Teaching About Treaties. Networking Meeting November 2011. Why teach students about treaties?.
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“Treaty education is an important part of forging new ties. There must be an appreciation in the minds of the general public that Treaties are living, breathing documents that continue to bind us to promises made generations ago. This is why…government is committed to making mandatory instruction in history and content of the Treaties in the K-12 curriculum.”
Speech from the Throne, 2007
Indicator e. Explore attributes common to cultural groups represented within the classroom and school (e.g., foods, arts, festivals, Treaties, leisure time activities, community celebrations).
Indicator d. Illustrate relationships that could meet needs in a fashion similar to a family relationship (e.g., Treaty, business partnership, team membership).
Indicator b. Give examples of leadership in the local community, and describe ways leadership is demonstrated (e.g., mayor, reeve, chief, Elders, community volunteers).
Indicator b. Identify Treaty rights of members of the community.
Indicator a. Investigate traditional First Nations worldviews of the relationship between humanity and the environment.
Indicator b. Describe traditional western European worldviews of the relationship between humanity and the environment.
Indicator a. Research the view of land as held by indigenous peoples in communities studied.
Indicator a. Identify the traditional locations of the various First Nations tribes and language groupings in Saskatchewan prior to European contact.
Indicator b. Detail the ways in which First Nations peoples supported the survival of early European newcomers to Saskatchewan.
Indicator a. Investigate the traditional worldviews of First Nations peoples prior to European contact regarding land as an animate object and sustaining life force.
Indicator 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).
Indicator c. Explore how the traditional worldviews and teachings of First Nations’ Elders regarding land influence the lifestyle of First Nations people today.
Indicator e. Compare the traditional views of land and culture of the Aboriginal peoples of Saskatchewan with those of the railway developers.
Indicator f. Assess the impact of historic loss of land on First Nations and Métis people.
Indicator g. Investigate the process by which decisions were made about the location of reserve lands in Saskatchewan.
Indicator a. Locate Treaty areas within Saskatchewan and locate reserves within the Treaty area of the school.
Indicator b. Investigate conditions which precipitated Treaty negotiations in Saskatchewan.
Indicator c. Research Treaty provisions, including the spirit and intent of Treaties as well as material considerations.
Indicator d. Assess the benefits of Treaties to all Saskatchewan people.
Indicator 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).
Indicator b. Compare the traditional processes for selection of leaders in First Nations communities to current practices for selection of leaders in First Nations.
Indicator c. Compile an inventory of issues of current focus for First Nations governments in Saskatchewan.
Indicator d. Assess the coming together of First Nations peoples with the French and British explorers and settlers, including the effect of the fur trade on the First Nations and the Métis in early Canada.
Indicator b. Explain how different traditional worldviews of Earth affect the use of resources in Canada (e.g., Aboriginal and European attitudes toward ownership, Treaties, Crown land, homesteads, and the seigniorial system).
Indicator c. Investigate the relationship of various First Nations peoples with the environment, including economic relationships, migration, and settlement patterns prior to Confederation.
Indicator b. Investigate the structure of First Nations governments in Canada, using accurate terminology (e.g., elected chief, hereditary chief, band, band council, treaty, self-government, Assembly of First Nations).
Indicator a. Explain what a treaty is, and the purpose of a treaty.
Indicator b. Affirm that all Saskatchewan residents are treaty people.
Indicator c. Investigate the spirit and intent of the treaties from the perspective of the Crown and the First Nations in Western Canada.
Indicator d. Undertake an inquiry to examine the extent to which treaty promises have been met by parties to the treaties, and why the fulfillment of treaty obligations is important for all Canadians.
Indicator d. Investigate the Aboriginal understanding of day, night, and seasons as part of global cycles.
Indicator c. Investigate the concept of white privilege, and assess the degree to which it exists within Canada and a selection of countries bordering the Atlantic Ocean.
Indicator d. Identify the personal and societal impact of white privilege on individuals and groups within Canada and a selection of countries bordering the Atlantic Ocean.
Indicator d. Locate and identify Treaty territories on a map of Canada.
Indicator c. Analyze the influence of contact with another culture on the Aboriginal peoples of Canada, circumpolar countries, and a selection of Pacific Rim countries (e.g., the influence of Europeans on the indigenous peoples of Canada, Mexico, and Australia).
Indicator a. Describe the influence of varying views of the land in motivating the treaty relationship.
Indicator b. Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.
Indicator c. Explore the Treaty Land Entitlement process in Canada.
Indicator d. Relate land claims and fishing and hunting rights to treaty provisions.
Indicator e. Represent the benefits of the treaties for all Canadians.
While a wide variety of options are presented in the indicators associated with this outcome, teachers may choose to focus on the Treaty relationship for indicator b.
Indicator c. Investigate and describe the consensus decision-making model employed in traditional Aboriginal communities or jurisdictions.
Indicator d. Describe traditional First Nations, Inuit, and Métis models of governance and selection of leaders.