Catalyst Teacher Treaty Education Notes - Supporting

Treaty Catalyst Teacher Training
Day 1
February 9, 2012
Treaty Education
Catalyst Teacher Journal
Intent is to use this to keep track of your learning
and ideas for sharing your learning with others
- Suggest that we have it on hand whenever we have
an elder in our school
- Treaty Catalyst training began with two days of
training about Treaty Education
- Eventually, catalyst teachers will do the training in
the schools instead or, in conjunction with OTC staff
Role of the Treaty Catalyst Teacher
Getting Started – Step One
Teach Treaties in your own classroom
 Get familiar with the materials in the
OTC kit
Getting Started – Part Two
Support other teachers who teach Treaties in
the classroom, both those who are familiar and
those who may be reluctant
◦ Communicate your role to the staff
◦ Introduce them to the wiki
◦ Invite others to help (e.g. do a make and take
with Susan)
Getting Started – Part Three
Assist with continuing lesson
development, either in your school
division, or with the OTC
◦ OTC is interested in updating the Grade 7-12
materials so this is an opportunity to learn
SWTA convention is an opportunity to
continue educating others about Treaties
Getting Starting – Part Four
Treaty Catalyst teachers are the main
contacts at the individual schools
 You may want to sit with the
Administrator and make a plan for your
school (e.g. half day sub to work with
teachers; present information at the staff
Thoughts from Shari
First Nations Committee already in place
in Sun West
 This group wants input on setting
direction for FNMI education
 School PD, division-wide PD
 Outcomes are embedded into curriculum
Elders and their Role in
Treaty Education
Recognizing an Elder
Three types of elders
◦ Senior Citizens
 anyone over 55 years of age
 Could do beading or crafts
Recognizing an Elder
Three types of elders
◦ Contemporary Elder
may or may not speak their language
Generally have formal, Western education
Attend ceremonies; live their culture
Live in both worlds
Recognizing an Elder
Three types of elders
◦ Traditional Elder
 Traditional language is first language, may or may
not speak English
 Perform own ceremonies (pipe carriers, rain dances,
 Trained for many, many years how to participate in
the ceremonies, first as helper
 Generally the traditional elder does not go to the
school, we go to them
Words from Gladys
View those labelled “disabled” are viewed
as special in the eyes of the elders
 The unborn child is very important
 Elders would teach women that they are
special and have powers, gifted with the
power of giving life, many responsibilities
 All children have gifts when they are born;
these gifts are nurtured throughout their
life to bring forth these gifts
Gladys: the gift of ceremonies (herbalists
– gifts from the land, pass their knowledge
to the next generation)
 First 10 years of a child’s life is where they
gain a lot of knowledge
 Metaphor of the feather
 Spirit of the youth is like a sponge –
soaking things up even when you might
not think they are
 Her school was the universe
Question and Answer
Gladys’ responsibility is to teach her family and others who want to
learn more
◦ These people will join Gladys on her walks.
◦ To help others learn about the spirituality of life.
◦ Will have helpers; eventually these people will help conduct the
Etiquette of Gift Giving (tobacco)
◦ some people like the protocol of the gift of tobacco as they have special
training; ask each guest to be sure
Gladys gives part of her tobacco gift to the Earth and takes the
other to a ceremonies; will share where the gift came from, more
prayers will be spoken on behalf of those who gave the gift
Recording information in an interview
◦ This is a current project in Saskatchewan
◦ Each elder may have a different perspective on this; elders passing along
traditional knowledge should be paid for their knowledge
Question and Answer
Ministry is responsible for providing the
resources to support the indicators; FNMI
were not involved in creating certain
Terminology – What is appropriate?
◦ Grade 7 has a lesson on terminology; might be
helpful at a staff meeting
 First Nations is appropriate
 Aboriginal refers to all FNMI
 Indian – when referring to Indian Act or historical texts;
must be used in a respectful way with more explanation
 White person, newcomers
Cree Historical
Worldview Chart
Traditional Knowledge Keeper –
Judy Bear
The Cycle of Life
◦ In order to understand the cycle, begin by
looking back at how people of the past lived
◦ The role of the land (seasons) and the
importance of time
 For each season, what needs to be done; what
plants and animals will be available
◦ The role of the animals and plants that
provided food and shelter (survival)
Humans as part of the cycle of life
Humanity is least significant in the cycle of life
because we do not contribute to the cycle of life.
Humans only take in the cycle.
We give nothing to the animals, fish, small life
forms, plant life, etc. to survive
But they give everything to us
◦ Where do I fit here?
◦ We are part of the cycle,
Not a First Nations versus European way of
Judy’s teachings from her
We are accountable to the world for the
time we are here
 All First Nations belief system is based on
Mother Earth and Nature.
 Animals and plants are a gift for humanity.
 Sun is an entity that gives light to bring life
◦ The Sun Dance not a worship dance
◦ It is a ceremony of self-sacrifice and control.
◦ It honours the idea of being good to your
The Cycle of Life: Judy’s Teachings
The Moon
◦ The moon was used to tell about the seasons
and the length of the winter
The Stars
◦ Referred to as the little spirit
Plant – Number One life form
◦ Tobacco, sweet grass, sage, cedar
◦ Important role in survival: for food, medicine,
clothing, shelter and tools
The Cycle of Life: Judy’s Teachings
Small Life Forms
◦ Earth Movers
◦ Assist the plants to grow
Water and the Sky Life
◦ Fish
◦ Wings
◦ Cree word for March is named after the
geese because this is month that the geese
The Cycle of Life: Judy’s Teachings
Land Life: 2 and 4 Legged
◦ Importance of understanding animals and
their patterns in order to survive
◦ Medicine Bear – legend is that the bear was
once human; two legged story
◦ 4 legged: deer, moose, beaver
The Cycle of Life: Judy’s Teachings
Survival rested completely on your
shoulders, both as a warrior (men) and
family (women).
 We are all part of this land.
 There is a belief in the inter-connectedness
of life and the importance of each part of
the cycle.
 If one part is removed, there will be
imbalance on Earth.
 The only part of the cycle that has no role
other than to consume is humanity.
The Cycle of Life: Judy’s Teachings
Misunderstandings about each others’
worldview occurred at Treaty negotiation
◦ First Nations did not understand the concept
of giving up something (e.g. land) to others
Each circle on the image has a story and a
 See the image on the next slide
Voice is important as is sharing of knowledge through oral
 Values that are learned through the connection with the
◦ Humility: because we do not give back to Mother Earth, it is
important to be humble for what we are given
◦ Honesty:
◦ Care/Love
Prayer at Meal time – all connects back to the Cycle of Life
◦ Prayer of gratitude
Four areas of a human being
◦ Emotional, mental, physical, spiritual parts are often referred to
as the Medicine Wheel
◦ Without equal focus on these four parts, there will be imbalance
Ideas for Different Ways to Support
Teachers in the Classroom
Staff email about what you can do
 Meet with each staff member
 Staff agenda to describe what we can
 Going through the kit
 Building a visible timeline in the school
 Share the resource list with every teacher
and the librarian
Our Tasks before March 28
Get every teacher to sign up at the OTC
 Get on the staff meeting agenda on a
regular basis.
 Set down with Admin and make a plan for
the school.
My Goals
Upload information about the resources
that were shared today on the FNMI
 Share my powerpoint with others
 Writing a Reader’s Theatre script for
Grade 2 about the treaty experience