1. Teaching About Treaties
Networking Meeting
November 2011

2. Why teach students about treaties?
“Treaty education is an important part of forging new ties. There must be an appreciation in the minds of the general public that Treaties are living, breathing documents that continue to bind us to promises made generations ago. This is why…government is committed to making mandatory instruction in history and content of the Treaties in the K-12 curriculum.” Speech from the Throne, 2007
The Speech from the Throne, which broadly sets out the agenda of a government, identified Treaty Education as a priority for the K – 12 education system in Saskatchewan. While teaching about treaties has been occurring in the Social Studies and Social Sciences since the mid 1990s, it has been given new prominence as a result of this directive from government.

3. Why teach students about treaties?
Historical imperative – Treaties played an important part in the history of Saskatchewan and Canada.
Economic imperative – Treaty Land Entitlement is helping to restore the opportunity for self sufficiency for First Nations
Moral imperative – We are all Treaty People

4. This map, found in the Teaching Treaties in the Classroom kit, shows the extent of Treaty areas in Canada.

5. This map, which was also included in the Teaching Treaties in the Classroom Kit distributed to all schools in Saskatchewan, shows that all of Saskatchewan’s area is indeed Treaty territory. Subsequently, all residents of Saskatchewan are living in Treaty lands.

6. Treaty Education is included throughout the Social Studies
is incorporated where possible and practical in other subject areas
is more than learning about specific numbered treaties, including:
historical considerations
socio-cultural considerations
geographic considerations
Effective Treaty education includes developing understandings about the history, economy, and society of those who inhabited the land prior to the arrival of Europeans.
In order to understand the spirit and intent of Treaties, the background learning must occur.

7. Teaching Treaties – Curriculum Correlation Grade One Social Studies
IN1.2 Discuss cultural diversity in the family and classroom, including exploration of similarities and differences.
Indicator e. Explore attributes common to cultural groups represented within the classroom and school (e.g., foods, arts, festivals, Treaties, leisure time activities, community celebrations).

8. Teaching Treaties – Curriculum Correlation Grade One Social Studies
IN1.3 Assess ways in which relationships help to meet human needs.
Indicator d. Illustrate relationships that could meet needs in a fashion similar to a family relationship (e.g., Treaty, business partnership, team membership).

9. Teaching Treaties – Curriculum Correlation Grade One Social Studies
DR1.2 Describe kinship patterns of the past and present and describe according to traditional teachings (e.g., Medicine Wheel teachings).

10. Teaching Treaties – Curriculum Correlation Grade Two Social Studies
DR2.4 Describe the influence of Treaty and First Nations people on the local community.

11. Teaching Treaties – Curriculum Correlation Grade Two Social Studies
PA2.1 Analyze how decisions are made within the local community.
Indicator b. Give examples of leadership in the local community, and describe ways leadership is demonstrated (e.g., mayor, reeve, chief, Elders, community volunteers).
One of the aspects of leadership in the community is attention to adherance to Treaty relationships. A Chief of a Band council may have this as a significant aspect of leadership exhibited. One could invite a Chief to speak to a class in this regard.

12. Teaching Treaties – Curriculum Correlation Grade Two Social Studies
PA2.3 Analyze rights and responsibilities of citizens in the school and local community.
Indicator b. Identify Treaty rights of members of the community.

13. Teaching Treaties – Curriculum Correlation Grade Two Social Studies
RW2.2 Analyze various worldviews regarding the natural environment.
Indicator a. Investigate traditional First Nations worldviews of the relationship between humanity and the environment.
Indicator b. Describe traditional western European worldviews of the relationship between humanity and the environment.

14. Teaching Treaties – Curriculum Correlation Grade Three Social Studies
DR 3.3 Compare the beliefs of various communities around the world regarding living on and with the land.
Indicator a. Research the view of land as held by indigenous peoples in communities studied.

15. Teaching Treaties – Curriculum Correlation Grade Four Social Studies
IN4.1 Analyze how First Nations and Métis people have shaped and continue to shape Saskatchewan.

