GRADE FIVE TO NINE TREATY EDUCATION - KEY QUESTIONS Grade Level Grade Five Grade Six Grade Seven Grade Eight Grade Nine Treaty Assessing the Moving Towards Understanding Exploring Treaty Understanding Education Focus Journey in Fulfillment of Treaties in a Impacts and Treaties From Honouring Treaties Contemporary Alternatives Around the World Treaties Context Treaty What are the effects of What structures and To what extent do the What was the role of What are the treaty colonization and processes have been Canadian government the Métis people in experiences of Relationships decolonization on First developed for treaty and First Nations meet treaty making? Indigenous peoples Nations people? implementation? their respective treaty around the world? obligations? Spirit and Intent How did the symbols Why is it important to How does First To what extent have How did worldviews Nation’s used by the British preserve and promote oral tradition preserve residential schools affect the treaty making Crown and the First First accounts of what was affected First processes between the Nations’ Nations’ Nations contribute to languages? intended by entering into communities? British Crown and the treaty making treaty and what Indigenous peoples? process? transpired? Historical Why is First How do urban How do the What are the How does treaty making Indian Act Nation’s self-governance reserves positively and its amendments differences and recognize peoples’ rights Context important and how is affect all people in impact the lives of First similarities between and responsibilities? it linked to treaties? Saskatchewan? Nations? the Saskatchewan Treaties 2, 4, 5, 6, 8, and 10 and the British Columbia Nisga'a Treaty? Treaty Promises What are the benefits How does the Office of In what ways does the To what extent have How effective has treaty of treaties for all the Treaty Canadian government the treaty obligations making been in and Provisions people in Commissioner disregard First for health and addressing the Nations’ Saskatchewan from a promote good traditional kinship education been circumstances of contemporary relations between First patterns by honoured and Indigenous peoples? perspective? Nations people, other implementation of the fulfilled? people in Indian Act? Saskatchewan, and the Canadian government?
GRADE FIVE TO NINE TREATY EDUCATION - KEY QUESTIONS Grade Level Grade Five Grade Six Grade Seven Grade Eight Grade Nine Treaty Education Focus Assessing the Journey in Honouring Treaties Moving Towards Fulfillment of Treaties Understanding Treaties in a Contemporary Context Exploring Treaty Impacts and Alternatives Understanding Treaties From Around the World Treaty Relationships What are the effects of colonization and decolonization on First Nations people? What structures and processes have been developed for treaty implementation? To what extent do the Canadian government and First Nations meet their respective treaty obligations? What was the role of the Métis people in treaty making? What are the treaty experiences of Indigenous peoples around the world? Spirit and Intent How did the symbols used by the British Crown and the First Nations contribute to the treaty making process? Why is it important to preserve and promote First Nations’ languages? How does First Nation’s oral tradition preserve accounts of what was intended by entering into treaty and what transpired? To what extent have residential schools affected First Nations’ communities? How did worldviews affect the treaty making processes between the British Crown and Indigenous peoples? Historical Context Why is First Nation’s self-governance important and how is it linked to treaties? How do urban reserves positively affect all people in Saskatchewan? How do the Indian Act and its amendments impact the lives of First Nations? What are the differences and similarities between the Saskatchewan Treaties 2, 4, 5, 6, 8, and 10 and the British Columbia Nisga'a Treaty? How does treaty making recognize peoples’ rights and responsibilities? Treaty Promises and Provisions What are the benefits of treaties for all people in Saskatchewan from a contemporary perspective? How does the Office of the Treaty Commissioner promote good relations between First Nations people, other people in Saskatchewan, and the Canadian government? In what ways does the Canadian government disregard First Nations’ traditional kinship patterns by implementation of the Indian Act? To what extent have the treaty obligations for health and education been honoured and fulfilled? How effective has treaty making been in addressing the circumstances of Indigenous peoples?
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