This lesson for PA 4.3 (a) asks student to make a poster illustrating the four levels of First Nations governance.
This lesson for PA4.3 (a) provides students with information on local government (urban, rural and band), and then has them fill in a comparison chart.
This lesson for PA4.3 (b) provides students with background information about the selection process for chief then and now, and gives the choice of two activities to demonstrate their learning.
This lesson for PA4.5 (c) asks students to come up with their own ideas of what they think current First Nations issues are.
This lesson for PA 4.4 introduces students to the Metis nation using a storybook called The Flower Beadwork People. The accompanying PowerPoint is a collection of illustrations that follows the storybook The Flower Beadwork People. The illustrations can be shown on the SmartBoard while the teacher read the storybook aloud.
This Treaty focus will be implemented in the Grade Four Social Studies quite well, and has been a part of the current curricula. My objective is to focus on the Treaty information and the impact that the Indian Act of 1876 had upon the First Nations of Saskatchewan. To do this, I plan to use the government Treaty Kit more, and obtain information from our liaison teachers in the school for materials, ideas and suggestions. In particular, there are Smartboard activities , and interactive websites from FNIM. Much of the Social studies content is on Saskatchewan, the Land, The People, interactions and interdependence of individuals, societies, cultures, and nations. Fitting specific Treaty information and essential learnings can mesh with this subject, though many FNIM topics are also in the Language Arts and Science. My goal is to focus study on the treaties themselves, the Indian Act of 1876, and its implications and results, and through various forms of evaluation, have results that show the students have a better understanding of this goal.
This illustrated Medicine Wheel shows the totem, elements, season, direction, color, kingdom, quality, human aspect, manifestation, time and Heavenly body components.
This T-Chart for IN6.1 (b) has students compare and contrast family roles/community roles and responsibilities of:
First Nations Peoples
Inuit
Metis
Atlantic Provinces
Country border Atlantic Canada
This project is a year long in-depth inquiry project into the Pacific Rim Region and is fully based on the grade seven social studies curriculum. It does not function as a curriculum replacement but as a "vehicle" to learn the suggested concepts and strategies. The difference is that in this type of approach, you have an individual connection to a region. The project will connect to real-world issues by exploring how geographical features, climate, and available resources influence different Pacific Rim countries, both historically and now. Throughout the entire year it is always easy for you to see the importance and practicality of learning such skills.
This document outlines all Grade 8 Arts Ed outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.
This document outlines all Grade 8 ELA outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.
Exploring “renewal” and “regeneration” through a holistic perspective, this project presents these concepts through the lens of sustainability. Students make connections to these concepts in the classroom and on the land. Whether they are exploring the impact of fires and controlled burns on the ecosystem or considering ways to regenerate and heal from trauma, students will have the opportunity to consider the many ways that people and the environment can rejuvenate in the wake of real or perceived destruction.In this folder, you will find:1. Teacher Overview2. Science Unit Plan3. Art Extension Unit4. ELA Extention Unit5. Outdoor Education Extension Unit6. Health Extension Unit7. Indigenous Perspectives Extension Unit
This Grade 9 ELA newspaper project can be used as a summative assessment after reading The Absolutely True Diary... by Sherman Alexie. Using Microsoft Word templates, students create a newspaper with a variety of different forms of text and representations.
Inspired by plans for a Small Modular Reactor (SMR) in Saskatchewan, our Grade 9 Team embarked on a cross-curricular project. Exploring SMRs' construction, operations, and impacts, we integrated indigenous perspectives on Treaty, Truth and Reconciliation, UNDRIP, and Duty to Consult. Through this, we aim to understand SMRs' implications while honoring indigenous voices.In the folder, you will find:1. Unit Plan2. Assignment Bundle - PDF3. Assignment Bundle - Word Docs4. Resources
The following paper was written by a Grade 9 student from Eston Composite School. The paper is very well-written and provides a great example for effective writing and citing sources.
This is a year plan created using GAP resources that any teacher can take and use. This is intended for teachers new to teaching Grade Six, but can be used by any Grade Six teacher to offer ideas of what can be used to teach the content of the Grade Six curriculum.
In the summer of 2015, filmmaker Scott Parker travelled to the great plains of southern Saskatchewan to produce 10 short documentary films based on community-generated ideas. Subjects, themes, even interview questions were all selected using significant community input, and each film was screened with the participants for their feedback and final approval.
Ch 1 - Land Acknowledgement Protocol
Ch 2 - Elder Protocol
Ch 3 Talking Stick Protocol
Ch 4 Potlatch Protocol
Ch 5 Powwow Protocol
Ch 6 Indigenous Cultural Tourism Protocol
You will need to provide your information to download the guide.
"The CASS “Guide to Relationships and Learning with the Indigenous Peoples of Alberta” was developed to support our members, as system leaders, to deepen their understanding of foundational knowledge of the Indigenous Peoples. This Guide was developed through an Indigenous lens by including the voices and teachings of Elders and Knowledge Keepers. Their voices are captured on video and edited to introduce and bring understanding to multiple areas of learning that capture and cover the essential teachings identified by the First Nations, Métis and Inuit Peoples of Alberta."
The Planet Protector Academy: H2Whoa! resource teaches students about water conservation and protection and inspires them to take action.
The resource consists of four 60-90 minute lessons that include content developed with Indigenous elders, culture keepers and artists.
Teachers can sign up on this site and get started.
PLUG & PLAY! MINIMAL PREP!
Print Worksheets, Set Up Projector, Let The Website Do The Rest!