture book of individual student family member attributes. See First Nations Families by Karin Clark.
• Discuss the meaning of “family” and “extended family”. The Cree family is an extended family.
Recognize that families are varied and diverse. • Create a family tree after reading First Nations Families By Karin Clark. Book Resources • The ABC’s of our Spiritual Connection by Kim Soo Goodtrack • Ceremony in the Circle of Life by White Deer of Autumn • The Meaning of Respect by Dave Bouchard
b. Explore the diversity of ways of life for families (e.g., language, clothing, food, art,
celebrations). Have fun with Cree
List of Cree greeting words: • tansi?- How are you? • Nahmohyah nanto- good; everything is fine • Kiyama? - And how are you? • Practice counting in Cree: • piyak (peeyak) – one • niso (neesou) - two • nisto (neesto)- three • niwo (neewo) – four • niyanan (neeya none) – five Music and Dance • Pimatisiwin/Powwow Dance- The Celebration of Life by Anna-Leah King: A short
description of several powwow dances. Includes a music CD. Available for purchase through Greater Saskatoon Catholic School Board.
Food • Bannock- traditional food. Have students prepare bannock. Recipe for bannock:
http://allrecipes.com//Recipe/bannock/Detail.aspx Clothing • Mocassins- First Nations people wore soft-skin shoes made of leather or rawhide.
Students can create their own moccasins out of thick felt. Quilling • Mittens With Quills by Vera Tremblach Book Resources
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• The ABC’s of our Spiritual Connection by Kim Soo Goodtrack • Ceremony in the Circle of Life by White Deer of Autumn • The Meaning of Respect by Dave Bouchard • Dancing in my Bones by Wilfred Burton and Anne Patton: Metis story about dance.
Includes a music CD. c. Identify ways in which families are similar and ways in which families are
different. • Create a family tree after reading “First Nations Families” By Karin Clark. Book Resources • My Family by Penny Condon • Nokum is my Teacher by David Bouchard
d. Explore attributes common to cultural groups represented within the classroom
and school (e.g., foods, arts, festivals, treaties, leisure time activities, community celebrations). Book Resource • The ABC’s of our Spiritual Connection by Kim Soo Goodtrack
IN1.3 ASSESS WAYS IN WHICH RELATIONSHIPS HELP TO MEET HUMAN NEEDS. a. Identify human needs.
Book Resource • The Table Where Rich People Sit by Byrd Baylor
b. Identify the groups to which individuals belong, and the needs met by membership
within a group (e.g., family, class, team, activity, or faith group). R.O.V.E.R. Video • Wapos Bay- A Time to Learn: Wapos Bay is an animated series about the adventures
of three Cree children living in northern Saskatchewan. Talon has homework to complete before setting out for the trap line with his father. Meanwhile, T-Bear accidentally lets a sled dog escape. Talon and T-Bear learn the importance of listening to elders and taking care with everything you do. Also available in Cree version http://rover.edonline.sk.ca/videoSearch.htm?all=Walpost+Bay&pageNumber=1
c. Compare how various groups, including family, classmates, friends, and
significant adults within students’ lives, contribute to meeting needs. Book Resource • My Family by Penny Condon
d. Illustrate relationships that could meet needs in a fashion similar to a family
relationship (e.g., treaty, business partnership, team membership). Book Resource • Red Parka Mary by Peter Eyvindson
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GRADE 1 DYNAMIC RELATIONSHIPS DR1.1 RELATE FAMILY EVENTS AND STORIES OF THE RECENT OR DISTANT PAST TO THE STUDENT’S PLACE IN PRESENT DAY FAMILY LIFE. a. Provide oral examples of traditions and celebrations that connect people to the
past, and consider why these traditions and celebrations are important today. • Discuss the meaning of “family” and “extended family”. The Cree family is an
extended family. • Moss Bag: Read “The Moss Bag” by Vera Tremblach 1993. Read “Kokum’s Moss
Bag” as told to Vera Tremblach by Pauline Runstedler. Explore and discuss various traditional methods of Cree Transportation • canoes; snowshoes; dog and travois; walking • R.O.V.E.R. Video: Aboriginality- Aboriginality re-imagines the strength and spirit of
First Nations culture through narrative mediums that connect urban First Nations youth to their rural ancestral histories. Dallas Arcand, world champion hoop dancer and hip-hop artist, is inspired by both new and traditional elements of First Nations culture. He plays dual roles in being both a positive First Nations presence in mainstream urban media and a touchstone to traditional First Nations roots and culture. http://rover.edonline.sk.ca/goToVideo.htm?filename=N203.flv
Book Resources • Nokum is my Teacher by David Bouchard • My Family by Penny Condon • Drumbeat Heartbeat by Susan Braine • The Song Within My Heart by David Bouchard
b. Construct representations of the passage of time, as related to the family (e.g., I
was born, my siblings were born, family member moves away from, or into, the family home).
Book Resource • Nokum is my Teacher by David Bouchard • Ceremony – In the Circle of Life by White Deer of Autumn
c. Relate events and stories in chronological order, using comparisons (e.g., old and
new, younger and older, before and after) relative to student ages. DR1.2 DESCRIBE KINSHIP PATTERNS OF THE PAST AND PRESENT AND DESCRIBE ACCORDING TO TRADITIONAL TEACHINGS (E.G., MEDICINE WHEEL TEACHINGS). a. Retell family stories that identify how family structures have changed over time.
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Book Resources • The Meaning of Respect by David Bouchard • My Family by Penny Condon • Nokum is my Teacher by David Bouchard
b. Recognize the stages of life, and that some cultures associate the stages with the
teachings of the Medicine Wheel (e.g., the four directions of the Medicine Wheel correspond with the stages of life: south – infancy and childhood, west – adolescence, north – adulthood, and east – old age/death). Medicine Wheel Powerpoint • Information for teachers regarding the medicine wheel and it’s traditional value.
http://onestop.gscs.sk.ca/Curriculum/FNMIE/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2fCurriculum%2fFNMIE%2fShared%20Documents%2fPower%20Points%20for%20Internal%20Use&FolderCTID=&View=%7b5DF8F6BF%2dE317%2d43A0%2d95D4%2d9A215656FA73%7d
Medicine Wheel Interactive for Teachers • SMART Board interactive medicine wheel where students can assess how they are
feeling and add positive and negative words to their medicine wheels as they strive to create a balance. http://onestop.gscs.sk.ca/Curriculum/FNMIE/default.aspx?RootFolder=%2fCurriculum%2fFNMIE%2fShared%20Documents%2fSmart%20Board%20Applications&FolderCTID=&View=%7bE1C38274%2d785D%2d4A76%2dB3A1%2dE2992BCEC784%7d
Book Resource • Ceremony – In the Circle of Life by White Deer of Autumn
c. Describe the functions served by various family relationships by comparing
family and kinship structures within the classroom (e.g., What makes all families special? What are the benefits of living in a family? What are the roles of family members? What contributions are made by each member of the family?). • Discuss the meaning of “family” and “extended family”. The Cree family is an
extended family. • Discuss Sharing and how First Nations extended families share personal stories,
food, objects. • First Nations people giving thanks. Traditionally the Indian peoples sat around the
fire to eat. One of the older people in the group would take a small piece of each type of food and throw it in the fire as a way of saying thank you to the spirit in that food. For example if there were eating fish, they would throw a small piece of the fish on the fire as a gesture of thanks to the Creator Table Manners
• Work through role-play situations to reinforce understandings about the responsibilities of all family members cooperating to make meal time pleasant for everyone. Role play eating a meal in a restaurant or at grandma’s house. Discuss proper manners. Remind the students that it would be part of traditional Indian
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culture of offer to help when visiting grandma’s house. Ask students to identify parallels in their families.
• Invite a cultural advisor to come into the class and describe First Nations kinship patterns. Learning from family members
• My Kokum Called Today by Iris Loewen. This is a current day story about a young girl from a city who travels to visit her kokum on reserve.
• Many Indian and Metis children help to take care of younger siblings. Discuss the nature of that responsibility. Discuss the following questions: If children learn by doing and by observing the behavior of others, how would you teach children to be kind, to share, and cooperate with others? Book Resources
• First Nations Families By Karin Clark shows examples of various First Nations families.
• My Family by Penny Condon • The Meaning of Respect by Dave Bouchard
d. Identify people who are connected to the basic family group through hereditary
or cultural family relationships (e.g., grandparents, parents, aunts, uncles, other significant adults). • Individual students can create family trees after reading “First Nations Families” by
Karin Clark • My Family by Penny Condon
DR1.3 DEMONSTRATE AWARENESS OF HUMANS’ RELIANCE ON THE NATURAL ENVIRONMENT TO MEET NEEDS, AND HOW LOCATION AFFECTS FAMILIES IN MEETING NEEDS AND WANTS. a. Identify sources of food common in students’ meals (e.g., plants, mammals, fish,
birds, animal products like milk, cheese, and eggs). Book Resource • Berry Magic by Terry Sloat • The First Strawberries by Joseph Bruchac
b. Investigate the process of getting food from source to students’ tables. c. Trace the geographic origins of food products consumed by students. d. Explain the contribution of the natural environment to the satisfaction of basic
human needs. • I Can’t Have Bannock but the Beaver Has a Dam by Bernelda Wheeler
Native North American Foods and Recipes By Bobbie Kalman – Have students prepare bannock. Recipe for bannock: http://allrecipes.com//Recipe/bannock/Detail.aspx
• Keepers of the Earth, “The Coming of the Corn” pg. 137 (Sci. 1991)
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• The Buffalo: Appendix F “What the Buffalo Gave” Appendix G “The Buffalo Book” Appendix H “Buffalo Hide Painting” from Teaching Treaties in the Classroom: A Treaty Resource Guide for Grade 1
• Use the ‘Buffalo Education Kit’ from the Resource Center • Use the ‘Animals in Saskatchewan’ Kit from Resource Center • Trip to Wanuskewin - book program through them Book Resources • The First Strawberries by Joseph Bruchac • The Table Where Rich People Sit by Byrd Baylor • Ceremony – In the Circle of Life by White Deer of Autumn • The Meaning of Respect by Dave Bouchard
e. Retell stories that explore the relationship between humans and nature.
