Comparing Similarities Across and Among First Nations and Other Cultures
Principal: / Jenise Vangool
Vice Principal: / Jen Millar
CSCC Chair: / Amy McNeil, Jessica Leith
Year: / 2015-2016
Priority Area:
Please note that more than one priority area can be selected if needed / □Celebrating and Promoting Catholic Identity
□ Improved Learning Outcomes in Reading
□Improvement in theDomainsof the EYE
□ Improved Learning Outcomes for FNM Students
□ Improved Understanding of FNM History and Culture
□ Improved Learning Outcomes in Writing
□ Improved Learning Outcomes in Mathematics
□ Building Relationships and Partnerships
□ Promoting Stewardship
Smart Goal: /
BY June, all students will have been introduced and will have a basic understanding that Treaty relationships are based on a deep understanding of peoples' identity which encompasses: language, ceremonies, worldviews and relationship to place and land.
Data:What is the rationale for choosing this goal? / We We all have a responsibility to understand the history and context of First Nations and Metis people in Saskatchewan and to enable that, we have to ensure learning for all. Last year, all teachers and students studied treaties and Indigenous world views but have a very limited understanding . we all have a need and desire to learn more. Our grade 7s scored 64% on Treaty knowledge test in June, 2015.
Action Plan:
Quality Core Instruction
Research Based Strategies
(Identify Individual/Team Responsible for Action).
Please note that strategies do not have to be included within each key area / Curriculum:
Staff will become familiar with Treaty Outcomes and Indicators. This year, we will focus on Treaty Relationships.
TRK: Examine the diversity of First Nations Peoples living in Saskatchewan starting with the classrooms and communities in which we live.
TR!: Examine how sharing contributes to treaty relationships.
TR2: Examine how treaties are the basis for harmonious relationships in which land and resources are shared.
TR3: Examine the relationships between First Nations peoples an the land before and after the signing of treaties.
TR4: Analyze how relationships are affected when treaty promises are kept or broken.
TR5: Examine the concepts of colonization and decolonization and analyze their effects.
TR6: Analyze the concepts, structures and processes which have been developed for the purpose of treaty implementation.
TR7: Analyze to what extent each of the signatories to treaty meets their respective obligations.
TR8: Analyze the impact of treaty on Metis people
Teachers will focus on the outcome within their grade level but become familiar with what other grades are focusing on. Teachers will share information and resources as they develop and learn about them.
Alicia will lead a pd focusing on Treaty education.
Environment:
We will create an inclusive and appreciative environment for all students but especially for our First Nations and Metis students.
Staff will continue to foster positive relationships by being trustworthy, respectful and caring
Staff will celebrate small successes.
Staff will share high expectations with students
Staff will model the Gospel virtues and Tipi teachings and will point out when they see students living out the virtues and teachings.
staff will ensure that cultural diversity is represented in resources purchased.
Indigenous culture and language will be appreciated and displayed when possible.
school activities and community events will integrate a cultural teaching into each activity.
staff will model appreciation when introducing treaties and Indigenous world views.
Assessment:
A question will be added to the Tell Them From Me that monitors students knowledge and appreciation of Indigenous world views/treaties.
Ateacher self reflection document will be created that measures teacher's perceived growth and understanding of Treaties and Indigenous world view over the course of the year (5 questions).
Students knowledge of treaty relationships will be assessed within the classroom setting.
Metis and Cree Jeopardy will be played over the year, challenging students to continue learning in a fun and appreciative way.
Instruction:
Students will be made aware of the outcomes they are expected to know.
Teachers will access student's prior knowledge.
Teachers will engage students in activities focused on Indigenous world view, culture or language.
All teachers will use the indicators from the Treaty Education Outcomes and Indicators as aguide for instruction.
Instruction may include:
- comparing similarities across and among First Nations and other cultures
- Describing the diversity of FN cultures that exits with in communities (Dakota, Lakota, Nakota, Nehiyakwak, Dene)
- recognizing that children born with both FN and European ancestry are now called Metis.
- Describing FN concepts of sharing (traditional community ownership vs individual ownership)
- representing how sharing was a benefit in early contact between FN peoples and explorers
- Representing examples of peaceful and harmonious relationships between FNs and others
- Describing lifestyle changes of FN, prior to and after placement on reserves
- Examining the impact of geography on the relationship between FN people and the land
- Discuss the worldviews associated with and consider the impact those views have on a persons relationships with the land
- Discussing the impact of relationships when promises are kept or broken
- Identify treaty promises from treaty 6
- Discuss the effect on unfulfilled treaty promises on relationships
- Recognizing the impact of colonization and assimilation policies of the Canadian government on the FN and Metis societies
- Examining the effects of racism on relationships among Saskatchewan people
- Investigating the current processes of decolonization and the impact this has on all Canadian people
- Examine various structures and processes that have been created in an effort to honor treaties
- Examine how implementation of the treaties is expected to bring positive economic implications for all people of Saskatchewan
- Explore the concept of sovereignty as related to FN peoples
- Compare the meanings of commitments and obligations from the different world views
- Examine how the obligations of FNs peoples have been met
- Research and assess the role of Metis people in treaty negotiation
- Examine the role of interpreter in the treaty process (importance of language)
- examine the importance of script, as opposed to being signatories of treaties and explore the importance of having a land base from which to generate livelihood
Teacher Librarian will work with classroom teachers to help find resources and plan collaborative units.
Timeline: / September-June ,2016
Resources:
Supports, Professional Learning, Material and Financial / Catalyst teacher (Alicia)
Ian Worme, one stop resources, Elder, community opportunities
Performance Indicators:
What data will you monitor and when? (qualitative and quantitative)
What assessment tools will you use? / Teacher self- reflection, Tell them from me survey question, student projects and tests and interviews
CSCC Support: /
·sharing and supporting our vision to enhance learning for all
Results: