School Division/Tribal Council Name 2009 Treaty Education Survey

1. 2 Date of Meeting Presenter Names Optional S.D./T.C.LOGO School Division/Tribal Council Name2009 Treaty Education Survey

2. Agenda • Context • Survey Results • Interpretation • Reflection with Guided Questions • Next Steps

3. Context of Treaty Education Surveys

4. Background – Saskatchewan Education • History of Saskatchewan Education initiatives • 1982 Native Curriculum Review Committee • 1984 Directions The Final Report • 1994 Aboriginal Languages curriculum guide, Indian Languages for K - Gr 12 • 1995 Indian and Métis Educ Policy from K – Gr. 12 • four principles to guide the development • Native Studies 10, 20, and 30 • Curriculum Evaluation for inclusion of Aboriginal Content and Perspectives in curricula

5. Background – Office of the Treaty Commissioner • 1996 OTC Mandate for Treaty Education • 2000 Treaty education resource kit developed • Grades 7 to 12 • 2002 to present Treaty Education inservice training provided • 2008 published • Treaty Essential Learnings & • K – Grade 6 resource guides for teaching treaties in the classroom

6. Mandatory Treaty Education • Mandatory instruction in history and content of the Treaties in the K-12 curriculum • Speech from the Throne 2007 • 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 my government is committed to making mandatory instruction in history and content of the Treaties in the K-12 curriculum. • September 2008 Treaty Essential Learningsand K-6 resource materials were distributed to all schools

7. Rationale for Treaty Education • Importance of education in building racial harmony in Saskatchewan • Importance of treaties in Saskatchewan history and future • Importance of First Nations people to the prosperity of Saskatchewan • 2045 projection that a third of Saskatchewan population will be Aboriginal • We are all treaty people.

8. Treaty Education Surveys • 2008 - convenience sample • Undertaken by Office of the Treaty Commissioner with Ministry of Education support • 2009 - administered provincially • Undertaken by Office of the Treaty Commissioner and Saskatchewan Ministry of Education • AIMS • Benchmark student understanding of treaties • To support treaty education implementation • 2010 – Ministry of Education will be conducting an on-line assessment via Blackboard in May 2010 with similarities to 2009.

9. Treaty Education Survey:Two components • Grade 7 Student survey • Treaty knowledge and understanding • Framed by Treaty Essential Learningsdocument and consultation with expert panel • Treaty Education Resources • Grade 4 Teacher, Grade 7 Teacher • Implementation and satisfaction of treaty education resources • School Administrator • Implementation of treaty education resources

10. Survey development • Rigorous development including • Expert panel • Elders, Educators, Survey consultants • Teacher focus groups • Field test • Items were analyzed for difficulty and discrimination between analysis • Reliability • Internal consistency is a indication of correct response on one item correlates to correct responses on other items

11. Six Treaty Essential Learnings (TELs):Framework for Student survey • TEL1 Treaties  • introduces the who, what, where, when, and why of treaties. • TEL2 Treaty Relationship • reviews responsibilities and partners involved in the treaty relationship. • TEL3 History  • consists of the historical events in the making of the treaty making process. • TEL4 Worldviews • provides an understanding of the differing worldviews of the treaty partners. • TEL5 Symbolism • focuses on meaning behind the symbols and actions used in the treaty making process. • TEL6 ContemporaryIssues  • deals with new and current issues related to the treaties

12. Survey of Treaty Education Resources • Grade 4 teachers and Grade 7 teachers • Implementation • Receipt, Accessibility, and Use of resources • Satisfaction of resources • Quality, Usefulness, User-friendliness, and Overall satisfaction • Training of treaty education • Need for resources and training • School Administrators • Implementation • Treaty education programming • Receipt, Accessibility, and Teacher use of resources • Treaty Education Support • Administrator training of treaty education • Teacher training of treaty education • Need for resources and training

