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Treaty Catalyst Teacher TrainingDay 1
RosetownFebruary 9, 2012
Treaty EducationCatalyst 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
classroomGet 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 ThreeAssist 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 more
SWTA convention is an opportunity to continue educating others about Treaties
Getting Starting – Part FourTreaty 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 meetings
Thoughts from ShariFirst Nations Committee already
in place in Sun WestThis group wants input on setting
direction for FNMI educationSchool PD, division-wide PDOutcomes are embedded into
curriculum now
Elders and their Role in Treaty Education
Recognizing an ElderThree types of elders
◦Senior Citizens anyone over 55 years of age Could do beading or crafts
Recognizing an ElderThree 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 ElderThree types of elders
◦Traditional Elder Traditional language is first language,
may or may not speak English Perform own ceremonies (pipe carriers,
rain dances, etc.) 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 GladysView 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 featherSpirit 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
ceremonies 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 indicators
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 BearThe 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 lifeHumanity 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 surviveBut they give everything to usAsk:
◦ Where do I fit here? ◦ We are part of the cycle,
Not a First Nations versus European way of thinking
Judy’s teachings from her grandfatherWe are accountable to the world for the
time we are hereAll 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
neighbour.
The Cycle of Life: Judy’s TeachingsThe 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 TeachingsSmall 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 return
The Cycle of Life: Judy’s TeachingsLand 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 TeachingsSurvival 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 TeachingsMisunderstandings about each
others’ worldview occurred at Treaty negotiation time◦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 teaching
See the image on the next slide
Humanity Voice is important as is sharing of knowledge through
oral story-telling. Values that are learned through the connection with
the environment:◦ 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 ClassroomStaff email about what you can
doMeet with each staff memberStaff agenda to describe what we
can offerGoing through the kitBuilding a visible timeline in the
schoolShare the resource list with every
teacher and the librarian
Our Tasks before March 28Get every teacher to sign up at
the OTC kit.Get on the staff meeting agenda
on a regular basis.Set down with Admin and make a
plan for the school.
My GoalsUpload information about the
resources that were shared today on the FNMI
Share my powerpoint with othersWriting a Reader’s Theatre script
for Grade 2 about the treaty experience