That’s A Good Idea!
Effective Practices in First Nations and Métis
Education
By Leah Dorion, Darren Prefontaine and Todd Paquin
SSTA Research Centre Report #00-10: 56
pages, $14
Do You Have a Good Idea? Click
Here to Contribute
TABLE OF CONTENTS
I. Effective Practices
in First Nations and Métis Education - Introduction
II. Educator’s Responses
Bibliography |
OVERVIEW
This resource was developed by The Gabriel Dumont Institute of Native
Studies and Applied Research (GDI) for the Saskatchewan School Trustees
Association.
This document is a first step in gathering and disseminating effective
practices, programs, activities and strategies that are effective in meeting
the educational needs of First Nations and Métis students.
The purpose of this endeavour is to provide teachers, administrators and
others interested in the education process with an avenue to share experiences
that effectively increased understanding and awareness of Aboriginal cultures,
issues and perspectives and which support Aboriginal students in achieving
greater success and improved satisfaction in school. In providing
other educators with successful ideas, these initiatives may be broadly
implemented in Saskatchewan’s schools. This report also anticipates that,
as programs are shared, developed and put into practice, educators will
continue to communicate their experiences and suggestions with the SSTA.
In this way, both Aboriginal and non-Aboriginal students alike will benefit.
|
Back
to: Indian
and Métis Education
The SSTA Research Centre grants permission to reproduce
up to three copies of each report for personal use.
Each copy must acknowledge the author and the SSTA Research
Centre as the source. A complete and authorized copy of each report is
available from the SSTA Research
Centre.
The opinions and recommendations expressed in this report
are those of the author and may not be in agreement with SSTA officers
or trustees, but are offered as being worthy of consideration by those
responsible for making decisions.
Acknowledgements
The first good idea was the decision by the SSTA to recognize
the need for research in this area and to take the leadership role in ensuring
it occurred. Many thanks are extended to Barry Bashutski of the SSTA
for his support and guidance.
The second good idea was the decision by the staff of the Gabriel
Dumont Institute to work wholeheartedly on the project. We recognized
the importance of the work and accepted the challenge of collecting and
collating the replies that formed the basis of this report. Through
their persistence and effort, a large number of responses were received.
The Project Team included Leah Dorion, Todd Paquin, Darren Prefontaine
and Karon Shmon. They were assisted by the GDI support staff, which
included Lorraine Amiotte, Blanche Gehriger and Norma McKay.
The third good idea was the collective willingness of the respondents
to share their work for the report. This important piece forms the
body of the report. This project could not have been completed without
the educators who submitted their good ideas, practices and strategies.
Gabriel Dumont Institute of Native Studies and Applied Research and the
Saskatchewan School Trustees Association are grateful to those people who
shared their experiences. The schools and organizations from which
submissions were received include:
• Alexandra Elementary School, Moose Jaw
• Balcarres School, Balcarres
• Carlton Comprehensive High School, Prince Albert
• Carrot River High School, Carrot River
• Chief Mistawasis School, Leask
• City Park Collegiate, Saskatoon
• C.J. Houston School, Yorkton
• Cross Cultural Ad-Hoc Committee, Moose Jaw
• D'Arcy Elementary School, D'Arcy
• Dr. Brass School, Yorkton
• Dr. Isman Elementary School, Wolseley
• Early Childhood Education, University of Regina Faculty of Education
• Fairview Elementary, Yorkton
• Father Gamache Memorial School, Fond du Lac
• Father Porte Dene Memorial School, Black Lake
• Fishing Lake N/K Band School, Wadena
• Fort Livingston School, Pelly
• Fort Qu'Appelle Elementary, Fort Qu'Appelle
• Gordon Denny Community School, La Ronge
• Grenfell Elementary School, Grenfell
• Grenfell High School, Grenfell
• Gull Lake Elementary, Gull Lake
• Gull Lake School Division #76, Gull Lake
• Hanley Composite School, Hanley
• Hillside School, Estevan
• Humboldt Collegiate, Humboldt
|
• Indian Head School, Indian Head
• Jubilee School, Meadow Lake
• L.P. Miller Comprehensive School, Nipawin
• Lestock School, Lestock
• McCord School, McCord
• Minahik Waskahigan School, Pinehouse Lake
• North Valley High School, Lemberg
• Northern Lakes School Division #64, Spiritwood
• Northern Lights School Division #113, La Ronge
• Pleasant Hill Community School, Saskatoon
• Prince Albert Grand Council, Prince Albert
• Prince Arthur School, Moose Jaw
• Queen Mary Community School, Prince Albert
• Rockglen School, Rockglen
• St. Andrew School, Regina
• St. Angela School, Saskatoon
• St. George School, Saskatoon
• St. Joan of Arc School, Regina
• St. Mary's Community School, Saskatoon
• St. Michael School, Moose Jaw
• St. Michael's Community School, Prince Albert
• Stobart Elementary School, Duck Lake
• Tompkins School, Tompkins
• Twin Lakes School, Buffalo Narrows
• Valley View School, Beauval
• Wesley M School, Muskowekwan Band No. 85, Lestock
• Whitecalf Collegiate, Lebret
|
Any errors or omissions are the responsibility of the authors.
Table of Contents
I. Effective Practices
in First Nations and Métis Education - Introduction
A strong philosophy in many First Nations and Métis communities
is the collective notion that it takes a whole nation to educate a child.
With this philosophy in mind, the Gabriel Dumont Institute of Native Studies
and Applied Research has formed a partnership with the Saskatchewan School
Trustees Association in order to highlight some of the effective teaching
practices in Aboriginal education occurring in Saskatchewan schools.
Our mutual concern for the education of the provinces' Aboriginal and non-Aboriginal
students necessitated the creation of this resource guide.
Table of Contents
1. Current Demographics
In Saskatchewan, current statistics and demographics indicate an increasing
number of First Nations and Métis students in Saskatchewan schools.
Today, our teachers, schools divisions, school boards and administrators
are adapting to these recent demographic trends. Saskatchewan Education
indicated that in 1996, 19 school divisions in the province had Education
Equity programs. Education Equity was designed to increase the number
of Aboriginal students who complete Grade 12. It is a comprehensive
plan that emphasizes:
-
hiring Aboriginal teachers;
-
reviewing school policies and procedures;
-
providing cross-cultural training;
-
including Aboriginal content and perspectives in the curriculum; and
-
increased involvement by Aboriginal parents
The percentage of Aboriginal students increased in 14 of these school divisions
between 1989 and 1996, while the percentage of Aboriginal teachers increased
in 12 of these school divisions.
