MINISTRY OF EDUCATION - TREATY EDUCATION OUTCOMES AND INDICATORS 2013 Grade Two: Creating A Strong Foundation Through Treaties Treaty Relationships Spirit and Intent Historical Context Treaty Promises and Provisions TR21: Examine how the Treaties are SI22: Recognize the importance of HC23: Analyze the traditional forms TPP24: Develop an understanding of the basis for harmonious relationships honesty when of leadership that were in practice Treaties as sacred promises that exist examining one’s in which land and resources are intentions. prior to European contact and in First between the British Crown (e.g., shared. Nations communities. government) and First Nations. Indicators: Indicators: Examine the concepts of Share examples of honesty. Indicators: Indicators: peace and harmony and Discuss the role of honesty Explore the traditional Explore First Nations beliefs provide examples of how in written or verbal leadership practices of First that treaties are special these concepts are expressed expressions of intention. Nations (e.g., matriarchal, promises sealed by sacred in lives and discuss Explore and express what consensus approach, ceremonies (e.g. pipe people’s why these concepts are may happen if honesty is spiritual). ceremony). important. separated from actions Describe the concept of Recognize that the treaty one’s Discuss the First Nations (e.g., promising to do consensus from suits, medals, and flags are student’s concepts of sharing (e.g., something and not doing it). own experience (e.g., symbols used by the British traditional community deciding what restaurant to Crown to signify its ownership vs. individual go to, what game to play at commitment to uphold the ownership) and consider recess). promises made in the what sharing the land and its Research how decisions treaties. resources might mean. were made by First Nations. Represent understanding of Represent examples of Compare past and present the concept that treaties will peaceful and harmonious ways of selecting First last for as long as the sun relationships between First Nations leaders. shines, grasses grow, and Nations and others. rivers flow. Identify the Saskatchewan Numbered Treaty Territory in which they live (e.g., Treaties 2, 4, 5, 6, 8, 10).
MINISTRY OF EDUCATION - TREATY EDUCATION OUTCOMES AND INDICATORS 2013 Grade Two: Creating A Strong Foundation Through Treaties Treaty Relationships Spirit and Intent Historical Context Treaty Promises and Provisions TR21: Examine how the Treaties are the basis for harmonious relationships in which land and resources are shared. Indicators: Examine the concepts of peace and harmony and provide examples of how these concepts are expressed in people’s lives and discuss why these concepts are important. Discuss the First Nations concepts of sharing (e.g., traditional community ownership vs. individual ownership) and consider what sharing the land and its resources might mean. Represent examples of peaceful and harmonious relationships between First Nations and others. SI22: Recognize the importance of honesty when examining one’s intentions. Indicators: Share examples of honesty. Discuss the role of honesty in written or verbal expressions of intention. Explore and express what may happen if honesty is separated from one’s actions (e.g., promising to do something and not doing it). HC23: Analyze the traditional forms of leadership that were in practice prior to European contact and in First Nations communities. Indicators: Explore the traditional leadership practices of First Nations (e.g., matriarchal, consensus approach, spiritual). Describe the concept of consensus from student’s own experience (e.g., deciding what restaurant to go to, what game to play at recess). Research how decisions were made by First Nations. Compare past and present ways of selecting First Nations leaders. TPP24: Develop an understanding of Treaties as sacred promises that exist between the British Crown (e.g., government) and First Nations. Indicators: Explore First Nations beliefs that treaties are special promises sealed by sacred ceremonies (e.g. pipe ceremony). Recognize that the treaty suits, medals, and flags are symbols used by the British Crown to signify its commitment to uphold the promises made in the treaties. Represent understanding of the concept that treaties will last for as long as the sun shines, grasses grow, and rivers flow. Identify the Saskatchewan Numbered Treaty Territory in which they live (e.g., Treaties 2, 4, 5, 6, 8, 10).
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