Subject: Social Studies 4
Outcome: IN4.1 Analyze how First Nations and Métis people have shaped and continue to shape
Saskatchewan.
Beginning – 1
I need help.
With support I can identify the
contributions of key FNM people
to life in Saskatchewan.
Approaching – 2
I have a basic
understanding.
I can identify key FNM people
who have contributed to life in
Saskatchewan.
Proficiency – 3
My work consistently
meets expectations.
I can analyze and explain how
FNM people have contributed to
life in Saskatchewan.
Mastery – 4
I have a deeper
understanding.
I can analyze and compare how
FNM people have contributed to
life in Saskatchewan.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.




Create biographic profiles of a selection of Saskatchewan First Nations and Métis leaders in the time period prior to Saskatchewan
joining Confederation.
Create an inventory of the contributions of First Nations and Métis people to government, business, and professional life in
Saskatchewan.
Explain the significance of dance and music to First Nations and Métis peoples and its contribution to Saskatchewan
intercultural development.
Illustrate the contributions of First Nations and Métis artists, sculptors, musicians, dancers, storytellers and writers to
Saskatchewan culture.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: IN4.2 Describe the origins of the cultural diversity in Saskatchewan communities.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
With assistance I can identify the
different cultural groups who
settled in Saskatchewan.
I can identify the different
cultural groups who have settled
in Saskatchewan.
Proficiency – 3
My work consistently
meets expectations.
I can describe the progression of
human settlement prior to
European contact to the present
and provide reasons for their
coming to Saskatchewan.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.









Mastery – 4
I have a deeper
understanding.
I can describe and compare the
progression of human settlement
in Saskatchewan from prior to
European contact to the present.
Identify the traditional locations of the various First Nations tribes and language groupings in Saskatchewan prior to European
contact.
Detail the ways in which First Nations peoples supported the survival of early European newcomers to Saskatchewan.
Trace and represent the history of European immigration to Saskatchewan including those who came for economic reasons and
religious reasons.
Articulate reasons why European immigrants left their homelands and settled in Saskatchewan, with particular emphasis upon
the local community and/or the individual student families.
Represent through speaking, writing, drama, multimedia, or other form, the challenges faced, both historically and in the current era, by
First Nations people, Métis people, and immigrants to Saskatchewan.
Identify strategies by which diverse cultural communities in Saskatchewan learned to work together for the common good.
Compare immigration patterns in Saskatchewan in the 19th and early 20th centuries to immigration patterns in the current
era.
Identify the significance of historic buildings and places associated with cultural diversity in the community and province.
Investigate the role of archaeology in understanding the origins of Saskatchewan communities.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: IN4.3 Determine the influence Saskatchewan people and programs have had on a
national scale.
Beginning – 1
I need help.
I can identify Saskatchewan
people who have influenced
Canada but need assistance to
explain their impact.
Approaching – 2
I have a basic
understanding.
I can identify Saskatchewan
people and programs that have
influenced Canada.
Proficiency – 3
My work consistently
meets expectations.
I can describe the influence of
Saskatchewan people and
programs on Canada.
Mastery – 4
I have a deeper
understanding.
I can identify and compare the
influence of Saskatchewan people
and programs on Canada.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.



Identify the impact of programs originating in Saskatchewan on Canada and global communities.
Represent the accomplishments of prominent Saskatchewan people whose contributions in their field are nationally or
internationally recognized in a gallery, media clips, vignettes, or other media.
Investigate the value of volunteerism in various local community organizations and activities.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: DR4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the
people of Saskatchewan.
Beginning – 1
I need help.
I understand that different
peoples settled in Saskatchewan
and with support I can identify
where they settled.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
I understand why different
peoples settled where they did in
Saskatchewan. I can connect this
to the geography of our province.
I can identify where and why
different peoples settled in
Saskatchewan. I can identify how
their traditions have been
influenced by geography.
Mastery – 4
I have a deeper
understanding.
I can compare the reasons the
different cultural groups settled
in Saskatchewan.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.







Locate Saskatchewan on a map of Canada, North America, and the world.
Locate the geographic centre of Saskatchewan on a map.
Make inferences about why people in Saskatchewan settled particular locations, including settlement patterns before and after
coming together of First Nations and European peoples using a variety of maps.
Identify the characteristics of the unique geographic regions in Saskatchewan.
Identify the impact of geography on the architecture of Saskatchewan, including how styles, materials, and cultural traditions
have been affected by interaction with the land and other people in the province.
Analyze the influence of geography on the lifestyle of people living in Saskatchewan.
Conduct an inquiry investigating how residents of Saskatchewan came to occupy the land that is now our province.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies
Outcome: DR4.2 Explain the relationship of First Nations and Métis peoples with the land.
Beginning – 1
I need help.
I understand that prior to
European contact FNM people
had closer ties to the land and
with assistance I can explain
those changes.
Approaching – 2
I have a basic
understanding.
I understand the relationship
between the First Nations and
Metis people with the land has
change because of European
contact. I recognize how the loss
of land and use of reserves has
impacted the people and their
relationship with the land.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.