16. Teaching Treaties – Curriculum Correlation Grade Four Social Studies
IN4.2 Describe the origins of the cultural diversity in Saskatchewan communities.
Indicator a. Identify the traditional locations of the various First Nations tribes and language groupings in Saskatchewan prior to European contact.
Indicator b. Detail the ways in which First Nations peoples supported the survival of early European newcomers to Saskatchewan.

17. Teaching Treaties – Curriculum Correlation Grade Four Social Studies
DR4.2 Explain the relationship of First Nations and Métis peoples with the land.
Indicator a. Investigate the traditional worldviews of First Nations peoples prior to European contact regarding land as an animate object and sustaining life force.

18. DR 4.2 continued
Indicator b. Research traditional lifestyles of First Nations communities and peoples prior to European contact (e.g., hunting, gathering, movement of people to follow food sources).
Indicator c. Explore how the traditional worldviews and teachings of First Nations’ Elders regarding land influence the lifestyle of First Nations people today.

19. DR 4.2 (continued)
Indicator e. Compare the traditional views of land and culture of the Aboriginal peoples of Saskatchewan with those of the railway developers. Indicator f. Assess the impact of historic loss of land on First Nations and Métis people. Indicator g. Investigate the process by which decisions were made about the location of reserve lands in Saskatchewan.

20. Teaching Treaties – Curriculum Correlation Grade Four Social Studies
DR4.3 Analyze the implications of the Treaty relationship in Saskatchewan.
Indicator a. Locate Treaty areas within Saskatchewan and locate reserves within the Treaty area of the school.
Indicator b. Investigate conditions which precipitated Treaty negotiations in Saskatchewan.

21. DR 4.3 continued
Indicator c. Research Treaty provisions, including the spirit and intent of Treaties as well as material considerations.
Indicator d. Assess the benefits of Treaties to all Saskatchewan people.

22. Grade Four continued
PA4.3 Demonstrate an understanding of the First Nations system of governance.
Indicator a. Research the structures of governance in First Nations communities (e.g., local band council, tribal council, Federation of Saskatchewan Indian Nations, Assembly of First Nations).
Indicator b. Compare the traditional processes for selection of leaders in First Nations communities to current practices for selection of leaders in First Nations.
Indicator c. Compile an inventory of issues of current focus for First Nations governments in Saskatchewan.

23. Teaching Treaties – Curriculum Correlation Grade Five Social Studies
IN5.1 Demonstrate an understanding of the Aboriginal heritage of Canada.
Indicator d. Assess the coming together of First Nations peoples with the French and British explorers and settlers, including the effect of the fur trade on the First Nations and the Métis in early Canada.

24. Teaching Treaties – Curriculum Correlation Grade Five Social Studies
DR5.2 Assess the impact of the environment on the lives of people living in Canada.
Indicator b. Explain how different traditional worldviews of Earth affect the use of resources in Canada (e.g., Aboriginal and European attitudes toward ownership, Treaties, Crown land, homesteads, and the seigniorial system).
Indicator c. Investigate the relationship of various First Nations peoples with the environment, including economic relationships, migration, and settlement patterns prior to Confederation.

25. Teaching Treaties – Curriculum Correlation Grade Five Social Studies
PA5.2 Explain the purposes and functions of governance structures in Canada, including First Nations systems and those patterned on the Westminster parliamentary system.
Indicator b. Investigate the structure of First Nations governments in Canada, using accurate terminology (e.g., elected chief, hereditary chief, band, band council, treaty, self-government, Assembly of First Nations).

26. Teaching Treaties – Curriculum Correlation Grade Five Social Studies
PA5.3 Develop an understanding of the nature of the treaty relationship between First Nations and Canada’s federal government.
Indicator a. Explain what a treaty is, and the purpose of a treaty.
Indicator b. Affirm that all Saskatchewan residents are treaty people.

27. PA 5.3 continued
Indicator c. Investigate the spirit and intent of the treaties from the perspective of the Crown and the First Nations in Western Canada. Indicator d. Undertake an inquiry to examine the extent to which treaty promises have been met by parties to the treaties, and why the fulfillment of treaty obligations is important for all Canadians.