Book Resources • Ceremony – In the Circle of Life by White Deer of Autumn • The First Strawberries by Joseph Bruchac • Her Seven Brothers by Paul Goble
f. Identify ways in which use of resources to meet needs and wants of individuals
affects the natural environment, and recognize individual and group responsibility towards responsible stewardship of the natural environment. • Buffalo Education Kit- reveals how First Nations people used all parts of the buffalo. Reading Resources • Ceremony In The Circle of Life By White Deer of Autumn • Nokum Is My Teacher By David Bouchard
DR1.4 RECOGNIZE GLOBES AND MAPS AS REPRESENTATIONS OF THE SURFACE OF THE EARTH, AND DISTINGUISH LAND AND WATER MASSES ON GLOBES AND MAPS. a. Compile a list of various types of models used as representations of real things
(e.g., toys, dolls, action figures, figurines, pictures, diagrams, maps). b. Identify general characteristics of maps and globes as models of all or parts of the
earth, including reasons why certain colours are used to depict particular physical features.
c. Use a globe to identify the location of places of origin for items found in the
classroom and school. DR1.5 IDENTIFY AND REPRESENT THE ORIENTATION IN SPACE (WHERE) AND TIME (WHEN) OF SIGNIFICANT PLACES AND EVENTS IN THE LIVES OF STUDENTS. a. Identify Saskatchewan as our province and Canada as our country, and give
examples of other provinces and other countries.
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b. Locate Canada, and the relative location of Saskatchewan, on a globe. c. Locate Saskatchewan and the relative location of the community of the school on
a map of Canada. d. State the address or describe the relative location of students’ homes in the
community. e. Use relative terms to describe location (e.g., above, below, near, far, left, right,
front, back, in, out). f. Use relative times to describe events in relation to students’ lives (e.g., day, night,
this morning, this afternoon, this evening; yesterday, today, tomorrow; last week, this week, next week; last month, this month, next month; last year, this year, next year).
g. Describe the relative location of places in the classroom and school
neighbourhood. h. Construct and use maps to represent familiar places, such as the location of the
student’s desk, part of the classroom or playground, incorporating the cardinal directions (i.e., north, south, east, and west).
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GRADE 1 POWER AND AUTHORITY PA1.1 ANALYZE ACTIONS AND PRACTICES IN THE FAMILY, CLASSROOM, AND ON THE PLAYGROUND THAT SUPPORT PEACE AND HARMONY, INCLUDING RULES AND DECISION-MAKING PROCESSES. a. Represent situations depicting peace and harmony in students’ daily lives.
Book Resources • The Meaning of Respect By Dave Bouchard Dream Catchers • What are they: www.dreamcatcher.com • How to make one: www.dream-catchers.org
b. Describe personal actions in the family and classroom that promote peace and
harmony (e.g., sharing, taking turns, using sensitive word choices). Book Resources • Nokum Is My Teacher By David Bouchard • The Song Within My Heart By David Bouchard
c. Describe ways in which people may influence the students’ lives at home and at
school, and ways in which each student may influence the lives of others. d. Explain purposes of rules in the family and school. e. Share examples of rules in students’ families and the school. f. Participate in a variety of ways of making decisions (e.g., majority vote,
consensus, individual selection and choice, autocratic). g. Describe rights and responsibilities in the classroom and playground. h. Illustrate how individual rights and responsibilities are related to a social
environment of peace and harmony. i. Participate in the creation of rules for classroom tasks or activities. PA1.2 ANALYZE THE CAUSES OF DISHARMONY AND WAYS OF RETURNING TO HARMONY.
Use in inquiry process to fill in the medicine wheel according to what is positive and negative in your classroom and attempt to balance the wheel in order to achieve harmony. Medicine Wheel Powerpoint Information for teachers regarding the medicine wheel and it’s traditional value. http://onestop.gscs.sk.ca/Curriculum/FNMIE/Shared%20Documents/Forms/AllItems.
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aspx?RootFolder=%2fCurriculum%2fFNMIE%2fShared%20Documents%2fPower%20Points%20for%20Internal%20Use&FolderCTID=&View=%7b5DF8F6BF%2dE317%2d43A0%2d95D4%2d9A215656FA73%7d Medicine Wheel Interactive for Teachers SMART Board interactive medicine wheel where students can assess how they are feeling and add positive and negative words to their medicine wheels as they strive to create a balance. http://onestop.gscs.sk.ca/Curriculum/FNMIE/default.aspx?RootFolder=%2fCurriculum%2fFNMIE%2fShared%20Documents%2fSmart%20Board%20Applications&FolderCTID=&View=%7bE1C38274%2d785D%2d4A76%2dB3A1%2dE2992BCEC784%7d
a. Identify decision-making approaches which may result in positive outcomes and
decision-making approaches which may result in less positive results. b. Illustrate how peace and harmony are exemplified in the classroom, playground,
and family. c. Gather examples of causes of disharmony in the classroom, the playground, and
the family. d. Discuss examples of solutions to disharmony in the family, classroom, and the
playground. e. Describe reasons for recognizing those people and events designed to work for
harmony (i.e., veterans and soldiers on Remembrance Day, conflict managers in the community and school).
GRADE 1 RESOURCES AND WEALTH RW1.1 DESCRIBE THE INFLUENCE OF PHYSICAL, SPIRITUAL, EMOTIONAL, AND INTELLECTUAL NEEDS AND WANTS ON PERSONAL WELL-BEING. a. Review the difference between needs and wants.
Book Resource • The Table Where Rich People Sit By Byrd Baylor
b. Illustrate ways in which other people’s needs may be different from one’s own.
Book Resource • The Table Where Rich People Sit By Byrd Baylor
c. Share oral stories or traditional narratives on the theme of meeting various types
of needs and wants (i.e., physical, spiritual, social/ emotional, intellectual). Book Resources • The Table Where Rich People Sit By Byrd Baylor
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• Dancing In My Bones By Wilfred Burton and Anne Patton d. Represent various ways in which families meet their physical, spiritual,
emotional, and intellectual needs and wants. Book Resource • Ceremony – In The Circle of Life By White Deer of Autumn R.O.V.E.R. Video: ALL ACCESS (Series: Wapos Bay 2) • In this episode from the Wapos Bay Series, cousin Betty arrives in a wheelchair and
the community does its best to adapt to her personal needs. T-Bear avoids Betty when he finds out she is sick. Betty is hurt because she thinks T-Bear no longer likes her. The community of Wapos Bay decides to make it easier for elders and people with disabilities to get around. Also available in Cree. http://rover.edonline.sk.ca/videoSearch.htm?all=Walpost+Bay&pageNumber=1
e. Explain how First Nations people engage traditional teachings in meeting needs
and wants (e.g., Medicine Wheel representation for the domains of spiritual, emotional, physical, and intellectual being). Medicine Wheel Powerpoint • Information for teachers regarding the medicine wheel and it’s traditional value.
http://onestop.gscs.sk.ca/Curriculum/FNMIE/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2fCurriculum%2fFNMIE%2fShared%20Documents%2fPower%20Points%20for%20Internal%20Use&FolderCTID=&View=%7b5DF8F6BF%2dE317%2d43A0%2d95D4%2d9A215656FA73%7d
Medicine Wheel Interactive for Teachers • SMART Board interactive medicine wheel where students can assess how they are
feeling and add positive and negative words to their medicine wheels as they strive to create a balance. http://onestop.gscs.sk.ca/Curriculum/FNMIE/default.aspx?RootFolder=%2fCurriculum%2fFNMIE%2fShared%20Documents%2fSmart%20Board%20Applications&FolderCTID=&View=%7bE1C38274%2d785D%2d4A76%2dB3A1%2dE2992BCEC784%7d
f. Identify ways in which respecting others’ needs and wants helps classrooms and
homes function effectively. RW1.2 DISCUSS WAYS IN WHICH WORK MAY BE MANAGED AND DISTRIBUTED IN FAMILIES, SCHOOLS, AND GROUPS. a. List a variety of types of paid and unpaid work, and identify those people who
undertake this work (e.g., parent gets paid to work outside the home but not for coaching the soccer team; parent who volunteers to make hotdogs for the hotdog sale is not paid, person who runs the hotdog stand at the park is paid). All Jobs are Important • Assign different jobs to students and ask them to paint pictures of people doing their
jobs. Include a variety of books and pictures of people doing their jobs for reference.
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Include people in nontraditional jobs and people of many backgrounds and abilities. Include a diversity of jobs such as Band Chief, operator of a help line, and computer technician. Words at the bottom of the mural could say, “All Jobs Are Important.”
b. Identify various domestic tasks that might contribute to operating and
maintaining a home, and identify individuals who take primary responsibility for those tasks in students’ families. • “Work and Customs” pg. 67 Canada’s Natives Long Ago by Donna Ward and Marj
Cassidy Describes traditional family roles of Plains First Nations. c. Suggest ways in which tasks may be shared in families.
• Discuss ways in which tasks are shared I the students families. Book Resource • My Family By Penny Condon
d. Identify those tasks necessary for the operation and maintenance of the
classroom and school, and identify the individuals who take primary responsibility for those tasks in the school.
e. Describe ways in which students can contribute to the operation of the home and
classroom.
GRADE 2 INTERACTIONS AND INTERDEPENDENCE IN2.1 DETERMINE CHARACTERISTICS OF A COMMUNITY. a. Identify and record characteristics common to the school community (e.g., Who
leads the school community? Who keeps the school community clean and physically pleasant? What kinds of special events happen in the school community?). • Students can brainstorm where students have made agreements at
home/school/community • Example of a website to help with lesson plan idea
http://www.saskschools.ca/curr_content/aboriginal_res/treaty2.htm • Signing agreement of the treaties. Perspective of the First Nations and written
language as a barrier. • Read Peltier book’s ‘Alfred’s First Day’ compared to Franklin’s First Day’ at school.
b. Compile a list of various communities to which students belong (e.g., cultural,
recreational, faith, sports, arts). • Have students share whether they belong to Powwow dancing, hoop dancing, Métis
jigging, drumming and possibly have a demonstration by a local group.
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c. Compare characteristics of other communities to which students belong with those of the school community, identifying the similarities in meeting needs and achieving common purpose. • Compare a reserve to a local community.
d. Identify needs met by the local community that cannot be met independently or
individually, and describe the concept of interdependence. e. Create an inventory of ways in which individuals and groups contribute to the
well-being of the school and local community. • Have different members of the local community come in and talk about how they
contribute to the community (Elder, Kokum, mushom, Métis First Nation dancers) f. Identify characteristics common to local communities (e.g., transportation and
communication networks, educational and health care systems, arts, culture, sport, and recreation infrastructure). • Create a bulletin board comparing community characteristics in their own
city/town and the same characteristics on a reserve. g. Create a representation exemplifying interdependence within the local
community. IN2.2 CREATE A REPRESENTATION OF THE DIVERSITY OF CULTURAL GROUPS IN THE LOCAL COMMUNITY. a. Describe diverse characteristics within the school and local communities, and
describe similarities within and between diverse groups. • Discuss reserves as communities. The following website provides background
information on reserves http://www.literacycommunity.com/grade3/firstnations/reserves.htm
b. Retell the shared experiences and stories of members of the local community
experienced through active listening, viewing, and reading of stories in various formats. • Interview an Elder and use the experiences described to create their own comic
strip/story of the experience. c. Identify the significance of a variety of cultural traditions, festivals, and
celebrations in the school and local communities. • Mama/Papa Métis Series- Mama, why do we wear the Métis Sash?; Mama, what is
the Métis music and dance?; Mama, why do they call us the beadwork people? Available through www.nativereflections.com
d. Describe ways in which diverse individuals and groups contribute to the well-
being of the local community (e.g., storekeepers, medical practitioners, law
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enforcement personnel, school support workers, spiritual or faith leaders, artisans, trades people, bus drivers, community maintenance workers). • Have a First Nation, Métis, Inuit person of all profession do a class presentation.
GRADE 2 DYNAMIC RELATIONSHIPS DR2.1 INVESTIGATE STORIES OF SIGNIFICANT EVENTS AND PERSONS IN THE LOCAL COMMUNITY’S HISTORY TO DESCRIBE THE CONTRIBUTION OF THOSE WHO LIVED IN THE COMMUNITY IN EARLIER TIMES. a. Plan and implement a process to learn about the past experiences of members of
the local community (e.g., talk to long term residents, view pictures or other artistic interpretations, visit an historic site). • Back to Batoche Website to tour around and learn about the history of Batoche
http://www.virtualmuseum.ca/Exhibitions/Batoche/en/flash.php • http://www.pc.gc.ca/lhn-nhs/sk/batoche/edu/edu.aspx • Have a heritage presentation program come to present to students. To inquire about
more information, see the following website below: http://www.pc.gc.ca/lhn-nhs/sk/batoche/edu/edu.aspx
b. Research and represent the history of the local school and the local community
(e.g., events, people). • Residential Schools–Battlefords Friendship Center-960 103rd St. North Battleford,
SK S9A 1K2 • Residential schools Activity book and teachers guide. Compare school life then and
now. c. Describe events of the past in the local community that affect life today (e.g., Why
was the current location chosen for the school? Other buildings? Why are streets or buildings named as they are?). • Use the Batoche website to explore Métis history and culture.
http://www.virtualmuseum.ca/Exhibitions/Batoche/html/about/index.php • Residential schools past in the local community and how that affects life today.
d. Represent ways in which life in the local community has changed over time (e.g.,
change of place names, demographics, services, industries, businesses, transportation networks). • Compare Batoche from the past to the present using the virtual museum
http://www.virtualmuseum.ca/Exhibitions/Batoche/html/about/index.php • Read the story “Jimmy Goes Home” from the Parks Canada Website. It’s about a boy
trapping in BC in the late 1800s. Talk about traditional jobs of the FN people and current jobs of FN people. http://www.pc.gc.ca/apprendre-learn/prof/sub/tf-ft/index_e.asp
Social Studies Education 17
e. Research the origins of, and reasons for, the names of public sites and landmarks in the local community (e.g., streets, rivers, buildings, parks). • Share the Legend of How Qu’Appelle got it name by reading the story Qu’Appelle by
David Bouchard ISBN - 10:1551924757 f. Research the heritage of various individuals and groups within the community,
and why people came to live in the community. • Invite an elder in to speak • Research the following significant First Nations people-information these and other
people at http://www.sicc.sk.ca/faces/ • David Bouchard-writer • Ruth Cuthand-artist • Allen Sapp-artist • Gordon Tootoosis-actor
DR2.2 ANALYZE THE INFLUENCE OF THE NATURAL ENVIRONMENT ON THE LOCAL COMMUNITY. a. Describe natural features of the local community and speculate upon their
importance (e.g., landforms, climate, vegetation, waterways). • Book-Ceremony in the Circle of Life by White Deer of Autumn ISBN 0-940742-24-1.
Use this book as an introduction to the concept of how the First Nations People view the environment.
b. Compile examples of natural resources in the local community and explain the
importance of conserving or restoring natural resources. • Seven sacred Teachings used as a basis for introducing respect for nature. Poster set
and Seven Teachings workbook available from www.nativereflections.com c. Inventory ways in which the natural environment influences lifestyles of the local
community. • Provides information about how water influences the lifestyle of the First Nations
people http://www.literacycommunity.com/grade3/firstnations/waters.htm d. Identify ways that technology has been and is used to enable people to adapt to
the natural environment (e.g., building technology, clothing, industrial equipment, personal care). • Explore traditional tools for the Plains People on the website
http://www.saskschools.ca/~gregory/firstnations/ e. Illustrate ways in which the natural landscape shapes daily life in the local
community. • Have the students look at different types of landscapes that shape the community.
Traditional First Nation cultures believe that human beings were part of nature, not separate from it. The website below gives ideas and a lesson plan that you can
Social Studies Education 18
adapt to your class. http://www.literacycommunity.com/grade3/firstnations/environment.htm
DR2.3 IDENTIFY PHYSICAL REPRESENTATIONS AS CONSTRUCTED MODELS OF REAL THINGS. a. Describe constructed features of the local community and examine the value and
purpose of such constructions (e.g., bridges, buildings, statues, parks, water systems, roads). • Resource-A Reserve Community of Saskatchewan Grade 2 Written and Illustrated
by Vera Trembach Mrs. Munchkin Learning Series #6894 copy write 1994. b. Locate the local community on a map of Saskatchewan and Canada, and the
community’s relative location on a globe. • Have students locate the First Nation communities in Saskatchewan. Provided
below is a website that has a map of Saskatchewan with the First Nation communities. http://www.fnmr.gov.sk.ca/community/maps/firstnations
c. Interpret basic features of maps and globes.
• Mapping activity in Vera Trembach’s Cody’s Community-identifying features of a map using a map of a reserve.
d. Interpret artistic representations of the land in and around the local community.
• Do an Aboriginal artist study on different artist’s representation of land. Below is a website with some information on an artist http://fredericks-artworks.blogspot.com/2010/01/daphne-odjig-ojibway-artist.html
DR2.4 DESCRIBE THE INFLUENCE OF TREATY AND FIRST NATIONS PEOPLE ON THE LOCAL COMMUNITY. a. Share stories of the heritage of the community.
• Contact Elders to come and guest speak b. Investigate the relationship of traditional First Nations to the land.