I can explain how FNM people’s
relationship with the land has
changed since European contact.
Proficiency – 3
My work consistently
meets expectations.
Mastery – 4
I have a deeper
understanding.
I can use my understanding of
the historical process of the loss
of land for Aboriginal people to
see how this impacts on their
future.
Investigate the traditional worldviews of First Nations peoples prior to European contact regarding land as an animate object
and sustaining life force.
Research traditional lifestyles of First Nations communities and peoples prior to European contact.
Explore how the traditional worldviews and teachings of First Nations’ Elders regarding land influence the lifestyle of First
Nations people today.
Research the history of the Métis people and their relationship with the land.
Compare the traditional views of land and culture of the Aboriginal peoples of Saskatchewan with those of the railway
developers.
Assess the impact of historic loss of land on First Nations and Métis people.
Investigate the process by which decisions were made about the location of reserve lands in Saskatchewan.
Research the Métis struggle for land, and the displacement of Métis people in the late 19th century.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: DR4.3 Analyze the implications of the Treaty relationship in Saskatchewan.
Beginning – 1
I need help.
I understand that treaties were
signed in our province and with
support I can explain how they
benefit all people.
Approaching – 2
I have a basic
understanding.
I understand that treaties were
negotiated across Saskatchewan
and that they benefit all people.
Proficiency – 3
My work consistently
meets expectations.
I can explain the conditions
under which the treaties were
signed in Saskatchewan and the
benefits for all people.
Mastery – 4
I have a deeper
understanding.
I understand how the Treaty
relationship benefits all people
and how this will impact us in the
future.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.




Locate Treaty areas within Saskatchewan and locate reserves within the Treaty area of the school.
Investigate conditions, which precipitated Treaty negotiations in Saskatchewan.
Research Treaty provisions, including the spirit and intent of Treaties as well as material considerations.
Assess the benefits of Treaties to all Saskatchewan people.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: PA4.1 Analyze the relationship between governance institutions in Saskatchewan and the
quality of life of people in the province.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
Mastery – 4
I have a deeper
understanding.
With assistance I can identify the
democratic processes used in
Saskatchewan.
I can state the democratic
processes used in Saskatchewan
and how they relate to the quality
of life of our citizens.
I can explain the democratic
processes used in Saskatchewan
and how they relate to the quality
of life of our citizens.
I can compare and contrast the
democratic processes used in
Saskatchewan and how they
relate to the quality of life of our
citizens.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.






Identify ways in which Saskatchewan people can be involved in making decisions, which affect their local communities.
Illustrate the organization of the municipal or band decision-making process, including the name of the sitting mayor, reeve, or chief.
Describe ways in which Saskatchewan people can be involved in the democratic process regarding decisions, which affect their
province, and explain why it is important to be an active participant in the democratic process.
Represent the structure of the provincial decision-making process in Saskatchewan naming the sitting premier, the leader of
the opposition, and the local member of the legislative assembly.
Investigate the methods the provincial government uses to raise revenue.
Analyze how the symbols of Saskatchewan, including the coat of arms, the flag, and the provincial motto, reflect the values and qualities
of the people and the government of Saskatchewan.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: PA4.2 Demonstrate an understanding of the provincial system of government.
Beginning – 1
I need help.
With assistance I can name the
levels of government and
responsibilities.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
I can list the levels of government I can explain the three levels of
and the general responsibilities.
government and distinguish
between the responsibilities of
each.
Mastery – 4
I have a deeper
understanding.
I can compare and contrast the
three levels of government and
the responsibilities of each.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.





Differentiate between rules and laws.
Differentiate between rights and responsibilities.
Describe the relationship between three levels of government in Canada, including local (i.e., municipal, band), provincial or
territorial, and federal.
Identify elected local, provincial, and federal heads of government.
Compare how laws are made at the local and provincial levels.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: PA4.3 Demonstrate an understanding of the First Nations system of governance.
Beginning – 1
I need help.
With assistance I can identify the
different levels of the First
Nations system of governance.
Approaching – 2
I have a basic
understanding.
I can list the different levels of
the First Nations system of
governance.
Proficiency – 3
My work consistently
meets expectations.
I can explain the different levels
of the First Nations system of
governance.
Mastery – 4
I have a deeper
understanding.
I can compare and contrast the
different levels of the First
Nations system of governance.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.