13. Limitations • Snapshot of student knowledge and understanding • Snapshot of teacher perception of resource implementation • Student knowledge and understanding framed by Treaty Essential Learningsdocument • Raw scores • NOT all aspects of instruction are addressed • NOT an evaluation of curriculum • NOT a teacher evaluation • NOT evaluation of attitude • NOT standardized scores • NOT all grades or teachers, BUT ALL grades and teachers are important

14. Cautions to interpretation of results • First year of implementation of mandatory treaty education • Primary resources were available for only 6 months prior to survey • It is expected that Grade 7 students will have not received prior instruction that is implicated in the instrument • Assessment focus is general knowledge of treaties based on Treaty Essential Learningsand NOT on curriculum, grade-specific materials

15. Results of Treaty Education Surveys

16. Survey Administration and Data Collection • Online • completed online by 99% of the students and teachers participants • over a period of seven weeks • from April 27 to June 12, 2009 • Provincially, a total of 9339 Grade 7 students • from 480 schools • 112 students • of 16 First Nations schools and 8 Tribal Councils • 9227 students • of 464 provincial schools and 29 school divisions • Provincially, a total of 1760 administrators and teachers • 532 administrators (18 - First Nations Schools) • 579 Grade 4 teachers (15 - First Nations Schools) • 649 Grade 7 teachers (18 – First Nations Schools)

17. Our Response Rate • Our school division had very good participation and the data would provide a good reflection of the school division. • From our school division, • 419 Grade 7 students • 35 administrators, 39 Grade 4 teachers, and 86 Grade 7 teachers.

18. Student survey

19. Student Sample and Demographics In our division, Gender equally distributed. 1 of 10 self reported aboriginal status (First Nation, Métis, or Inuit) About 1 of 10 students did not recall studying treaties.

20. Grade 7 Student Average Percentage Average Strengths – TEL4Worldview, TEL1Treaties, TEL2 Treaty Relationship Average Weaknesses – TEL5Treaty Symbolism and TEL6Contemporary Issues

21. Gender Differences Our school division overall, Female  except similar for TEL3 and TEL 1. Province overall, Female  except similar for TEL6 and TEL 1.

22. Aboriginal/Non-Aboriginal Differences Overall province, Non-Aboriginal  except TEL3 similar. Overall in our school division, it appears that Non-Aboriginal  but we have a low number of students that self-identified as Aboriginal.

23. Study Group Differences In our school division, similar trend to province. Overall trend in favor of studying treaties Province overall trend in favor of studying treaties: Highest scores in Study Group ‘Grade 7’ versus lowest scores in Group ‘Did not study at all’

24. Teacher Education Resources

25. Teacher Sample and Demographics

26. Mandatory Treaty Education as part of school’s learning improvement plan In our school division, about half agreed. In province overall, less than ½ administrators in Central & South agreed Almost ¾ in North

27. Implementation of OTC Treaty Education Resources • Three aspects surveyed • receipt of materials • accessibility of materials • use of OTC materials as well as other treaty education resources

28. OTC Treaty Education Resources:Receipt and Accessibility In our school division, large majority agreed to receipt and accessibility of OTC treaty education resources • RECEIVED MATERIALS - Yes • 94% versus overall province of 86% administrators (school received K – 6 OTC materials) • 94% versus overall province of 74% administrators (school received 7-12 OTC materials) • 90% versus overall province of 73% Grade 4 teachers (Grade 4 Resource Guide) • 92% versus overall province of 68% Grade 7 teachers (school received OTC materials) • ACCESSIBILITY – Yes, always or sometimes • 100% versus overall province of 92% administrators • 90% versus overall province of 75% Grade 4 Teachers and 81% Grade 7 Teachers

29. Teacher Use of OTC Treaty Education Resources In our school division, a little less than 1/2 of the Grade 7 teachers and about 2/3 of the Grade 4 Teachers indicated using OTC treaty education resources. Overall in province, about ½ Grade 7 Teachers about 2/3 Grade 4 Teachers indicated using the treaty education resources.

30. Received Training of Treaty Education In province overall, about one third of all respondent groups had received training In our school division, about one third of administrators, one fifth of Grade 7 teachers, and almost half of the Grade 4 teachers received training

31. Need for Training of Treaty Education In province, over 80% of all respondents Agree/Neutral In our school division, half of the respondents agree that they require more training of treaty education.