• YouTube video “Land of the Cree” – pictures set to music that show real pictures of the land as well as artwork depicting the land and animals. Teachers could stop the video at any point to discuss different pictures or artwork.
c. Identify on a map the Treaty territory within which the local community is
situated. • http://www.ainc-inac.gc.ca/al/hts/tgu/mps/htoc-eng.pdf • pdf of the Treaty map. Copies can be ordered from www.otc.ca
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• This website is provided for teachers to gain knowledge on the different treaties http://www.ainc-inac.gc.ca/al/hts/tgu/index-eng.asp
d. Describe the reasons for Treaty from the perspective of the First Nations and the
government. • Teaching Treaties in the Classroom A Treaty Resource Guide for Kindergarten to
Grade 6. Saskatoon: Office of the Treaty Commissioner, 2008. Grade 2: 978-0-9782685-3-4
e. Trace the evolution of the Treaty relationship in the community. • Have students watch a you tube video about treaties:
http://www.youtube.com/watch?v=w2xAvZwROu8 • Teaching Treaties in the Classroom A Treaty Resource Guide for Kindergarten to
Grade 6. Saskatoon: Office of the Treaty Commissioner, 2008. Grade 2: 978-0-9782685-3-4
f. Present oral, visual, or other interpretation or representation of historical
understanding gained through oral history. • Teaching Treaties to the Elementary Grades by Larry McCallum-GSCS Teachers
consult OneStop First Nations Resources • Lessons on the history of storytelling and the cultural traditions that shape
storytelling http://olc.spsd.sk.ca/DE/resources/firstnationsliterature/Storytelling.html
GRADE 2 POWER AND AUTHORITY PA2.1 ANALYZE HOW DECISIONS ARE MADE WITHIN THE LOCAL COMMUNITY. a. Review examples of communities to which students belong, and identify leaders
in those communities (e.g., sports teams, artistic groups, school clubs, classroom, school, family). • Incorporate First Nation, Métis, Inuit to which students belong to. (eg pow wow,
jigging, hoop dancing) • Include First Nations/ Métis dancers (Oskāyak, St. Mary’s) • YouTube video of Pow wow grand entry-“Fort Qu'Appelle - Treaty 4 Pow-Wow
Grand Entry” b. Give examples of leadership in the local community, and describe ways
leadership is demonstrated (e.g., mayor, reserve, chief, Elders, community volunteers). • Invite an Elder into the classroom to talk about their leadership in the local
community. • Invite Chief into the classroom to talk about their leadership in the local community
Social Studies Education 20
c. Identify decision makers in the local community in government, economic, community, faith, and cultural organizations, and the roles of each. • Decision making process include: Elders may make wise decisions based on
experience; a community has elected representatives to make decisions; a religious leader may use prayers and sometimes people make decisions on their own or with a partner.
d. Research processes for decision making in local community organizations, and
describe similarities and differences. • Look at the difference from urban reserves to rural reserves.
e. Research formal decision-making process for governance of the local community.
• Information for teachers on how chief and councilors are elected on reserves. http://www.sicc.sk.ca/saskindian/a73may14ia.htm
• Information for teachers on job descriptions for chief and councilors http://www.nfn.ca/council%20business/policy/NFN%20Governance%20Roles%20Final.pdf
PA2.2 ASSESS AND PRACTISE VARIOUS APPROACHES TO RESOLVING CONFLICTING INTERESTS WITHIN THE COMMUNITY. a. Recognize that the existence of conflicting interests does not necessarily result in
conflict, and that harmonious communities resolve conflicting interests in peaceful ways. • Seven sacred Teachings used as a basis for introducing conflict resolution – Poster
set and Seven Teachings workbook available from www.nativereflections.com b. Review processes for resolving conflicting interests in the classroom and school.
• Talking circle to solve problems. • Teachers could also refer to the 7 Teachings within the Talking Circle to assist with
resolving conflicts http://www.k-3teacherresources.com/class_sharing_circle.html c. Identify possible sources of conflict in groups to which students belong, and in the
community. d. Identify and describe diverse viewpoints and perspectives in the local
community. • Book-The Meaning of Respect by Dave Bouchard 0-921827-37-7
e. Identify ways of maintaining safety and harmony within communities (e.g.,
police, firefighters, signage). f. Investigate processes for resolving conflicting interests in the local government
and community organizations.
Social Studies Education 21
• Aboriginal community kit from Greater Saskatoon Catholic School Division-Canadian Challenges Aboriginal Peoples building for the futures Activities Lesson 8 Government and Law-working together as a group to reach consensus.
g. Identify attributes of successful approaches to resolution of conflicting interests.
• Drama activities to act out conflict resolution (Use resources from Peace Works, Lion's Quest, etc.)
h. Apply successful approaches to resolving conflicting interests in the classroom
and school communities. • Participate in a sharing circle. The following website discusses how to teach using a
sharing circle To resolve conflict in the classroom/school communities have students sit in a talking circle. http://www.k-3teacherresources.com/class_sharing_circle.html
PA2.3 ANALYZE RIGHTS AND RESPONSIBILITIES OF CITIZENS IN THE SCHOOL AND LOCAL COMMUNITY. a. Differentiate between the nature of the rights of children and of adult citizens in
the community. • Office of the Treaty Commissioner-information http://www.otc.ca/
b. Identify Treaty rights of members of the community.
• Teaching Treaties in the Classroom A Treaty Resource Guide for Kindergarten to Grade 6. –all schools should have a copy. For more copies contact Office of the Treaty Commissioner Bay 215-2553 Grasswood Rd East Saskatoon, Saskatchewan S7T 1C8 Phone: 306-244-2100 Fax: 306-667-5654
c. Relate the rights of citizens in the community to their responsibilities to the community. • Invite an Elder to explain their role within the community.
d. Identify opportunities for sharing responsibility in the school and community.
GRADE 2 RESOURCES AND WEALTH RW2.1 DESCRIBE WAYS IN WHICH THE LOCAL COMMUNITY MEETS NEEDS AND WANTS OF ITS MEMBERS.
Social Studies Education 22
a. Define the term resource, and inventory resources in the community that help to meet needs and wants. • Needs and Wants chart based on personal action plan-using the medicine wheel to
guide their choices. Medicine wheel Information http://www.thehealingjourney.ca/inside.asp?219
b. Investigate how quality of life is influenced by individuals, businesses, and groups
in the local community. RW2.2 ANALYZE VARIOUS WORLDVIEWS REGARDING THE NATURAL ENVIRONMENT. a. Investigate traditional First Nations worldviews of the relationship between
humanity and the environment. • Use Grandfather, what is a medicine wheel? And Grandmother, what are the seven
teachings? From the Grandmother/grandfather series available through the Native Reflections Catalogue. Order online at www.nativereflections.com
• Mother Earth-respect for the environment-pledge the students can take http://www.klme.org/
• This website provides main idea, objective, teacher information etc… http://www.literacycommunity.com/grade3/firstnations/environment.htm
• Nenapohs and the Owl by John F. Cote-teaches about nature-online at http://www.sicc.sk.ca/faces/mcotestor2.htm
b. Describe traditional western European worldviews of the relationship between
humanity and the environment. c. Investigate traditional Métis worldviews of the natural environment.
• The following website gives information of various Métis worldviews of the natural environments http://www.mmf.mb.ca/index.php?option=com_content&view=article&id=85&Itemid=86
• Use a medicine wheel to talk about the environmental component in the student’s life. The following website provides background knowledge on the teachings of the medicine wheel http://www.indianheadfirstnations.com/wheel.htm
d. Assess worldviews of how to achieve balance and harmony.
• Use the medicine wheel to discuss how to achieve balance and harmony. The following website provides information about the medicine wheel: http://www.oocities.com/rainforest/andes/1029/medwheel4.html
e. Describe current worldviews in the community of the relationship between
humanity and the natural environment.
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RW2.3 CONTRIBUTE TO INITIATING AND GUIDING CHANGE IN LOCAL AND GLOBAL COMMUNITIES REGARDING ENVIRONMENTAL, SOCIAL, AND ECONOMIC SUSTAINABILITY. a. Represent through visual art, music, dance, writing, or other forms, the
contribution of individuals and communities to initiate change that supports sustainability. • Some dancing groups could tour the schools in the province. You can contact them
and ask them if they could visit your school and teach students a folk dance. • Powwow Activity Book from Book Publishing Company call toll free 1-877-8
NATIVE • Fiddle Dancer by Anne Patton and Wilfred Burton ISBN 978-0-920915-76-9
b. Investigate how individual local consumer choices may affect people elsewhere in
the world (e.g., child labour, enslavement, sweat shops, consumption of scarce resources, prosperity through employment). • Aboriginal Community Kit from the Greater Saskatoon Catholic School Division
Resource Center-The Rights Path: a handbook on human rights issues for urban aboriginal people.
c. Develop a classroom action plan for harmonizing personal lifestyles with
collective needs regarding social, environmental, and economic sustainability.
Social Studies Education 24
GRADE 3 INTERACTIONS AND INTERDEPENDENCE IN3.1 ANALYZE DAILY LIFE IN A DIVERSITY OF COMMUNITIES. Teachers Note: Saskatchewan consists of the Métis, Cree, Sioux, Déne, Ojibway, and Salteaux people where in Canada there is approximately 58 First Nations. a. Describe characteristics of daily life in communities studied, and compare the
ways in which the needs are met by individuals in diverse communities (e.g., housing, tools, work, use of the land, games, education). Recommended Teacher Activities • Start by using a KWL chart - ask the students what do they know about the
individuals living in Saskatchewan. Who are they? Where do they live? What do they do?
• Once you have your KWL chart completed distribute among the students the attached "Comparing Communities Chart" have them fill it in.
Resources • http://www.ecokids.ca (Note: you will be asked to sign up, there is no charge to
become a member) • The 3-6 Métis Kit - Available from the Resource Center. • A Reserve Community of Saskatchewan – Community Theme Resources – Grade
Two Includes Cody’s Community which is also included in the Aboriginal Community Kit.
• Expressing Our Heritage – Métis Artistic Designs. Located in the Métis Kit and also available to purchase at Gabriel Dumont Institute.
• Canadian Aboriginal Art and Culture book series: (Titles, Cree, Dene, Haida, Inuit, Iroquois, Metis, Mikmaq, Ojibwa and Salish) ISBN # 978-1-55388-338-8
Suggested Storybooks • KEY RESOURCE Just a Walk (Written by Jordan Wheeler, Illustrated by Bill
Cohen) ISBN 0-919441-46-7 • Chuck in the City (by Jordan Wheeler, Illustrations by Bill Cohen) ISBN 0-919441-
63-7 • The Children Visit Grandfather (Okinins Series - Saskatchewan Indian Language
Program) • The Big Storm (Written and Illustrated by Darrell W. Pelletier) – Gabriel Dumont
Institute – ISBN 0-920915-31-0 (Book 3) • Orphans in the Sky (Jeanne Bushey, Illustrated by Vladyana Krykorka) ISBN 0-
088995-291-4 • "Flour Sack Flora" - Written by Deborah L. Delaronde. Illustrated by Gary Chartrand.
