Treaty Catalyst Teacher Training Day 1 Rosetown February 9, 2012

1. Treaty Catalyst Teacher TrainingDay 1RosetownFebruary 9, 2012

2. 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

3. Role of the Treaty Catalyst Teacher

4. Getting Started – Step One • Teach Treaties in your own classroom • Get familiar with the materials in the OTC kit

5. 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)

6. 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 more • SWTA convention is an opportunity to continue educating others about Treaties

7. 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 meetings

8. 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 now

9. Elders and their Role in Treaty Education

10. Recognizing an Elder • Three types of elders • Senior Citizens • anyone over 55 years of age • Could do beading or crafts

11. 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

12. 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, 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

13. 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

14. 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

15. 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

16. 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

17. Cree Historical Worldview Chart

18. 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)

19. 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 • Ask: • Where do I fit here? • We are part of the cycle, • Not a First Nations versus European way of thinking

20. Judy’s teachings from her grandfather • 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 neighbour.

21. 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

22. 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 return

23. 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

24. 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.

25. The Cycle of Life: Judy’s Teachings • Misunderstandings 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

27. 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

28. 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 offer • Going through the kit • Building a visible timeline in the school • Share the resource list with every teacher and the librarian

29. Our Tasks before March 28 • Get 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.

30. 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