Treaty Catalyst Teacher Training Day 1 Rosetown February 9, 2012

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