The Regina Roman Catholic School Division stated their commitment to
hiring as many Aboriginal teachers as possible to ensure that the number
of teachers would reflect the percentage of Aboriginal students in the
school division. An equity report stated that the Regina Roman Catholic
School Division’s long-term goal was to fill 8.2% of 509 teaching positions
with qualified teachers of Aboriginal ancestry over the past ten years.
As of June 1997, the actual percentage of teachers of Aboriginal ancestry
was 4.5%
Table of Contents
2. Research Methodology and
Organization
The objective of this resource handbook was to identify effective practices
in First Nations and Métis education in the K-12 system throughout
Saskatchewan. This report identifies what educators, schools and
communities are doing to incorporate these practices.
Many stakeholders in education were asked to share their perspectives
on key issues. To this end, every Saskatchewan school division was
faxed and/or e-mailed a short description of the project and forms on which
they could share their good ideas. We contacted 796 provincially
funded schools and 76 band-controlled schools in this manner. Phone
calls were made to principals and administrators. To encourage people
involved directly in Aboriginal education to share their experiences, we
distributed forms at the AWASIS conference on April 2 & 3, 1998.
The following resource guide is divided into a number of sections based
on the various strategies used by educators to incorporate First Nations
and Métis content and perspectives in their schools, programs and
activities. The major themes in the report include the following:
-
Community Involvement
-
Cross Cultural Experiences
-
Curriculum Content, Resources and Development
-
Critical Thinking Activities
-
Language Instruction, Activities and Resources
-
Literacy Activities and Programs
-
School Trips and Extracurricular Activities
-
Traditional Skills Activities
-
Transition Programs, Partnerships and Student Services
Participants were encouraged to share all effective practices, including
both major and minor strategies. The nature of the responses indicates
there is a broad continuum of ideas currently being implemented and that
the schools and communities are as diverse as the ideas they have shared.
It is our belief that growth and improvement can be achieved from each
response.
Table of Contents
3. About the Responses
Where did the responses come from? Most of the responses
came from regions with a high number of Aboriginal students, while a minimal
response was received from rural areas. However, GDI received responses
from elementary schools, community schools, high schools, school divisions
and band-controlled schools. The majority of responses came from
elementary school teachers. Few high school teachers responded.
We discovered some very positive responses from the community schools.
The original Community Schools Program was implemented in 1980 to provide
a holistic, culturally affirming program to help Aboriginal children who
face barriers to learning. Since that time, these schools have provided
First Nations and Métis students with a learning environment and
programming that respects and reflects their histories, experiences, and
educational needs.
Community schools have provided innovative, caring and effective responses
to the learning needs of inner city students in Regina, Saskatoon, and
Prince Albert. The Won Ska Cultural School in Prince
Albert has a great deal of success managing a culturally relevant school
for First Nations and Métis students. It is a uniquely governed
school that emphasizes Aboriginal culture. Additionally, the school
specializes in delivering GED programs and the integration of educational
services with employment and on the job training.
Table of Contents
4. Equity Issues
What is meant by equity? Equity is the fair and equal
treatment of all members of our society who are entitled to participate
in and enjoy the benefits of an education. Equity involves
creating a productive environment and a shared vision conducive to fostering
the development of an inclusive and collaborative education process that,
in turn, defines and enriches resources. Equity also means proactive
leadership that encourages all community members to engage in the education
of the community’s children.
Many positive changes are helping to achieve equity in the education
system. Some of our schools are making substantial efforts to include
Aboriginal students and the community. For instance, in the North
Battleford Public School Division, the Comprehensive High School has an
annual Pow-wow and Elders and community people regularly visit the classrooms.
In addition, the school division employs a social worker to make regular
home visits. Childcare services are provided in some schools to enable
parents to attend school meetings and parent-teacher interviews.
The Northern Lakes School Division created an educational sub-division
for the Witchekan Lake First Nation to ensure that the First Nation had
a representative on its board of education. Other school divisions,
such as the Kamsack School Division, have a decentralized professional
development fund for teachers to learn more about Aboriginal cultures.
The Lands West School Division has joint in-servicing with the Chief Little
Pine First Nation’s School and a professional development fund is used
to inform teachers about Aboriginal culture.
However, of the 18 school divisions listed in a 1997 Saskatchewan Human
Rights Commission Report, each had a low number of Aboriginal teachers
vis a vis the number of Aboriginal students compared to the number of non-Aboriginal
teachers relative to non-Aboriginal students. The Biggar School Division
reported two Aboriginal teachers for 178 Aboriginal students (1:89 ratio).
In the Saskatoon Public School Division, there were 56 Aboriginal teachers
for 2559 Aboriginal students (1:46 ratio). In the Northern
Lights School Division, there are 78 Aboriginal teachers for 3980 Aboriginal
students (a ratio of 1:51). However, 72.7% of non-teaching staff
and 83.4% of support staff in Northern Lights School Division are of Aboriginal
ancestry.
Many in the province's Aboriginal communities are concerned that there
are too few Aboriginal teachers in the schools. They feel those that
are hired are often expected to design and deliver Aboriginal curricula
for entire schools and school divisions. This concern is highlighted
in numerous Saskatchewan Human Rights Commission documents. One solution
would be to hire more qualified Aboriginal teachers and Aboriginal resource
people. Our report shows that involvement from the Aboriginal communities
can help alleviate the situation.
Table of Contents
5. Elimination of Racism
As a society we can make inroads to eliminate all forms of intolerance.
Education and communication are the most effective means we have to break
down the walls of racism. Non-racist education integrates the perspectives
of Aboriginal and minority groups into an education system and its practices.
The Regina Catholic School Division has anti-racism seminars for its students,
and the Education Equity Department offers staff development for its teachers.
This project shows a great commitment to cross-cultural training, non-racist
education and staff in-service in some Saskatchewan schools. However,
this report also indicates that in many parts of Saskatchewan, especially
rural areas, there are no cross-cultural programs.
Table of Contents
6. Teaching Methods and Philosophy
Education means many things to different people. A balanced approach,
involving the skills and support of teachers, Elders, community members
and parents is congruent with traditional Aboriginal education. Utilizing
the entire community to educate children emerges as one of the most effective
teaching practices revealed by this report.
The participation of Elders and other members of the Aboriginal communities
within and beyond the classroom enriches Aboriginal and non-Aboriginal
world-views and methods of learning. As a result, Elders programs
are currently underway in some schools. The involvement of Aboriginal
resource people in school programming has also enhanced many teachers’
confidence in delivering Aboriginal content and perspectives to their students.
In developing this report, it became clear that the community must be involved
in the school to ensure that our children receive the best education possible.
Many Saskatchewan teachers have endeavoured to incorporate Indigenous
heritage into the general curricula for the benefit of all students.
Their labours are both interesting and innovative. The Grace
Adam Metawewinihk archaeological project at St. Mary's Community School
in Saskatoon is a case in point. This program provides an opportunity
for Aboriginal and non-Aboriginal students to work on an archaeological
site containing both historic and pre-European contact artifacts.
The project’s success is directly linked to the involvement of Elders and
community members with the students, teachers, archaeologists and volunteers.
In the Gull Lake School Division, Native Studies and Social Studies
teachers instruct non-Aboriginal students about the contributions that
Aboriginal people have made to Saskatchewan’s and Canada’s development
and settlement. However, a disappointing trend was observed when
we contacted schools that have few or no Aboriginal students. In
many cases, there were no "special" teaching programs emphasizing Aboriginal
culture. This was a trend observed in both urban and rural areas.
This observation leads us to believe that there is a general lack of
understanding about the benefits such programs bring to Aboriginal and
non-Aboriginal students alike. The Province’s First Nations and Métis
Education Policy is meant to benefit all students, supporting the belief
that an increase in knowledge, awareness and acceptance of First Nations
and Métis peoples will help students accept and value diversity.
In particular, non-Aboriginal students who have little or no interaction
with Aboriginal people are at a greater risk of basing their opinions of
Aboriginal people on popular and, in most cases, erroneous stereotypes.
Table of Contents
7. Curriculum Issues
In the May, 1998 STF Bulletin, then-Education Minister Pat Atkinson
indicated that Aboriginal people will comprise one-third of Saskatchewan’s
population in less than 50 years. They currently make up approximately
one-eighth of the population. Atkinson stated that the education
community must recognize this major demographic shift and do better to
address the associated needs. She claimed that First Nations and
Métis content could no longer be viewed as an add-on to the core
curriculum; rather, it must be accepted as an integral part of the core
curriculum.
Saskatchewan Education research identified that slightly more than
three-quarters of Grade 8 and 9 teachers incorporated First Nations and
Métis perspectives and content as an aspect of Core Curriculum.
The Effective Practices project supports this research. Numerous
respondents were eager to share their practices that utilize positive and
innovative methods to this end.
The Biggar School Division reported that, in Grade 9 Social Studies,
about 20% of the content is Aboriginal. The teachers discuss Aboriginal
history, languages, cultures and current issues. In the same school
division, Native Studies 10 was implemented in Cando School to offer more
First Nations and Métis content. The Prince Albert Comprehensive
School Division ensures that 50% of its resource centre budget goes toward
the purchase of Aboriginal materials.
Awasis is a special subject council of the Saskatchewan Teachers
Federation. Its primary focus is to support those working with First
Nations and Métis students. The annual conference draws over
1,000 people and provides sessions in which educators share good ideas
such as those included in this report.
The provincial core curriculum has been expanded and up-dated to include
a considerable amount of Aboriginal content, which is to be integrated
into the general curriculum. On August 1997, The Native Studies Teachers’
Association put forward a proposal to develop a formal organization to
support the discipline of Native Studies at the secondary school level.
In addition to this group of enthusiastic teachers, many individuals and
collectives are taking a proactive role to ensure that First Nations and
Métis education issues are addressed in today’s schools. As a result
of these steps, Saskatchewan schools saw an increase in the offerings of
Native Studies 10, 20, and 30. As of April 1998, 60 Saskatchewan
schools and 30 band-controlled schools offered Native Studies courses.
Many of the responses received have indicated that communities and
schools are acknowledging the importance of instruction in First Nations
languages. Aboriginal peoples are concerned at the alarming rate
at which children are losing their indigenous languages. This
phenomenon is particularly pronounced in urban areas.
Most young, urban First Nations students can no longer speak Cree,
Dene, Saulteaux, Assiniboine, Dakota or Lakota. Similarly, the majority
of Métis children are unable to speak Michif. Many Elders
and academics believe that a culture cannot survive without its language;
as a result, any loss of language is a threat to the culture. Some
Saskatchewan schools are prioritizing the development of curricula and
resources for Aboriginal language programs. For instance, the Northern
Lights School Division and various First Nations schools have done much
good work regarding Aboriginal language retention programs.
The Muskowekwan Band Education Council, the Cupar School Division and
the Lestock School have implemented a cooperative “Elders in Residence
Program”. Grants from the Indian and Métis Education Development
program (IMED) have helped in the continuance of this program, as well
as the establishment of Saulteaux language instruction. In addition,
Aboriginal curriculum development, cultural awareness programs, home-school
and youth liaison programs and a safe-school project are contributing to
the survival and development of language and culture.
Table of Contents
8. Conclusion
On behalf of the Gabriel Dumont Institute and Saskatchewan School Trustees
Association, we want to extend an enormous thank-you to all who shared
their ideas and special projects. In the future, the SSTA will place
this material and other incoming submissions on their website located at
www.ssta.sk.ca. In turn,
the Gabriel Dumont Institute will also place this report on its website
located at www.gdins.org. This sharing
experience may develop into an ongoing project to serve as a place for
educators to communicate effective practices to those interested in First
Nations and Métis education issues.
Table of Contents
II. Educators’
Responses
Teachers and administrators submitted numerous responses to the Effective
Practices in First Nations and Métis Education project.
The variety of responses suggests that educators are taking proactive and
innovative steps to ensure that students, Aboriginal and non-Aboriginal
alike, are exposed to First Nations and Métis content and perspectives
in their schools and classrooms. These submissions were solicited
over a short period in early 1998 and reflect what we consider to be a
small portion of the progressive ideas being implemented in Saskatchewan
schools.