ISBN 1-894717-05-8.
b. Give examples of how culture is reflected in daily life in various communities, and examine why these cultural elements are important (e.g., language, stories,
Social Studies Education 25
cultural traditions, religious traditions, recreation, art, architecture, and clothing).
Resources • Métis Kit – Located in the Métis Kit available from the service center and can also be
purchased from the Gabriel Dumont Institute. • A Thematic Unit About Plains Indians- Evan Moor 1996. ISBN 1-55799-576-1 • Suggested Activity: Have the students make a paper moccasin (outline attached to
appendix) • Powwow – Pimatisiwin the Celebration of Life – Powwow Dance. Greater Catholic
Schools – Saskatchewan Learning. • The Wapos Bay DVD series- Resource Centre located at the Board Office. Wapos Bay
is an award winning series about three Cree children living in remote Northern Saskatchewan. Guided by Elders, Extended family and their own curiousity they learn how to balance traditional ways with newer ones. (Episode “Something to Remember” deals with Remembrance Day)
• Suggested Activity: Arrange to attend a Powwow with your class or invite a traditional Powwow dancer or troupe to perform for the class or school. Suggested Storybooks re: Teaching about the Métis
• The Métis Alphabet Book – Located in the Métis Kit available from the service center and can also be purchased from the Gabriel Dumont Institute.
• "A Name for a Métis"- Written by Deborah L. Delaronde. Illustrated by Keiron Flamand. ISBN 0-921827-65-2
• "Little Métis and the Métis Sash" - Written by Deborah L. Delaronde. Illustrated by Keiron Flamand. ISBN 1-894717-02-3.
• Thomas and the Metis Sash. By Bonnie Murray. ISBN 1-89-471723-6 • Thomas and the Metis Cart. By Bonnie Murray. ISBN 978-1-894717-47-2
Suggested Storybooks • Life In A Plains Camp – Author: Bobbie Kalman. ISBN 0-7787=0461-0 • People of the Buffalo, How the Plains Indians Lived. Author: Maria Campbell,
Illustrated by Douglas Tait & Shannon Twofeathers. ISBN 0-88894-329-6 c. Compare life of a child in the local community to life of a child in one of the
communities studied (e.g., family, housing, education, recreation). • Cody’s Communities – Written and Illustrated by Vera Trembach c 1994 – Located
in the Aboriginal Community Kit found in “A Reserve Community of Saskatchewan” Grade 2 – Community Theme Resources.
IN3.2 ANALYZE THE CULTURES AND TRADITIONS IN COMMUNITIES STUDIED. a. Hypothesize about the interactions students may have with people and
communities elsewhere in the world. b. Give examples of traditions and practices that have endured over time in
communities studied, and discuss why these are important.
Social Studies Education 26
• When you are going to introduce culture to your students it is always the best practice to invite a guest who is knowledgeable this will ensure the information is accurate and you will not offend anyone within the system.
• Moccasins – Comparing Differences between the Métis and First Nations culture through studying beadwork. Suggested Books
• Where Did You Get Your Moccasins? By Bernalda Wheeler, Illustrated by Herman Bekkering. ISBN 1-895411-50-5
• The Flower Beadwork People – Written and Illustrated by Sherry Farrell Racette. Gabriel Dumont Institute. ISBN 0920915256
• The Moccasins – By Earl Einarson. ISBN 1894778146 • Métis traditions: Learn how to do a jig. Jigging was and is a dance enjoyed by the
Métis peoples. It came from their French, Scottish, and Irish ancestors, and was easily assimilated into the new Métis culture that is developing.
• Dancing in My Bones: ISBN: 978-0-920915-89-9, Authors: Wilfred Burton and Anne Patton. Illustrator: Sherry Farrell Racette,
• Note: Check you school library for Jigging tapes and Métis story books, if your school does not have a Métis resource kit call the main office to arrange to borrow the Métis kit. Suggested Books
• Buffalo Dreams, author – Kim Doner, ISBN 1-55868-476-X Note: As an activity invite a guest to your classroom to teach the students how to make a dream catcher.
• I Can’t Have Bannock But The Beaver Has A Dam by Bernelda Wheeler Illustrated by Herman Bekkering. ISBN 1-55379-002-2 Note: Make bannock with your classroom.
• The Pow-Wow, written and illustrated b y Darrell W. Pelletier. ISBN 0-920915-55-8 c. Make inferences about how the culture of the local community is reflected by its
customs and celebrations. IN3.3 ILLUSTRATE EXAMPLES OF INTERDEPENDENCE OF COMMUNITIES. a. Research the origins of products and items used by students in the local
classroom. • The link below sells kits that address the section related to communities etc.
http://www.peopleintheirworld.com/learningseries.php Other suggested Website’s that could be used are:
• http://www.ainc-inac.gc.ca/ach/lr/ks/gms/gms_index-eng.asp - interactive games • http://www.ainc-inac.gc.ca/ach/lr/ks/rrds/rrds_infsht_lif-eng.asp - Life in an
aboriginal Community.
• http://www.ainc-inac.gc.ca/ach/lr/ks/rrds/rrds_infsht_pw-eng.asp (this one may also compliment the Nelson Literacy section which would be incorporate Aboriginal content into Language Arts.
Social Studies Education 27
b. Provide examples of ways in which student choices and actions may affect people elsewhere in the world (e.g., charitable donations, consumption of goods, recycling).
c. Identify products produced locally and sold elsewhere.
• Research online using exploration method, provide students with the following approved websites and have them create a poster they can share with the class about what they learned.
• http://www.ainc-inac.gc.ca/ach/lr/ks/rrds/rrds_infsht_fnf-eng.asp - Far North Food - From Arctic Char to Processed Snacks
GRADE 3 DYNAMIC RELATIONSHIPS DR 3.1 USE VARIOUS MODEL REPRESENTATIONS OF THE EARTH. • Shared Learning: The Aboriginal concept of respect for the environment has a specific
importance and meaning. Traditional Aboriginal cultures used natural resources for transportation, shelter, and food gathering. Traditional Aboriginal activities and lifestyles changed with the seasons.
• Begin by reading this story: Grandma’s feeling special – grandma teaches us how first nations people used plants. Author: Karin Clark. Printed 1996, no ISBN number – it says n/a – Victoria school district
a. Demonstrate understanding that the surface of the Earth can be represented
through maps, aerial photographs, and satellite images. • Show the map in the treaty kit, this will allow for discussion about the way the Earth
looks, how it is represented. Using your Smart Board show different types of maps for example: Satellite Images.
• Link to Maps of Metis and First Nations Settlements- www.fnmn.gov.sk.ca/community/maps/
b. Identify geographic concepts including continents, countries, borders,
hemispheres, and the equator.
c. Locate and identify the continents and oceans on a map or globe.
d. Locate and identify countries or regions studied on a map or globe. DR 3.2 ASSESS THE DEGREE TO WHICH THE GEOGRAPHY AND RELATED ENVIRONMENTAL AND CLIMATIC FACTORS INFLUENCE WAYS OF LIVING ON AND WITH THE LAND. LARRY YOU HAVE A GREAT POWERPOINT CALLED GAMEFARMSMAY09 THAT I THINK WOULD BE GREAT HERE! CAN WE USE IT?
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Suggested Books
• The Beavers’ Big House by J.D. Panas and Olive Whitford. Illustrated by J.D. Panas ISBN: 0-920915-71-X Translator: Norman Fleury Format: Book/CD, English/Michif-Cree
• The Bulrush Helps the Pond by Ken Carriere. Photographs by Dennis Chamberlain and illustrated by J.D. Panas. ISBN: 0-920915-65-5 Format: Book, English/Swampy Cree (“N” dialect)
a. Identify the influences that geography has on societies (e.g., location of
settlements, transportation of goods and people, types of industry such as farming, ranching, forestry, mining, tourism, and manufacturing).
b. Recognize how environmental and climatic factors are influenced by location
(e.g., proximity to water bodies influences precipitation and temperature; mountainous terrain influences soil formation, precipitation, and temperature).
c. Describe the impact of environmental factors and events on ways of life in
communities studied (e.g., climate, vegetation, natural resources, landforms, floods, droughts, storms). • DVD: Batoche National Historic Site of Canada. (Series: Canadian geographic kids)
available at the Resource Centre at the Board office. DVD 971.24 BAT DR 3.3 COMPARE THE BELIEFS OF VARIOUS COMMUNITIES AROUND THE WORLD REGARDING LIVING ON AND WITH THE LAND. a. Research the view of land as held by indigenous peoples in communities studied.
• Métis People: “Medicines To Help Us, Traditional Métis Plant Use,” Study Prints & Resource Guide by Christi Belcourt, includes an essay by Rose Richardson. Can be purchased from the Gabriel Dumont Institute.
b. Identify ways in which people in communities studied interact with the land (e.g.,
meeting needs and wants, how land is protected or neglected). • Jen and the Great One, author Peter Eyvindson/illustrated by Rhian Brynjolson.
ISBN 0-921827-199 • The Learning Circle –Classroom activities on First Nations in Canada. Unit 6. This
resource in the Treaty Education Kit (Grade 3) available at the Resource Center K 970.3 TRE-03
• Nanabosho Dances – By Joseph McLellan. ISBN 0921827148 • Granny Shoongish and the Giant Oak Tree – By Char Ducharme. ISBN 189471733
DVD’s • Stories from the Seventh Fire: The Four Seasons Winter/Spring 398.2 FOU • Stories from the Seventh Fire: The Four Seasons Summer/Autumn 398.2 FOU-01
c. Identify local environmental issues that affect life in communities studied.