28. Teaching Treaties – Curriculum Correlation Grade Six Social Studies
DR 6.3 Appraise the strategies human societies have used to orient themselves within time and place in the natural environment.
Indicator d. Investigate the Aboriginal understanding of day, night, and seasons as part of global cycles.

29. DR 6.3 continued
Indicator e. Describe and compare diverse approaches to natural resource and land use among First Nations and Métis peoples in Canada, among indigenous peoples in countries bordering the Atlantic Ocean, and non-indigenous peoples of these regions, and explore how these diverse approaches have come into conflict and been in harmony in various time periods and locations.

30. Teaching Treaties – Curriculum Correlation Grade Six Social Studies
PA 6.2 Analyze the distribution of power and privilege in Canada and a selection of countries bordering the Atlantic Ocean.
Indicator c. Investigate the concept of white privilege, and assess the degree to which it exists within Canada and a selection of countries bordering the Atlantic Ocean.
Indicator d. Identify the personal and societal impact of white privilege on individuals and groups within Canada and a selection of countries bordering the Atlantic Ocean.

31. Teaching Treaties – Curriculum Correlation Grade Seven Social Studies
DR 7.1 Analyze and use various types of maps (that provide differing perspectives and information for differing purposes) in order to situate current issues in Canada, and in a selection of Pacific Rim and northern circumpolar countries.
Indicator d. Locate and identify Treaty territories on a map of Canada.

32. Teaching Treaties – Curriculum Correlation Grade Seven Social Studies
DR 7.3 Analyze the relationship between current and historical events and the physical and social environments in Pacific and northern Canada and in a selection of Pacific Rim and circumpolar countries.
Indicator c. Analyze the influence of contact with another culture on the Aboriginal peoples of Canada, circumpolar countries, and a selection of Pacific Rim countries (e.g., the influence of Europeans on the indigenous peoples of Canada, Mexico, and Australia).

33. Teaching Treaties – Curriculum Correlation Grade Eight Social Studies
DR8.2 Describe the influence of the treaty relationship on Canadian identity.
Indicator a. Describe the influence of varying views of the land in motivating the treaty relationship.
Indicator b. Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.
Indicator c. Explore the Treaty Land Entitlement process in Canada.
Indicator d. Relate land claims and fishing and hunting rights to treaty provisions.
Indicator e. Represent the benefits of the treaties for all Canadians.

34. Teaching Treaties – Curriculum Correlation Grade Eight Social Studies
DR8.3 Assess how historical events in Canada have affected the present Canadian identity
While a wide variety of options are presented in the indicators associated with this outcome, teachers may choose to focus on the Treaty relationship for indicator b.

35. Teaching Treaties – Curriculum Correlation Grade Eight Social Studies
PA8.2 Examine the role of power and authority in the application of diverse decision-making processes in a variety of contexts.
Indicator c. Investigate and describe the consensus decision-making model employed in traditional Aboriginal communities or jurisdictions.
Indicator d. Describe traditional First Nations, Inuit, and Métis models of governance and selection of leaders.

36. Resources for Teaching About Treaties
Various resources are available for teachers to increase their personal knowledge about Treaties.
Among these resources are those from the Office of the Treaty Commissioner
These may be accessed via the OTC website at
Teacher librarians can be vital link

37. Resources for Teaching About Treaties
The OTC resources include materials for Grades K-6 and Grades 7 – 12.
The K-6 Draft materials from OTC, distributed to every school in Saskatchewan, include the document entitled Treaty Essential Learnings.

39. K- 6 OTC Rersources
There are teacher reference materials from the OTC for Grades K – 6 in the resource Teaching Treaties in the Classroom: A Treaty Resource Guide for Kindergarten to Grade Six.

42. Grades Seven to Twelve
There are also teacher reference materials from the OTC for Grades 7 – 12 in the resource Teaching Treaties in the Classroom.
This kit includes books, video, and copies of the Treaties in effect in Saskatchewan

43. Other Resources
Other resources may be accessed via the federal Department of Indian affairs and Northern Development, via their website.
Also useful is the book Knots in a String: an Introduction to Native Studies in Canada (2nd ed.) University of Saskatchewan (publisher)

44. Closure
This is the end of today’s presentation. Please forward any comments or further questions to me at the following address: