KINDERGARTEN TO GRADE FOUR TREATY EDUCATION - KEY QUESTIONS Grade Level Kindergarten Grade One Grade Two Grade Three Grade Four Treaty Getting to Know Learning That We Creating a Strong Exploring Understanding How Education Focus My Community Are All Treaty Foundation Challenges and Treaty Promises People Through Treaties Opportunities in Have Not Been Treaty Making Kept Treaty How is the diversity of How does sharing How are treaties the How have the lifestyles How are relationships First Nations in contribute to treaty basis of harmonious of First Nations people affected when treaty Relationships Saskatchewan relationships? relationships in which changed prior to and promises are kept or reflected in your land and resources are after the signing of broken? classroom/ shared? treaties? community? Spirit and Intent How do the Circle of How do thoughts How important is How were the historical Why did First Nations’ Life teachings influence actions? honesty when worldviews of the leaders believe there was connect us to nature British Crown and the a benefit to both examining one’s and one another? intentions? First Nations different European education and regarding land traditional ways of ownership? learning? Historical How do stories, How do nature and How were traditional How do First Nations How did First Nations traditions, and the land meet the forms of leadership and Saskatchewan people envision treaty as Context ceremonies connect needs of people? practiced in First people benefit from a means to ensure their people to the land? communities Treaties 2, 4, 5, 6, 8, livelihood and maintain Nations’ prior to European and 10? their languages, contact? cultures, and way of life? Treaty Promises Why is it important to What is meant by Why are the symbols How did the use of What objectives did the We understand the used by the Nêhiyawak, different languages in First Nations and the Are All Treaty People? and Provisions meaning and Nahkawé, Nakota and treaty making present British Crown significance of keeping Denesûliné First challenges and how representatives have promises? Nations and the British does that continue to when negotiating treaty? Crown important in impact people today? Treaties 2, 4, 5, 6, 8, and 10?
KINDERGARTEN TO GRADE FOUR TREATY EDUCATION - KEY QUESTIONS Grade Level Kindergarten Grade One Grade Two Grade Three Grade Four Treaty Education Focus Getting to Know My Community Learning That We Are All Treaty People Creating a Strong Foundation Through Treaties Exploring Challenges and Opportunities in Treaty Making Understanding How Treaty Promises Have Not Been Kept Treaty Relationships How is the diversity of First Nations in Saskatchewan reflected in your classroom/ community? How does sharing contribute to treaty relationships? How are treaties the basis of harmonious relationships in which land and resources are shared? How have the lifestyles of First Nations people changed prior to and after the signing of treaties? How are relationships affected when treaty promises are kept or broken? Spirit and Intent How do the Circle of Life teachings connect us to nature and one another? How do thoughts influence actions? How important is honesty when examining one’s intentions? How were the historical worldviews of the British Crown and the First Nations different regarding land ownership? Why did First Nations’ leaders believe there was a benefit to both European education and traditional ways of learning? Historical Context How do stories, traditions, and ceremonies connect people to the land? How do nature and the land meet the needs of people? How were traditional forms of leadership practiced in First Nations’ communities prior to European contact? How do First Nations and Saskatchewan people benefit from Treaties 2, 4, 5, 6, 8, and 10? How did First Nations people envision treaty as a means to ensure their livelihood and maintain their languages, cultures, and way of life? Treaty Promises and Provisions Why is it important to understand the meaning and significance of keeping promises? What is meant by We Are All Treaty People? Why are the symbols used by the Nêhiyawak, Nahkawé, Nakota and Denesûliné First Nations and the British Crown important in Treaties 2, 4, 5, 6, 8, and 10? How did the use of different languages in treaty making present challenges and how does that continue to impact people today? What objectives did the First Nations and the British Crown representatives have when negotiating treaty?
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