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d. Compare environmental concerns (e.g., air quality, soil conservation, water
availability and quality) common to both the local community and communities studied.
GRADE 3 POWER AND AUTHORITY PA 3.1 COMPARE HOW DECISIONS ARE MADE IN THE LOCAL COMMUNITY AND COMMUNITIES STUDIED.
• Circles represent important principles in the Aboriginal worldview and belief systems, namely, interconnectedness, equality, and continuity. According to traditional teaching, the seasonal pattern of life and renewal and the movement of animals and people were continuous, like a circle, which has no beginning and no end.
• Circles suggest everyone is equal which means no one has more power over another. Circles are balanced. Circles are found everywhere in nature, seasons move in a circle, sweat lodges are formed as a circle, hoops, medicine wheels and dream catchers are powerful symbols.
• Invite an Elder to participate and share in a talking circle with your classroom whenever possible
a. Identify formal and informal types of leadership. b. Construct an inventory of examples of positive leadership in school groups and
communities. c. Give examples of ways in which groups and communities make decisions. d. Investigate decision-making processes in communities studied. e. Identify examples of decision-making structures where leadership is:
• inherited • elected • communal.
PA 3.2 DEMONSTRATE AWARENESS THAT DIVERGENT VIEWPOINTS MAY LEAD TO CONFLICT AS PART OF GROUP INTERACTIONS, AND ASSESS VARIOUS MEANS OF CONFLICT RESOLUTION. a. Inventory situations in which divergent viewpoints exist within the classroom
and school.
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b. Solicit the opinion of several persons about a current issue of concern in the school.
c. Categorize viewpoints as likely or unlikely to create conflict and explain why. d. Construct a list of reasons why groups and communities may experience conflict,
and identify ways in which conflict is resolved and harmony is restored. e. Respond to the following question: “Why might people be in favour or against a
particular project or issue (e.g., fear that it might cost too much or that it might be too much work, one’s own idea was rejected, desire to contribute to the community, desire to beautify the community)”.
f. Paraphrase orally and in writing a favourable opinion and an unfavourable
opinion about an issue of concern in a community studied. g. Simulate one or more conflict resolution models as a means of resolving an issue
in the school or community. h. Research different laws and rules in communities studied, and speculate upon
the reasons for such laws and rules. • This book would help start the students develop their own thoughts about
friendship, issues, conflict. Could be a good way to start: Friendship Bay. Deborah L. Delaronde. Illustrated by Sheldon Dawson. Winnipeg, MB: Pemmican Publications, 2004. ISBN 1-894717-24-4.
• The Great Giving Tree: A Retelling of a Traditional Métis Story ISBN: 978-0-920915-90-5 Author/Illustrator: Leah Dorion.
PA 3.3 MAKE GENERALIZATIONS ABOUT THE PURPOSE AND INTENT OF DOCUMENTS THAT DEFINE THE RIGHTS OF CHILDREN. a. Research the United Nations Declaration of the Rights of the Child and the
Universal Declaration of Human Rights, and suggest reasons for these declarations. The main principles upheld by the Declaration is: the right to life, liberty and security of person, the right to an education , right to participate fully in cultural life, freedom from torture or cruel, inhumane treatment or punishment, freedom of thought, conscience and religion United Nations Declaration Of The Rights Of The Child • The right to affection, love and understanding. • The right to adequate nutrition and medical care. • The right to protection against all forms of neglect, cruelty, and exploitation. • The right to free education and to full opportunity for play and recreation. • The right to a name and nationality. • The right to special care, if handicapped.
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• The right to be among the first to receive relief in times of disaster. • The right to learn to be a useful member of society and to develop individual
abilities. • The right to a peaceful world. • The right to enjoy these rights, regardless of race, colour, gender, religion, national
or social origin. b. Research the Canadian Charter of Rights and Freedoms and child protection
legislation in Saskatchewan. • We need the Charter of Right and Freedoms because although the texts both
document similarities the significance to the The Canadian Charter of Rights and Freedoms is meant to be a legal instrument, and is particular only to Canada. The Declaration is not legally binding and is an international instrument. In addition, the Charter also contains "Canada-specific" sections such as "Official Languages of Canada" which discusses specifically minority language educational rights. The Charter also makes specific mention to the rights and freedoms of Aboriginal peoples in Canada under section 35 (1).
c. Compare the rights and protections for children in Saskatchewan to those in
international communities studied. d. Compare how the rights, responsibilities, and roles of citizens in international
communities studied are the same or different than those of Canadian citizens. • http://www.unicef.org/magic/users/children.html#3
GRADE 3 RESOURCES AND WEALTH RW 3.1 APPRAISE THE WAYS COMMUNITIES MEET THEIR MEMBERS’ NEEDS AND WANTS. a. Speculate upon various challenges faced by communities in meeting needs and
wants, with evidence gathered from examining pictures, viewing media, and interpreting stories using a variety of fiction and non-fiction texts.
b. Identify how individuals and communities meet needs and wants. c. Describe ways in which communities help ensure basic human needs are met
(e.g., food and water, shelter, clothing, education, safety). d. Describe how and why communities exchange goods with other communities. e. Demonstrate awareness that there are global organizations that support
communities (e.g., United Nations, UNICEF, Doctors Without Borders).
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RW 3.2 ANALYZE THE CREATION AND DISTRIBUTION OF WEALTH IN COMMUNITIES STUDIED. a. Assess the role of work in communities, including the value of paid and unpaid
work. • Brainstorm different kinds of jobs on a reserve community, city community and
rural community. • Have students look through magazines to find types any other jobs they may have
missed. • Compare and contrast jobs today and from the past. • Explain that we are all connected, by using the circle concept and talk about how
one person’s job is just as important as another. • Suggested Activity • Have students create a tipi incorporating modern day materials inside their tipi.
This would show the contrast between past and present. (example: Students can cut out pictures of big screen TV’s and glue them on the wall of the tipi)
• http://www.susankae.com/Tipi%20diorama%20instructions%20and%20pattern.pdf
b. Define the term natural resources, and differentiate between renewable and non-renewable resources.
c. Determine reasons for acquisition of wealth in communities studied. d. Identify how wealth is defined and acquired in communities studied. e. Investigate and compare the distribution of wealth in communities studied. RW 3.3 EVALUATE THE WAYS IN WHICH TECHNOLOGIES HAVE IMPACTED DAILY LIFE. a. Recognize that technology includes more than electronics (i.e., paper, forging
steel, manufacturing, vehicles, making cloth, products created for construction). b. Give examples of technologies in communities studied (e.g., communications,
transportation, housing, food acquisition, preparation and storage, construction, manufacturing), and categorize the influences of the application of the technology as positive or negative. • CG Kids; Batoche National Historic site of Canada. DVD 971.24 BAT • Back to Batoche Interactive Website
www.virtualmuseum.ca/Exhibitions/Batoche/index.html (use this site to explore how Métis people lived)
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GRADE 4 INTERACTIONS AND INTERDEPENDENCE
• “...And They Told Us Their Stories: A Book of Aboriginal Stories”. Funk, Jack and Lobe, Gordon, eds. Saskatoon: Saskatoon District Tribal Council, 1991 Excellent Resource!!!
• Excellent PowerPoint’s available at OneStop: Use them for many of the curriculum outcomes and indicators. Overall excellent website for all kinds of First Nations and Métis content:
• http://www.esask.uregina.ca/ - Search Aboriginal Peoples of Saskatchewan or
• http://esask.uregina.ca/entry/aboriginal_peoplesof_saskatchewan.html- Really recommend this website link.
• http://www.learnalberta.ca/Search.aspx?lang=en&search=first+nations&grade=&subject=Aboriginal+Studies&audience=&language=&format=&type= Excellent videos from Elders on various topics.
IN4.1 ANALYZE HOW FIRST NATIONS AND MÉTIS PEOPLE HAVE SHAPED AND CONTINUE TO SHAPE SASKATCHEWAN. a. Create biographic profiles of a selection of Saskatchewan First Nations and Métis
leaders in the time period prior to Saskatchewan joining Confederation (e.g., Poundmaker, Big Bear, Riel, Dumont, Almighty Voice). • Aboriginal Peoples- Building For The Future: Big Bear-Pg.43 –ISBN #0-19-541280-X • Website: http://www.indigenouspeople.net/bigbear.htm • Chief Poundmaker: http://www.sicc.sk.ca/faces/mpounch.htm • Wandering Spirit: http://www.biographi.ca/009004-119.01-e.php?BioId=39738 • Riel Photo: http://www.metismuseum.ca/resource.php/04827 • Riel Info: http://www.virtualmuseum.ca/Exhibitions/Batoche/en/flash.php • Dumont: http://www.virtualmuseum.ca/Exhibitions/Batoche/en/flash.php • Excellent Website for Métis above: Once you go to above website click on 1885
Batoche, then pick a host, go to map of 1885, click on key people, biographies on Riel and Dumont here.
• Riel: Famous Native North Americans: Pg. 18 – ISBN #0-7787-0471-8
b. Create an inventory of the contributions of First Nations and Métis people to government, business, and professional life in Saskatchewan (e.g., consulting firms, outfitters, financial firms, architects, educators, health workers, legal specialists, artists, athletes). • First Nation Leaders of Saskatchewan Biographies:
http://www.sicc.sk.ca/faces/men.htm & http://www.sicc.sk.ca/faces/women.htm c. Explain the significance of dance and music to First Nations and Métis peoples
and its contribution to Saskatchewan intercultural development.