For the sake of space and simplicity, responses have been clustered
into broad categories. Given the multifaceted nature of the responses,
many fit into more than one category. We have attempted to place
such responses into all appropriate categories. Readers looking for
suggestions are encouraged to review each section, not as an isolated grouping
of ideas but, rather, as part of an interrelated network of good ideas.
The categories under which the responses have been grouped include:
-
Community Involvement
-
Cross Cultural Experiences
-
Curriculum Content, Resources and Development
-
Critical Thinking Activities
-
Language Instruction, Activities and Resources
-
Literacy Activities and Programs
-
School Trips and Extracurricular Activities
-
Traditional Skills Activities
-
Transition Programs, Partnerships and Student Services
Do You Have a Good Idea?
Educators are encouraged to continue submitting responses to the Saskatchewan
School Trustees Association. In this way, you have an opportunity
to update and inform others about effective practices in First Nations
and Métis Education. These can be sent by:
1. logging on to the SSTA website at www.ssta.sk.ca;
2. clicking on the Information tab; and
3. selecting Indian and Métis Education
You can then enter the pertinent information about your successful program,
activity or strategy. No idea is too big or small, and the SSTA welcomes
any details you can provide. These practices will be added to the
SSTA website, where visitors searching for effective ideas can benefit
from your experiences and innovations!
Table of Contents
1. Community Involvement
Many schools across the province utilized the skills and knowledge
of Elders and Aboriginal resource people, the input of parents, and the
skills of people involved in cultural and heritage organizations.
Their involvement has provided numerous opportunities for students to gain
a greater awareness of First Nations and Métis culture, skills and
values. This section has been divided into three areas of involvement -
that of Elders, parents and other community members.
a. Involvement of Elders
-
Elders have been hired to work in the school. They meet with each
classroom once a week for a sharing circle as well as doing counselling
and home-visits. Parents and other community members come in to talk
with Elders. In this way, Elders are helping students to understand
their culture and history.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
Prince Arthur School brings in Betty McKenna, an Aboriginal resource person
and Elder, to discuss family history and genealogy in the context of her
First Nation background (e.g. naming practices). Children and teachers
find this very enjoyable, informative, and interesting.
-Darla Cornish
Prince Arthur School, Moose Jaw
-
Elders come into the room to speak to students on culture. We discuss the
tipi and the significance of the poles, designs, etc. The students
make and design their own miniature tipis and we set up a small tipi model
in our room. The class focuses on the meanings of the poles and relate
it to the 7 Saulteaux teachings.
-Donna Reynolds
Wesley M School, Muskowekwan Band No. 85, Lestock
-
We interviewed Elders about the history and culture of the reserve.
This included stories and history passed on from their parents and grandparents.
We also included legends that the Elders know.
This material was translated and edited to form Social Studies units
for each grade from Grade 1 to 9. Elders were credited throughout
the books and little other material was utilized - just the Elders talking.
-Stephen Davidson
Chief Mistawasis School, Leask
-
The Grade 10 Native Studies class at Indian Head School takes part in a
sweat lodge ceremony with local Elders. Before attending the ceremony
the students learn about spirituality through in-depth classroom work and
by inviting Elders to discuss the beliefs and values associated with the
sweat lodge and their culture. The class also takes part in talking
circles in the school as a way of better understanding Aboriginal practices.
-Patty Lou Schmidt
Indian Head School, Indian Head
-
The Cross Cultural Ad Hoc Committee (Moose Jaw Roman Catholic Separate
School Division No. 22 and the educational community) has devised a comprehensive
training program for educators, students and parents to address Saskatchewan’s
changing demographic situation. This program seeks to reach the wider educational
community and provide more experiential cultural encounters. For
1997-98 this includes:
-
providing educators from all participating organizations (Moose Jaw Separate
School Division, SIAST, Hunger in Moose Jaw, etc), employees and parents
of chosen students with an opportunity to meet with Elders over the course
of three, half-day workshops.
-
providing students with a cross-cultural training program. First
Nations perspectives will be more explicitly and intentionally integrated
into certain curricula and Elders will have a teaching role.
-
providing educators and parents of involved students with an opportunity
to participate in a two day conference at the Piapot Reserve. This
will include participation in the pipe ceremony, sweat lodge ceremony,
talking circles and traditional feast. Students will take part in
a similar experience later in the year.
This training program is based on a model that has proven its effectiveness
in promoting positive understandings between the cultures.
-Claude Morin, coordinator
Cross Cultural Ad-Hoc Committee, Moose Jaw
-
In Industrial Arts class we invite an Elder to give a demonstration on
traditional Native carvings.
-Duane Janiskevich
Balcarres School, Balcarres
-
The school hosted a special dinner for Elders of our community. Some students
came to serve them and some staff came to ask their advice on how to deal
with some problems they face. The staff and students had an
opportunity to learn from the Elders. There were about 35 Elders
who came to enjoy the great meal and to visit with each other. Community
members, staff, and students contributed either goods or services to make
this special occasion a big success.
-Gordon Denny Community School, La Ronge
-
Local residents were invited to speak and entertain the students - an Elder
(a great grandmother) came to speak to the children, a grandmother demonstrated
moccasin and mossbag construction, and two different drum bands and dancers
performed.
-Connie Senkiw and Beverly Smoke
Fishing Lake N/K Band School, Wadena
-
We have Elders at the school everyday of the week. Counselling is
available for the students on the spot and the counsellor does home visits,
which seems to build self-esteem for the student, parent, grandparent or
guardian. Parenting sessions are available for teen parents plus
any others who feel they can benefit from the sessions. Aboriginal
activities, crafts and art are directly incorporated into regular schoolwork.
With all of these initiatives, you can see the difference in attitude,
behaviour and respect exhibited by the students. It seems to have
brought out the best of every individual in both Aboriginal and non-Aboriginal
cultures.
-Caroline Roszel
Lestock School, Lestock
-
The value of respect is extremely important in First Nations cultures.
Invite an Elder or community member into your room to speak on its importance.
This is an excellent opportunity for storytelling on this topic.
Ask around to find resource people from your neighbouring reserve who may
want to volunteer to do this. Co-ordinating a visit and story several
times a year would be ideal.
-Shannon Leib
Balcarres School, Balcarres
-
Elders are invited in to the school for sharing of legends, culture, and
ceremonies.