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).
Compare the traditional processes for selection of leaders in First Nations communities to current practices for selection of
leaders in First Nations.
Compile an inventory of issues of current focus for First Nations governments in Saskatchewan.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: PA4.4 Demonstrate an understanding of the Métis governance system.
Beginning – 1
I need help.
With assistance I can identify the
different levels of the Métis
system of governance.
Approaching – 2
I have a basic
understanding.
I can list the different levels of
the Métis system of governance.
Proficiency – 3
My work consistently
meets expectations.
I can explain the different levels
of the Métis system of
governance.
Mastery – 4
I have a deeper
understanding.
I can compare and contrast the
different levels of the Métis
system of governance.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.



Research the structures of governance of Métis people in Saskatchewan.
Compare the traditional processes for selection of leaders of Métis people to current practices for selection of leaders by the
Métis people.
Compile an inventory of issues of current focus for Métis governments in Saskatchewan.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: RW4.1 Analyze the strategies Saskatchewan people have developed to meet the
challenges presented by the natural environment.
Beginning – 1
I need help.
With assistance I can identify
strategies used by people in
Saskatchewan to meet the
challenges of the natural
environment.
Approaching – 2
I have a basic
understanding.
I can identify strategies used by
people in Saskatchewan to meet
the challenges of the natural
environment.
Proficiency – 3
My work consistently
meets expectations.
I can analyze strategies used by
people in Saskatchewan to meet
the challenges of the natural
environment.
Mastery – 4
I have a deeper
understanding.
I can compare and contrast
strategies used by people in
Saskatchewan to meet the
challenges of the natural
environment.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.








List the challenges and opportunities climate presents for residents of Saskatchewan.
Determine safety measures necessary for living in the Saskatchewan climate.
Retell the stories of Elders, traditional knowledge keepers, and senior citizens about surviving weather extremes.
Collect the natural weather forecasting techniques of Elders, traditional knowledge keepers, senior citizens, and others with local
knowledge.
Represent the traditions and practices Saskatchewan people developed when faced with isolation, including First Nations practices
adopted by Europeans.
Research past and present technologies used to withstand the Saskatchewan climate.
Investigate the technological evolution of farming practices in Saskatchewan, including crop variety development, pesticide and
herbicide use, and soil and water conservation.
Graph the typical energy consumption in Saskatchewan for an average year, and investigate energy efficient technologies being
developed in Saskatchewan.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: RW4.2 Investigate the importance of agriculture to the economy and culture of
Saskatchewan.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
With assistance I can list types of
agriculture.
I can list types of agriculture and
have a general understanding of
its importance to the economy
and culture of Saskatchewan.
Proficiency – 3
My work consistently
meets expectations.
I can explain the importance of
agriculture to the economy and
culture of Saskatchewan.
Mastery – 4
I have a deeper
understanding.
I can compare and contrast they
types agriculture and how they
impact the economy and culture
of Saskatchewan.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.







Identify and locate various types of farms in Saskatchewan.
Research production practices of various types of crop and livestock farms.
Identify various farm stewardship practices.
Compile an inventory of Saskatchewan agricultural food and by-products.
Identify agricultural products used in daily life in Saskatchewan.
Trace the steps of a food product from the farm to the plates of consumers, and identify the various careers that contribute to this
process in the agriculture and food processing industries.
Analyze the significance of Saskatchewan agricultural commodity exports to the province.
Refer to Saskatchewan Guide Social Studies 4
Subject: Social Studies 4
Outcome: RW4.3 Assess the impact of Saskatchewan resources and technological innovations on
the provincial, national, and global communities.
Beginning – 1
I need help.
With assistance I can list
resources and technological
innovations in Saskatchewan.
Approaching – 2
I have a basic
understanding.
I can list resources and
technological innovations in
Saskatchewan.
Proficiency – 3
My work consistently
meets expectations.
Mastery – 4
I have a deeper
understanding.
I can assess the impact of
Saskatchewan resources and
technological innovations on the
provincial, national, and global
communities.
I can compare and contrast the
impacts of Saskatchewan
resources and technological
innovations on the provincial,
national, and global communities.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.





Represent on a map the major resources in Saskatchewan.
Locate on a map the major industries in Saskatchewan.
Differentiate between primary and secondary industry.
Examine the environmental impact of the development of natural resources on the local community, the province, and the
world.
Describe the impact of technological innovations originating in Saskatchewan on the global community.
Refer to Saskatchewan Guide Social Studies 4