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• Métis http://www.virtualmuseum.ca/Exhibitions/Batoche/en/flash.php • Métis http://www.awchimo.net/culture.html • Cultural Teachings: First Nations Protocols and Methodologies: Pg.23 – ISBN # 978-
1-55165-528-4 d. Illustrate the contributions of First Nations and Métis artists, sculptors,
musicians, dancers, storytellers and writers to Saskatchewan culture (e.g., Buffy Sainte-Marie, Allan Sapp, David Bouchard, Michael Lonechild, Henry Beaudry, Andrea Menard, Angelique Merasty). • Buffy Saint Marie
http://rover.edonline.sk.ca/videoSearch.htm?all=first+nations&pageNumber=1 • David Bouchard/Allen Sap : Nokum Is My Teacher: Story by David, pictures by Allen
Sap DVD included – ISBN # 978-0-88995-367-3 • Buffy Saint Marie http://www.creative-native.com/biography.php • Michael Lonechild http://www.billfriedrich.com/mirrors/lonechild/ • Henry Beaudry http://www.sicc.sk.ca/saskindian/a97apr32.htm • Andrea Menard http://www.andreamenard.com/images/2010%20Full%20Bio.pdf • Angelique Merasty http://suyn.artsboard.sk.ca/page62aa.html
IN4.2 DESCRIBE THE ORIGINS OF THE CULTURAL DIVERSITY IN SASKATCHEWAN COMMUNITIES. a. Identify the traditional locations of the various First Nations tribes and language
groupings in Saskatchewan prior to European contact. Prior Contact • Languages Link: http://www.ethnologue.com/show_country.asp?name=Canada • http://shop.nationalgeographic.com/ngs/product/maps/wall-maps/specialty-
maps/north-american-indian-cultures-map - Excellent colour map • Can buy map at National Geographic.com for $12.99 or go to link and use zoom
feature and beam up on Smartboard Post Contact • Map of First Nations Settlement to reference: Available from Board Office – FMNI
Unit or http://www.fnmr.gov.sk.ca/community/maps/firstnations - online map • http://fnpim-cippn.inac-ainc.gc.ca/index-eng.asp - online map
b. Detail the ways in which First Nations peoples supported the survival of early European newcomers to Saskatchewan. • http://en.wikipedia.org/wiki/Henry_Kelsey • Refer to PowerPoint on Treaties from FMNI Unit at Board Office • http://www.saskschools.ca/~gregory/first.html
c. Trace and represent the history of European immigration to Saskatchewan
including those who came for economic reasons (explorers, fur traders, homestead farmers) and religious reasons (Mennonites, Hutterites, Doukhobours).
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• Homestead Farmers http://www.sasksettlement.com/ – Excellent Website a must use!
• Fur Trade – Fort Carlton http://www.virtualsk.com/current_issue/trading_in_fur.html
• Fur Trade in Saskatchewan http://esask.uregina.ca/entry/fur_trade_posts.html • Explorers in Saskatchewan http://esask.uregina.ca/entry/explorers.html • Mennonites Settlement in Saskatchewan
http://esask.uregina.ca/entry/mennonites.html • Hutterite Settlement in Saskatchewan
http://esask.uregina.ca/entry/hutterites.html • Doukhobor Settlement in Saskatchewan
http://esask.uregina.ca/entry/doukhobor_settlement.html Both Available at the Board Office – contact FNMIE office • First Contact(Canada- A People’s History by Dr. Cornelius J. Jaenen • Adventurers(Hudson’s Bay Company- The Epic Story) by Christopher Moore
d. Articulate reasons why European immigrants left their homelands and settled in
Saskatchewan, with particular emphasis upon the local community and/or the individual student families. • http://www.projects.yrdsb.edu.on.ca/pioneer/origins.htm • http://www.saskschools.ca/~gregory/settlers1.html
e. Represent through speaking, writing, drama, multimedia, or other form, the
challenges faced, both historically and in the current era, by First Nations people, Métis people, and immigrants to Saskatchewan.
f. Identify strategies by which diverse cultural communities in Saskatchewan
learned to work together for the common good (e.g., agricultural fairs, service organizations, community celebrations, arts groups, barn raising, construction of community facilities). • Go to ONESTOP: Use PowerPoint’s:
1. Medicine Wheel – Talk about balance 2. Traditional First Nations Spirituality – Code of Ethics, Sharing 3. Connections – Tipi Pole 4. 7 Sacred Teachings
g. Compare immigration patterns in Saskatchewan in the 19th and early 20th
centuries to immigration patterns in the current era. h. Identify the significance of historic buildings and places associated with cultural
diversity in the community and province. • Discuss different churches/temples found throughout Rural and Urban
Saskatchewan i.e.: Ukrainian, Greek Orthodox, Hindu Temples, Buddhist Temples, Mormon Tabernacles (Regina), Parliament Buildings (Regina)
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i. Investigate the role of archaeology in understanding the origins of Saskatchewan communities.
IN4.3 DETERMINE THE INFLUENCE SASKATCHEWAN PEOPLE AND PROGRAMS HAVE HAD ON A NATIONAL SCALE. a. Identify the impact of programs originating in Saskatchewan on Canada and
global communities (e.g., Medicare, welfare, cooperative movement, the Saskatchewan Bill of Rights).
b. Represent the accomplishments of prominent Saskatchewan people whose
contributions in their field are nationally or internationally recognized in a gallery, media clips, vignettes, or other media. • Arts and Culture http://www.first-nations-art-store.com/saskatchewan-
firstnations.html Mention of Buffy Sainte Marie, Tom Jackson, etc. • Buffy Saint Marie
http://rover.edonline.sk.ca/videoSearch.htm?all=first+nations&pageNumber=1 • Fred Sasakamoose
http://rover.edonline.sk.ca/videoSearch.htm?all=first+nations&pageNumber=1 • Many people of Aboriginal areas come up. Click on related topic area for
accomplishments of First Nations/Métis people is various areas of society. http://esask.uregina.ca/themelist.html?themeID=879642A8-BCD4-8C82-156975292ECC3189
c. Investigate the value of volunteerism in various local community organizations
and activities.
GRADE 4 DYNAMIC RELATIONSHIPS
DR4.1 CORRELATE THE IMPACT OF THE LAND ON THE LIFESTYLES AND SETTLEMENT PATTERNS OF THE PEOPLE OF SASKATCHEWAN. a. Locate Saskatchewan on a map of Canada, North America, and the world. b. Locate the geographic centre of Saskatchewan on a map. c. Make inferences about why people in Saskatchewan settled particular locations,
including settlement patterns before and after coming together of First Nations and European peoples using a variety of maps (e.g., near waterways, sources of water, rail lines, natural resources, low population density in rural areas). • discuss the Land Bridge Migration Theory • discuss needs of the people and how they adapted to the areas in which they settled. • Discuss Métis way of land division
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d. Identify the characteristics of the unique geographic regions in Saskatchewan. e. Identify the impact of geography on the architecture of Saskatchewan, including
how styles, materials, and cultural traditions have been affected by interaction with the land and other people in the province.
f. Analyze the influence of geography on the lifestyle of people living in
Saskatchewan (e.g., flora and fauna, pastimes, transportation, cost of food, type of food, occupations, availability of services such as education and health care). • Discuss how the First Nations and Métis people utilized the land and adapted to the
climate, using all of the natural resources available. • Using maps and other visuals showing landforms, natural vegetation, animal life,
etc.., have students discuss: Why did they live there? What resources were available for food, shelter, and clothing?
g. Conduct an inquiry investigating how residents of Saskatchewan came to occupy
the land that is now our province (e.g., First Nations, early Europeans, and Métis). • Map of First Nations Settlements – available at the Board Office. Most Schools will
have a copy in the Library, or with Treaty Kits. DR4.2 EXPLAIN THE RELATIONSHIP OF FIRST NATIONS AND MÉTIS PEOPLES WITH THE LAND.
• Gabriel Dumont Institute website: http://www.metismuseum.com/main.php a. Investigate the traditional worldviews of First Nations peoples prior to European
contact regarding land as an animate object and sustaining life force. Traditional First Nation Perspective of the Physical World at PowerPoint off OneStop http://esask.uregina.ca/entry/cree_religious_ethos.html
b. Research traditional lifestyles of First Nations communities and peoples prior to
European contact (e.g., hunting, gathering, movement of people to follow food sources). • Cree Nation Kit from Service Centre: Book it!!!! • Buffalo Kit from Service Centre: Book it!!!! • Canada’s First Peoples: ISBN-13: 978-0-17-633653-0 • Aboriginal Peoples- Building for The Future ISBN: 0-19-541280-x • http://esask.uregina.ca/entry/metis_communities.html - Métis history
c. Explore how the traditional worldviews and teachings of First Nations’ Elders
regarding land influence the lifestyle of First Nations people today. • http://esask.uregina.ca/entry/first_nations_land_claims.html • http://esask.uregina.ca/entry/aboriginal_peoplesof_saskatchewan.html - Scroll
down to Land Claims section
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d. Research the history of the Métis people and their relationship with the land. • http://esask.uregina.ca/entry/metis_farms.html • http://esask.uregina.ca/entry/metis_history.html
e. Compare the traditional views of land and culture of the Aboriginal peoples of
Saskatchewan with those of the railway developers. f. Assess the impact of historic loss of land on First Nations and Métis people.
• http://esask.uregina.ca/entry/metis_history.html • http://www.iltf.org/land-issues/land-loss
g. Investigate the process by which decisions were made about the location of
reserve lands in Saskatchewan. h. Research the Métis struggle for land, and the displacement of Métis people in the
late 19th century. • Refer to PowerPoint’s at top of document regarding Métis – OneStop • http://www.virtualmuseum.ca/Exhibitions/Batoche/en/flash.php - Excellent
website DR4.3 ANALYZE THE IMPLICATIONS OF THE TREATY RELATIONSHIP IN SASKATCHEWAN.