-Hanley Composite School, Hanley
-
At City Park Collegiate, a liaison worker is utilized weekly while an SIFC
(Saskatchewan Indian Federated College) social work student and an Elder
provide visits and counselling. The school provides access to cross-cultural
training for staff, is involved with the IMED (Indian and Métis
Education Development) committee and currently employs two SUNTEP (Saskatchewan
Urban Native Teacher Education Program) graduates. Native studies
is offered at the Grade 8 and 12 levels.
Parent involvement with the school includes parent-teacher assistance
in the classes, pre-interview suppers, and phone calls and contacts made
on a regular basis.
-Wendy Gallagher
City Park Collegiate, Saskatoon
-
Archaeological programming has taken place in partnership with the University
of Saskatchewan. Elementary students are exposed to classroom instruction
regarding the terms and concepts of the archaeological discipline with
some hands-on activities, an on-site archaeological excavation, and post
excavation exercises including artifact cataloguing and modules on stratigraphy
and context.
The project provides aboriginal students with a direct link to their
cultural past in a unique and interesting setting. The project involves
an inner-city community school and a suburban school, providing a good
cross-cultural experience for the students. Elders are involved by
giving blessings at the beginning of each six-week session followed by
some type of special activity. This provides Elders an opportunity
to speak about the project and demonstrates to students the importance
of listening to their Elders.
The community schools have committed to providing a Cree environment
in their classrooms by encouraging First Nations themes, Elders visits,
and sharing circles.
-St. Mary's Community School, Saskatoon
-
St. George School has been involved with St. Mary's Community School and
the Grace Adam Metawewinihk Archaeological Project. This project
started 5 years ago and involved several schools working on an actual archaeological
dig in the St. Mary's Park organized by University of Saskatchewan graduate
students in archaeology.
The programme opens annually with the participating schools gathering
together and an Elder blessing the project. For the last 2 years,
students from St. George and St. Mary's Community School have worked together
on an Archaeological Day in the park. The students participated in
precontact activities like fire staring, flint knapping, petroglyph making,
pottery firing, and traditional cooking. This day helps make the
excavation come alive.
-Laura Foley, Principal
St. George School, Saskatoon
-
March is Indian/Métis /Inuit month at Tompkins School, a K-9 school.
Students learn around a common theme, particularly focussed learning about
First Nations in Art, Language Arts, Social Studies, and Phys. Ed.
March 27 is a wrap-up activity day for students who host their community
members and parents by displaying their work, performing, and hosting a
legend telling session by a First Nations Elder.
-Lee Cummins, Director of Education
Gull Lake School Division #76
Table of Contents
b. Involvement of Parents
-
Pleasant Hill Community School in Saskatoon has the Breakfast and Book
Club that involves getting students, parents, community members, and
teachers together once a week to have breakfast and read and discuss books.
Over 20 students are involves with this club.
The school also runs the Astam Read With Me program during school
days and in the evenings, bringing in guest readers and having community
members, parents, and staff read with the children. This program operates
on an individual class and school-wide basis. We have contests to see which
classrooms can get the most parents/caregivers/community members to come
out for a set number of evenings to participate in the Astam Read With
Me program.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
I teach a group of Grade Two students who are experiencing difficulties
in reading and who are predominantly First Nations. I arranged for
a meeting at the Band Hall on the reserve. Students, as part of their
language arts class, wrote a letter to their parents, inviting them to
the workshop.
The students were also invited to attend. At the workshop, I
did a demonstration lesson to show the parents how I was teaching reading.
Then, while the students did an activity on their own, I talked with the
parents about strategies they could use at home to help their children
read.
Then, the students came back and the parents and children spent
time reading together.
-Laura Marzoff
Dr. Isman Elementary School, Wolseley
-
SUNTEP (Saskatchewan Urban Native Teacher Education Program) students assisted
with the reading methods class at Imperial School. This program utilizes
an immersion approach. The students worked with the children on reading
and language skills. This model is activity-based and focused on the needs
of individual learner. This, in addition to having SUNTEP students assist
with the activities, worked particularly well for Aboriginal students.
-Kathryn McNaughton, Early Childhood Education
University of Regina Faculty of Education
-
To increase attendance and make parents feel more comfortable, Parent-Teacher
interviews are held at the band office rather than at the school.
-Mary Lou Rupcich
Grenfell High School, Grenfell
-
We have a parent-student potluck or stew lunch. I usually try to
get to know the parents on a personal basis so that I can see the family
background that each child is coming from. I ask for parent volunteers
and tutors, hold sharing-sessions on a regular basis, encourage a cultural
awareness day so that the students gain an understanding of each other’s
background, and study Aboriginal role models from the community that the
students know.
-Leda Corrigal,
Valley View School, Beauval
-
We put on a special lunch with a ‘Friendship Soup’ at the end of a First
Nations culture unit. Everyone brings an ingredient for a vegetable
soup, which can include hamburger or rabbit. We invite a family member
in to the classroom to make fried bread or bannock to go along with the
soup. The family member can say a blessing in Cree (or any local
language), or we bring in an Elder who is willing to do so. This
is a very enjoyable activity!
-Shannon Leib
Balcarres School, Balcarres
-
We have excellent parent involvement in the school, including Aboriginal
parents, with a high percentage of parents coming for parent-teacher interviews,
as well as dropping into classroom or spending time with us as classroom
volunteers.
-Maryanne Reavie, Vice Principal
Jubilee School, Meadow Lake
-
The First Nations’ Culture Program operating at Balcarres School
on Friday mornings brings in resource people from the surrounding First
Nations of Little Black Bear, Starblanket, Okanese and Peepeekisis.
These people share their knowledge with the students in the areas of traditional
values and customs, storytelling, arts and crafts, music and dance, history
and healthy lifestyles. The program is coordinated in consultation
with the education staff and interested parents from the First Nations.
One parent has organized a singing group that practices on Friday mornings.
This group, along with the File Hills dancers, will perform at St. Henry’s
School in Melville for the school’s KIDS CONVENTION, and at Balcarres School
during one of the cultural days in March.
-Rose Alma Bellegarde
Balcarres School, Balcarres
-
I invited a parent to talk to my class on Native culture. She brought
in her jingle dress. She told us about the significance of Powwows
and some of the dances. She did a wonderful job of speaking to the
children, and we all learned a great deal.
-Trina Templeton
Alexandra Elementary School, Moose Jaw
-
To culminate our month of studying First Nations people and culture we
will be having a supper (consisting of buffalo stew, bannock, corn, tea,
and juice) and a short program to demonstrate and explain our new knowledge.
These festivities will include parents and community members.
We have also invited a First Nations speaker to tell legends to our
students.
-Terry Kelln
Tompkins School, Tompkins
-
We get our parents involved by having them come to class and make soup
and bannock with the students to sell for school fundraisers.
-Kathleen Raabel,
Fort Livingston School, Pelly
Table of Contents
c. Involvement
of Other Community Members
-
Staff visited five reserves to build bridges between the city school and
the reserves that contribute many children to the school. Members
of reserve schools are coming to visit Pleasant Hill School. This
is a good sharing opportunity.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
We are using the Cree/Michif language in the classroom and involving Aboriginal
role models and community members in the school. We attend cultural
events throughout the year and are involved in outdoor education activities.
The school is involved in the NORTEP (Northern Teacher Education Program)
student placement program and staff members take part in professional development
with focus on Aboriginal issues.
-Valley View School, Beauval
-
We invited an Indian author to school to read to our class and discuss
their story and/or legend.
-K.Piller and G. Tamblyn
Dr. Brass School, Yorkton
-
First Nations and Métis resource people and members from the heritage
community that have been visitors to classrooms include:
-
Gayle Weenie, Saskatoon Catholic Schools Resource Teacher
-
Rev. Danny Umpherville
-
SUNTEP students
-
St. Mary's OSKIYAK Song and Dance Troupe for public performance of pow-wow
dancing, hoop dancing, and singing. Interested students could learn
hoop dancing from the performers.
-
Joe Gallagher, Métis singer
-
Grace Despins, beading
-
University of Saskatchewan graduate students in Archaeology
-Laura Foley, Principal
St. George School
-
A group of First Nations students at Joe Duquette School are reviving an
ancient art. They're painting clay pots. This may not sound remarkable
unless you realize that the construction and design of the pots, paints,
and the motif embellishments are all faithful to the way the Great Plains
Indians made their pots more than a thousand years ago.
The pottery project, which is being spearheaded by local archaeologist
Muriel Carlson, is the continuation of a program she started at Wanuskewin
in which 'We took 12 students for eight weeks and taught them to make pottery
the way their ancestors did'.
Carlson says "[t]he project at Joe Duquette is a continuing program
to reintroduce Native pottery-making to young Native people.” She
's encouraged by the interest that's coming from various quarters, including
the Saskatchewan Craft Council. The hope is that eventually the students
will be able to produce pots for sale. “[I]f interest is high enough, this
could be a semi-economic venture for the students of Joe Duquette School”.
-Darlene Polachic
Saskatoon Sun, March 8, 1998
-
Queen Mary Mediation Program - A restorative justice collaborative
pilot project between Justice, Social Services, the Aboriginal women's
group and Queen Mary School. The objective is to provide a mediation
alternative for students in conflict with the law or within the school
environment. The program helps young offenders avoid the courts and
encourages responsibility. The objectives are to keep children out
of involvement with the law by promoting empowerment, self-determination,
and responsibility for ones' own well-being.
The mediation process involves an adapted sentencing circle approach
where all members of the circle play a role in the mediation process.
The project has been operational since September 1997 and very successful
to date.
-Faylene Stupnikoff
Queen Mary Community School, Prince Albert
-
The Hunger and Community Kitchen Breakfast Club program grew out
of the life-skills training program into a valuable volunteer and employee
program. Individuals who received their training at the community
kitchen run The Breakfast Club. The community volunteers are in the
school almost daily to help with the snack and lunch programs and to do
food preparation for special events. This community kitchen program
has provided the volunteers with great leadership skills and personal empowerment.
-Faylene Stupnikoff
Queen Mary Community School, Prince Albert
-
Queen Mary Community School works closely with the West Flat Community
Centre organized by the West Flat Citizens Group. Some of the current
and past after-school programs include nature trails trips, native handicrafts,
bannock making, beading, house-wise, Red Cross babysitting, young artists
club, cooking, adopt a grandparent, let's learn to speak Cree, hide painting,
square dancing, share and learn, and sign language.
-Faylene Stupnikoff
Queen Mary Community School, Prince Albert
-
The Grade 5 students and special education classes went to our local art
gallery for a showing of Brian Marion's paintings. While there, they
were told of Creation by Brian according to Saulteaux legend and given
insight into the roles of people, animals, and nature in Saulteaux history.
Brian then came to our school and gave an art workshop to the students
based on the Creation legend.
-T. Hall
Fairview Elementary, Yorkton
-
Aboriginal people come in to the school to provide presentations during
student workshops that include careers and Native arts and crafts.
A mentorship program runs in conjunction with the local Friendship Centre.
-Mr. L. Wentland, principal
C.J. Houston School, Yorkton
-
A cultural camp is offered to students from Grade 1 to 12 every year in
late winter. Students are selected at random to go on one of four
camps each year. It is the goal of the program to offer every student
the opportunity to go to at least one of the camps while they are a student
at Twin Lakes School.
Community volunteers and teachers lead students through activities.
They engage in activities such as traditional food preparation, hunting,
fishing with nets, trapping, and oral history through legends. The
response from the students and the community has been very favourable.
-Twin Lakes School, Buffalo Narrows
-
We invited a storyteller to our class. This enhanced the Grade 5 Social
Studies curriculum and gave the students an Aboriginal perspective.
Having a First Nations parent or volunteer come in to teach an art activity,
such as beadwork or making dream catchers, is also very enjoyable.
Displaying the artwork made by the students gives them a sense of pride.
We incorporated Aboriginal content into the curriculum and increased
cultural awareness by having the students make research posters on the
various First Nations people of Canada, read literature by Aboriginal authors,
and going to reserves to observe fellow students taking part in their extracurricular
activities.
-Shannon Pal and Janis Dougherty
Balcarres School, Balcarres
-
Indian Head School benefits from the work of an Aboriginal liaison worker
who has been helpful in making the Aboriginal students feel comfortable
in and proud of their schools, increasing attendance by Aboriginal children,
and making visits to the homes of Aboriginal families with students in
the division's schools.