32. Sample School:Grade 7 Student Average Percentage School Average Strengths – TEL1Treaties, TEL2 Treaty Relationship, TEL5 Symbolism Note that 25 students from sample school participated in the survey.

33. Interpretation

34. Interpretation • survey is intended for providing a benchmark and caution against whether we have done good or bad • focus is to support student learning and ‘How can we do better?’

35. Students • Grade 7 level of understanding of treaties • We are doing okay • Our school division is comparable to province • Strong indication of room for growth • Strong indication of increased understanding with education of treaties • Implications: • We are working with a baseline that measures cumulative effect of treaty education from K to Grade • We are still building the foundation of K to Grade 6 learning • We cannot lose sight of the efforts to be made at high school levels • Treaty education raises awareness of understanding treaties and treaty process and contributes to improved relations within the diverse society in Saskatchewan

36. Teacher Education Resource/Support • A large majority of the teachers and administrators have received and have accessible resources • Majority of the teachers are satisfied with the resources • Slightly less, albeit majority of teachers use materials • Less than half of the teachers received treaty education training; however, strong interest in need for training • Implications • Generally positive and successful implementation of supportive resources • Slightly stronger indication for need of treaty education training versus need for more resources

37. Learning Improvement Plan - Mandatory Treaty Education • Less than half of the administrators indicated that mandatory treaty education as part of learning improvement plan • Implications: • Reminder that this finding provides baseline of cumulative effect of treaty education from K to Grade 7 • Necessary to consider K-12 treaty education made mandatory in September 2008

38. Reflection and Guided Questions for staff

39. Questions • What does this data mean to you? • What is the difference between ‘treaty education’ and teaching ‘First Nation worldview’? • What is the teacher doing and what is the teacher’s role? • What is the school doing and what is the school’s role? • What is the school division doing and what is the school division’s role? • Do teachers have community support? • How do we pull together all the supports?

40. Reflection and Guided Questions for SCC

41. Questions • What does this data mean to you? • What is the SCC doing and what is the SCC’s role? • What is the school doing and what is the school’s role? • What is the school division doing and what is the school division’s role? • How can we promote programs for treaty education in the community? • What supports do we have or do we need?