• Refer to power point presentation by Larry McCallum on Treaties - link at top of this document
• See OTC Treaty Kits located in Library, as well as the Board Office created Treaty Booklets.
• The OTC website has a lot of valuable information www.otc.ca You can also request a log in # and password to access additional teaching resources.
• The Office of the Treaty Commissioner will also send out speakers to your school for no cost to speak about Treaties or other topics. (667-5653)
• All GSCS Libraries should be housed with the OTC Booklet entitled: Treaty Essential Learnings: We Are All Treaty People
• The Diefenbaker Centre- offers program: Diefenbaker and Treaty 6 (966-8384) a. Locate Treaty areas within Saskatchewan and locate reserves within the Treaty
area of the school. • Discuss Saskatchewan reserves that students may have seen during their travels.
Map the reserves on a Saskatchewan map. • Map out the treaty areas. • Refer to Unit 4: “First Nations Communities: Reserves” in The Learning Circle
resource. TR 970.1 LEA • “Classroom Activities on First Nations in Canada”. These resources are available
free of cost from Indian and Northern Affairs Canada. b. Investigate conditions which precipitated Treaty negotiations in Saskatchewan.
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c. Research Treaty provisions, including the spirit and intent of Treaties as well as
material considerations. d. Assess the benefits of Treaties to all Saskatchewan people.
• OTC Booklet entitled: Treaty Essential Learnings: We Are All Treaty People, housed in our school libraries.
GRADE 4 POWER AND AUTHORITY PA4.1 ANALYZE THE RELATIONSHIP BETWEEN GOVERNANCE INSTITUTIONS IN SASKATCHEWAN AND THE QUALITY OF LIFE OF PEOPLE IN THE PROVINCE. a. Identify ways in which Saskatchewan people can be involved in making decisions
which affect their local communities (e.g., run as a candidate for school board, local government, or band elections; vote during elections; attend community forums). • Refer to PowerPoint on OneStop: GOVERNANCEfnationsMetisJune09 – First
Nations-Métis Governance b. Illustrate the organization of the municipal or band decision-making process,
including the name of the sitting mayor, reeve, or chief. • Refer to PowerPoint on OneStop: GOVERNANCEfnationsMetisJune09 – First
Nations-Métis Governance c. Describe ways in which Saskatchewan people can be involved in the democratic
process regarding decisions which affect their province, and explain why it is important to be an active participant in the democratic process (e.g., vote in provincial elections; belong to a political party; run for member of the provincial or First Nations legislative assembly; communicate with the member of the legislative assembly about issues of concern). • http://www.fsin.com/index.php/legislative-assembly.html
d. Represent the structure of the provincial decision-making process in
Saskatchewan naming the sitting premier, the leader of the opposition, and the local member of the legislative assembly.
e. Investigate the methods the provincial government uses to raise revenue (e.g.,
resource revenues, taxes on consumption, provincial sales tax, fuel tax, tax on cigarettes and alcohol) to pay for services and evaluate the impact on quality of life for Saskatchewan people (e.g., health care, education, highways, social services, justice). • Contact FNMIE at the board office to come out and talk about history of taxation of
First Nations in Saskatchewan.
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f. Analyze how the symbols of Saskatchewan, including the coat of arms, the flag,
and the provincial motto, reflect the values and qualities of the people and the government of Saskatchewan. • Discuss why there are no First Nations symbols used in our flag, coat of arms,
provincial motto, etc. Discuss and debate possible reasons there are none. PA4.2 DEMONSTRATE AN UNDERSTANDING OF THE PROVINCIAL SYSTEM OF GOVERNMENT. a. Differentiate between rules and laws.
• Example of how rules and laws are used from a First Nations perspective: Use for all sections in PA4.2 – GOVERNANCEfnationsMetisJune09 – First Nations-Métis Governance
b. Differentiate between rights and responsibilities. c. Describe the relationship between three levels of government in Canada,
including local (i.e., municipal, band), provincial or territorial, and federal. d. Identify elected local, provincial, and federal heads of government. e. Compare how laws are made at the local and provincial levels. PA4.3 DEMONSTRATE AN UNDERSTANDING OF THE FIRST NATIONS SYSTEM OF GOVERNANCE. a. Research the structures of governance in First Nations communities (e.g., local
band council, tribal council, Federation of Saskatchewan Indian Nations, Assembly of First Nations). • Refer to PowerPoint on OneStop: GOVERNANCEfnationsMetisJune09 – First
Nations-Métis Governance b. Compare the traditional processes for selection of leaders in First Nations
communities to current practices for selection of leaders in First Nations. • Book: Aboriginal Peoples: Building for the Future ISBN: 0-19-541280-x
c. Compile an inventory of issues of current focus for First Nations governments in
Saskatchewan. • http://www.fsin.com/index.php/legislative-assembly.html
PA4.4 DEMONSTRATE AN UNDERSTANDING OF THE MÉTIS GOVERNANCE SYSTEM. a. Research the structures of governance of Métis people in Saskatchewan (e.g.,
Métis local, Métis Nation of Saskatchewan, Métis National Council).
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http://www.mn-s.ca – Click on Governance link at top of page. b. Compare the traditional processes for selection of leaders of Métis people to
current practices for selection of leaders by the Métis people. • http://www.mn-s.ca/index.php?id=then_now
c. Compile an inventory of issues of current focus for Métis governments in
Saskatchewan.
GRADE 4 RESOURCES AND WEALTH RW4.1 ANALYZE THE STRATEGIES SASKATCHEWAN PEOPLE HAVE DEVELOPED TO MEET THE CHALLENGES PRESENTED BY THE NATURAL ENVIRONMENT. a. List the challenges and opportunities climate presents for residents of
Saskatchewan. b. Determine safety measures necessary for living in the Saskatchewan climate (e.g.,
clothing; safety package for vehicle; never leave vehicle when stranded in winter; checking highway hotline; not licking frozen metal).
c. Retell the stories of Elders, traditional knowledge keepers, and senior citizens
about surviving weather extremes (e.g., drought, cold, blizzards, tornadoes, extreme heat). • Native Stories From Keepers of the Earth : ISBN 0-920079-76-8 • Keepers of the Night : ISBN 1-5591-177-3 • Keepers of the Animals: ISBN 1-894004-70-1 • Keepers of Life: ISBN -10-1-897252-19-6 • Contact First Nations Consultant from board office and arrange to have elder come
out and talk about ways they survived in the weather elements of Saskatchewan. • http://www.royalsaskmuseum.ca/research/building/life_trap.shtml • Pick out things depicted that would help you in extreme weather conditions being a
First Nations Trapper. Read and discuss information about being a trapper. d. Collect the natural weather forecasting techniques of Elders, traditional
knowledge keepers, senior citizens, and others with local knowledge. e. Represent the traditions and practices Saskatchewan people developed when
faced with isolation, including First Nations practices adopted by Europeans. f. Research past and present technologies used to withstand the Saskatchewan
climate.
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g. Investigate the technological evolution of farming practices in Saskatchewan, including crop variety development, pesticide and herbicide use, and soil and water conservation.
h. Graph the typical energy consumption in Saskatchewan for an average year, and
investigate energy efficient technologies being developed in Saskatchewan. RW4.2 INVESTIGATE THE IMPORTANCE OF AGRICULTURE TO THE ECONOMY AND CULTURE OF SASKATCHEWAN. a. Identify and locate various types of farms in Saskatchewan.
• See PowerPoint by Larry McCallum on Game Farms • First Nations Farming: Excellent website resource!!!!
http://www.wdm.ca/skteacherguide/WDM_TchrGdthemes_EN_web/WDMTG_fnfarming_web.pdf
b. Research production practices of various types of crop and livestock farms.
• Native North American Foods and Recipes by Bobbie Kalman. Contact FNMIE at the board office for this resource.
c. Identify various farm stewardship practices (e.g., how farmers care for the land,
animals, water supply, natural vegetation, and air quality). • Discuss Métis way of dividing the land and how the European influence affected
them. d. Compile an inventory of Saskatchewan agricultural food and by-products. e. Identify agricultural products used in daily life in Saskatchewan. f. Trace the steps of a food product from the farm to the plates of consumers, and
identify the various careers that contribute to this process in the agriculture and food processing industries.
g. Analyze the significance of Saskatchewan agricultural commodity exports to the
province. RW4.3 ASSESS THE IMPACT OF SASKATCHEWAN RESOURCES AND TECHNOLOGICAL INNOVATIONS ON THE PROVINCIAL, NATIONAL, AND GLOBAL COMMUNITIES. a. Represent on a map the major resources in Saskatchewan (e.g., minerals, potash,
oil, uranium, natural gas, lumber, water, crop and livestock production). b. Locate on a map the major industries in Saskatchewan (e.g., agriculture
processing, mining, manufacturing, forestry products, energy refinement, tourism, livestock production).
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c. Identify the natural resources and industries found in the local community, and
analyze their impact upon the community. d. Illustrate the goods made from the major natural resources, the consumers of
those goods, and the export destinations. e. Differentiate between primary and secondary industry. f. Examine the environmental impact of the development of natural resources on
the local community, the province, and the world. g. Describe the impact of technological innovations originating in Saskatchewan on
the global community (e.g., farm machinery, varieties of grain, automated teller machines, fibre optics, communications technologies, pesticides and herbicides, vaccines). • Additional Resources available through Destiny Web catalog: Search under Métis,
Inuit or First Nations for lists of available books, DVD, posters, and kits