-Patty Lou Schmidt
Indian Head School, Indian Head
-
Last year, through the Indian and Métis Education Development program
(IMED) grant, we secured funds to hold a one-day conference for students
to help them develop an awareness of native culture. It was also
designed to have teachers become more aware of the excellent resources
in the community that would help them to incorporate Indian/Métis
content into their curriculum. The day was a tremendous success thanks
to Joe Pelletier and Melinda Redman, our special consultants who coordinated
many of our great speakers. Students and parents had many positive
comments about the day.
This year our teachers have been inviting Indian/Métis resource
speakers into class throughout the year, rather than just on a one-day
basis.
-Doug Exner
St. Joan of Arc School, Regina
Table of Contents
2. Cross Cultural Experiences
Teaching staff and students have participated in events or activities
that have helped provide a deeper understanding of First Nations and Métis
culture, beliefs, practices and contemporary issues. These activities also
provide members of the Aboriginal communities with opportunities to learn
more about what is happening in the school systems in an open and sharing
environment. These cross-cultural experiences include both classroom
activities and participation based activities, and were found to benefit
students, staff and community members alike.
a. Participation-based
Experiences
-
Ms. Schmidt involves her Grade 10 Native Studies class in a sweat lodge
ceremony that is put on by local Elders. Before attending the ceremony
the students learn about spirituality through in-depth classroom work and
by inviting Elders to discuss the beliefs and values associated with the
sweat lodge and their culture. The class also takes part in talking
circles in the school as a way of better understanding Aboriginal practices.
-Patty Lou Schmidt
Indian Head School, Indian Head
-
A cultural camp is offered to students in Grade 1 to 12 every year in late
winter. Students are selected at random to go on one of four camps
each year. It is the goal of the program to offer every student the
opportunity to go to at least one of the camps while they are a student
at Twin Lakes School.
Community volunteers and teachers lead students through numerous traditional
activities. They engage in activities such as food preparation, hunting,
fishing with nets, trapping, and oral history through legends. The
response from the students and the community has been very favourable.
-Twin Lakes School, Buffalo Narrows
-
Gull Lake Elementary School and Hazlet School are focused on First Nations
learning and awareness and have student activities throughout a one to
two week period. These two schools will participate in a Tipi raising
ceremony and dance demonstration hosted at Hazlet School. Gull Lake
and Tompkins students will be bussed to Hazlet to attend.
-Lee Cummins, Director of Education
Gull Lake School Division #76
-
The First Nations’ Culture Program operating at Balcarres School
on Friday mornings brings in resource people from the surrounding First
Nations of Little Black Bear, Starblanket, Okanese and Peepeekisis.
These people share their knowledge with the students in the areas of traditional
values and customs, storytelling, arts and crafts, music and dance, history
and healthy lifestyles. The program is coordinated in consultation
with the education staff and interested parents from the First Nations.
One parent has organized a singing group that practices on Friday mornings.
This group, along with the File Hills dancers, will perform at St. Henry’s
School in Melville for the school’s KIDS CONVENTION, and at Balcarres School
during one of the cultural days in March.
-Rose Alma Bellegarde
Balcarres School, Balcarres
-
The Cross Cultural Ad Hoc Committee (Moose Jaw Roman Catholic Separate
School Division No. 22 and the educational community) has devised a comprehensive
training program for educators, students and parents to address Saskatchewan’s
changing demographic situation. This program seeks to reach the wider educational
community and provide more experiential cultural encounters. For
1997-98 this includes:
-
providing educators from all participating organizations (Moose Jaw Separate
School Division, SIAST, Hunger in Moose Jaw, etc), employees and parents
of chosen students with an opportunity to meet with Elders over the course
of three, half-day workshops.
-
providing students with a cross-cultural training program. First
Nations perspectives will be more explicitly and intentionally integrated
into certain curricula and Elders will have a teaching role.
-
providing educators and parents of involved students with an opportunity
to participate in a two-day conference at the Piapot Reserve. This
will include participation in the pipe ceremony, sweat lodge ceremony,
talking circles and traditional feast. Students will take part in
a similar experience later in the year.
This training program is based on a model that has proven its effectiveness
in promoting positive understandings between the cultures.
-Claude Morin, Coordinator
Cross Cultural Ad-Hoc Committee, Moose Jaw
-
Various art education and social studies teachers coordinated a First Nations
Cultural Experience that involved a daylong field trip to Piapot First
Nation. The trip involves meeting First Nations people, including
Elders and participating in ceremonies like the sweat lodge. We have
also included activities from the Métis Dance kit and Let’s
Dance: Indian Social and Cultural Dances from Saskatchewan Education.
-Renee Kammer
St. Michael School, Moose Jaw
-
In Grade 5 or 6, classroom teachers do a unit either on Aboriginal Legends
and Stories or on Contemporary First Nations Life. This unit is done
in the winter out of respect for the tradition of telling stories only
when the snow is on the ground. This unit has involved a day trip
to Wanuskewin and/or participation in the cross-cultural outdoor education
experience at Blackstrap Outdoor Education Centre called Respect the Earth.
-Laura Foley, Principal
St. George School, Saskatoon
-
St. George School has been involved with the St. Mary's Community School
with the Grace Adam Metawewinihk Archaeological Project. This project
started 5 years ago and involved several schools working together on an
archaeological dig in the St. Mary's Park. It has allowed Grade 7
and 8 students to learn more about archaeology with University of Saskatchewan
archaeology graduate students. Two mini-sessions of six weeks each fall
and spring have been run for students. Students have explored basic
archaeological principles in the classroom and then implemented their knowledge
in the actual excavation at the park.
The programme opens annually with the participating schools gathering
together and an Elder blessing the project. For the last 2 years,
students from St. George School and St. Mary's Community School have worked
together on an Archaeological Day in the park. The students participated
in precontact activities like fire staring, flint knapping, petroglyph
making, pottery firing, and traditional cooking. This day helps make
the excavation come alive. In addition, the involvement of Elders,
parents and other community members has provided cross-cultural awareness
for the non-Aboriginal students and volunteers.
-Laura Foley, Principal
St. George School, Saskatoon
-
Archaeological programming in conjunction with University of Saskatchewan
archaeology graduate students has exposed Grade 7 and 8 students to classroom
instruction regarding the terms and concepts of the archaeological discipline
with some hands on activities, an on-site archaeological excavation, and
post excavation exercises including artifact cataloguing and modules on
stratigraphy and context.