42. Next Steps

43. Appendix Additional information

44. Student Survey Table of Specifications Six Treaty Essential Learnings (TELs)

45. Six Treaty Essential Learnings (TELs) Overview TEL1: THE TREATIES 1. The Treaty Partners 2. Definition of Treaties 3. First Nations Peoples Treaty-Making 4. Pre-Confederation Treaties 5. Royal Proclamation, 1763 6. First Nations (Aboriginal) Common Law Rights 7. Canadian Confederation, 1867 8. Treaty Adhesions 9. The Numbered Treaties 10. Modern Treaties 11. The Treaty-Making Process 12. Treaties are Promises 13. Treaty Obligations 14. The Treaties Are A Legal Undertaking 15. Treaties are Supported by International Law 16. The Benefits for Newcomers 17. The Benefits for First Nations Peoples 18. The Provisions of Treaty TEL2: THE TREATY RELATIONSHIP 1. The Treaty Relationship 2. We are All Treaty People 3. The Spirit and Intent of Treaties 4. Language is Vital to the Treaty-Signing Process 5. Treaties are a Sacred Covenant 6. Treaties are Forever 7. Treaties are a Bridge to the Future 8. Brother-to-Brother relations TEL3: THE HISTORICAL CONTEXT OF TREATIES 1. Pre-contact First Nations Treaties (pre-1400s) 2. Fur Trade Alliances (1600s) 3. The Royal Proclamation of 1763 4. Pre-Confederation Treaties (pre-1867) 5. The British North America Act (BNA) , 1867 6. Post-Confederation Western Expansion (post-1867) 7. The Treaties that Cover Saskatchewan (1874 - 1906) 8. Federal First Nation Legislation, 1867 22 9. The Indian Act ,1876 10. The Davin Report, 1879 11. Residential Schools, 1880s 12. The Department of Indian Affairs (DIA) 13. The Pass System 14. The Permit System 15. Amendment to the Indian Act, 1884 16. Amendment to the Indian Act, 1895 17. Amendment to the Indian Act, 1927 18. Natural Resources Transfer Act (NRTA), 1930 19. Amendment to the Indian Act, 1951 20. Federation of Saskatchewan Indian Nations (FSIN) 21. Hawthorn Report, 1966 22. TheWhite Paper ,1969 23. The Red Paper, 1970 24. Constitution Act, 1982 and the Charter of Rights and Freedoms 25. The Penner Report, 1983 26. Amendments to the Indian Act, 1985 27. The Meech Lake Accord and Elijah Harper 28. Royal Commission on Aboriginal Peoples (RCAP), 1996 29. The Last Residential School Closes, 1996 30. Prime Minister Harper Apologizes, 2008 TEL4: WORLDVIEWS 1. The First Nations Peoples 2. The Circle and Its Commonality in FN Traditional Worldviews • 2.1. Spirituality • 2.2. Values • 2.3. Knowledge • 2.4. Culture • 2.5. Language • 2.6. Oral Traditions • 2.7. Governance • 2.8. Natural World 3. The Traditional Worldviews of Saskatchewan First Nations • 3.1 Cree Historical Worldview • 3.2 Dene Historical Worldview • 3.3 Saulteaux Historical Worldview • 3.4 Dakota, Lakota and Nakota Historical Worldview 4. British(Western) Worldview TEL5: SYMBOLISM IN TREATY-MAKING 1. The Meaning of the Pipestem 2. The Handshake 3. Treaty Suits and Treaty Medals 4. Union Jack – Flags 5. Treaty Day Celebrations 6. Paskwa’s Pictograph TEL6: CONTEMPORARY TREATY ISSUES 1. Lands in Dispute 2. Taxation 3. Self-Government (and the Canadian Constitution Act, 1982) 4. Racism 5. Education 6. Reparations for Past Injustices - Residential Schools 7. The Status Issue (Citizenship and the Indian Act) 8. Economic Conditions 9. Economic Development 10. First Nations Peoples and the Criminal Justice System 11. The Indian Act 12. The Way Forward: The First Nations Face the 21st Century

46. Resources Teaching treaties in the classroom support

47. Office of the Treaty Commissioner Treaty Resources Kit • A kit was distributed to schools • Electronic materials available online - Contact OTC for teacher login access • Additional kits may be purchased from OTC for $320.00 • Treaty Resource Kit Contents • Binder – 7 -12 Teaching Treaties in the Classroom • Binder - K-6 Teaching Treaties in the Classroom • Book – Treaty Essential Learnings • Book – Treaty Elders of Saskatchewan • Book – Bounty and Benevolence • Book – Statement of Treaty Issues • Book – Little Pine Lucky Man • Book – Treaty Promises Indian Reality – Life on a Reserve • Book – maskeko-sakahikanihk - (100 yrs of Sk. 1st Nation) • Book – In their Own Land Treaty 10 … • Book – People of the Buffalo • Book - “And They Told Us Their Stories” • Book – Legacy – Indian Treaty Relationships • Book – Askiwina “A Cree World” by Doug Cuthand • Book – Making The Connection • DVD – Video Library I • DVD - Video Library II • DVD/CD - Allen Sapp • Photocopy versions of Treaties 4, 5, 6, 8, and 10 • DIAND – The Learning Circle Ages 4-7; ages 8-11; ages 12-14; ages 14-16 • Map – Location of Historical Treaty Boundaries. • Posters – Treaty Posters related to Treaties 4, 5, 6, 8, and 10. 

48. OTC Kit • Continued information in notes page.

49. OTC kit • Continued information in notes page

50. Office of the Treaty Commissioner Grade Seven – Grade 12: Unit Themes and Lesson Topics Grade 7-12 Binder may be purchased from OTC for $20.00