The project provides aboriginal students with a direct link to their
cultural past in a unique and interesting setting. The project involves
two inner city schools (Pleasant Hill Community School and St. Mary’s Community
School) and a suburban school (St. George School), providing a good cross-cultural
experience for the students. Elders are involved by giving blessings
at the beginning of each six-week session followed by some type of special
activity. This provides Elders an opportunity to speak about the
project and demonstrates to students the importance of listening to their
Elders.
-St. Mary's Community School, Saskatoon
Table of Contents
b. Classroom
or Fieldtrip Experiences
-
Betty McKenna, an Aboriginal resource person and Elder, is invited to the
school to discuss family history and genealogy in the context of her First
Nation background (e.g. naming practices). Children and teachers
find this very enjoyable, informative, and interesting.
-Darla Cornish
Prince Arthur School, Moose Jaw
-
The value of respect is extremely important in First Nations cultures.
Invite an Elder or community member into your room to speak on its importance.
This is an excellent opportunity for storytelling on this topic.
Ask around to find resource people from your neighbouring reserve who may
want to volunteer to do this. Co-ordinating a visit and story several
times a year would be ideal.
Carry the theme of respect through the year. This is an excellent classroom
management theme (respect for others and their property, respect for teachers)
and it works well with other themes (Environment – respect for Mother Earth).
-Shannon Leib
Balcarres School, Balcarres
-
Indian and Métis Kids Conference
Last year, through the Indian and Métis Education Development
program (IMED) grant, we secured funds to hold a one-day conference for
students to help them develop an awareness of native culture. It
was also designed to have teachers become more aware of the excellent resources
in the community that would help them to incorporate Indian/Métis
content into their curriculum. The day was a tremendous success thanks
to Joe Pelletier and Melinda Redman, our special consultants who coordinated
many of our great speakers. Students and parents had many positive
comments about the day.
-Doug Exner
St. Joan of Arc School, Regina
-
The Grade 4 and 10 class visited Okanese First Nation in 1997. We
enjoyed a warm welcoming reception, including speeches from the chief and
other band executive members. Elders came and shared the history
of the reserve and its people with us, and then we shared in a hearty lunch.
Some residents of the reserve were on hand to explain the significance
of the drum then showed us a sweat lodge and took us around the community,
a buffalo ranch and a cattle station.
I had many positive comments from the students that went on this
field trip. It gave them a better understanding of how many of their
classmates live.
-Cindy Phillips and Karen Arnason
Balcarres School, Balcarres
-
The Grade 9 class attended a feast and round dance at Kakisheway School,
while the Grade 10 class attended Treaty Four days in Fort Qu’Appelle.
We have a Native teacher, assistant and liaison worker who works with
students from the Sakimay Reserve on English and Mathematics.
-Judy Somoleski and Jamie Gorchynski
Grenfell High School, Grenfell
-
Staff visited five reserves to build bridges between the city school and
the reserves that contribute many children to the school. Members
of reserve schools are coming to visit Pleasant Hill School. This
is a good sharing opportunity for staff members and the reserve community.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
I have a First Nations unit which I use in a ‘Mosaic study’, where students
choose a culture they want to learn more about. I do this in groups
or on an individual basis. I also do international studies in Social
Studies that the First Nations unit would fit into. I attempt to
provide cross-cultural experiences for all students of all backgrounds.
My focus is not centred on First Nations but, rather, all cultures and
the problems they face. If we celebrate Cultural Week, it must be
a mosaic celebration.
-Roxanne Stynsky
Balcarres School, Balcarres
-
Most new curriculum contains material on sensitivity and teachers are encouraged
to make sure these sections are taught.
-Robert Wheeler
Rockglen School, Rockglen
Table of Contents
3. Curriculum Content, Resources
and Development
Educators and resource developers have increased Aboriginal content
and perspectives in curricula and materials to provide greater insight
into the contributions Aboriginal peoples have made to Canada’s history
and development, and to teach students about the various cultures.
Positive steps are also being taken to directly involve First Nations and
Métis people in curriculum and resource development. Not only
does this more accurately reflect the history and heritage of Saskatchewan
and Canada, it has the effect of motivating and bolstering the self-esteem
of Aboriginal students.
a. Increasing
First Nations and Métis Content and Perspectives
-
The Cree language and cultural program at Hartley Clark Elementary School
is backed with the core French offering. This program includes both
language instruction and cultural programming.
-Denis Tetu, Director of Education
Northern Lakes School Division #64, Spiritwood
-
Dene language classes are taught in Grades 1 to 5 and Grade 9. In
class we use Native legends to teach English language arts concepts.
The school drama classes use First Nations plays, and school clubs and
classes make traditional crafts such as beadwork and dream catchers.
-Father Gamache Memorial School, Fond du Lac
-
We used Aboriginal content curriculum materials such as books by B. Wheeler,
T. Poririer, F. Plain, C.J. Taylor, J. Ratt and Vera Trembach. As a result
of using these books, several activities were devised for the children
such as a cooking activity where we made fried bannock that we ate with
chokecherry jelly. We thought of making rabbit soup but settled on
hamburger soup.
The indoor gym was made into a teepee using a tarp and 4 short poles
- this was used as a Reading Teepee.
-Connie Senkiw and Beverly Smoke
Fishing Lake N/K Band School, Wadena
-
Legend Writing – almost every location in Saskatchewan has an unusual or
unique site or attraction (e.g. rock paintings, a deep gully, a strangely
shaped rock). Have the students go through the writing process and tell
a story similar to an Indian legend about how that thing came to be.
It’s fun! My class and I worked on a story called “The Thunderbirds
of Pinehouse Lake”.
-Thomas R. Flath
Minahik Waskahigan School, Pinehouse Lake
-
Grades 4 to 6 performed a play after studying the history of the Métis
people and their leader, Louis Riel. The students made red sashes, danced
a Métis jig (with a caller and fiddle player) and made their various
props (snow shoes, surveying equipment, maps, trial box, etc.) Telling
this story through "play" brought the students to a different level of
thinking, Each student was able to answer the question in the play ‘Did
Louis Riel deserve to die?’ with reasons to support their answer.
-Janet Tetreau
McCord School, McCord
-
An excellent teacher resource is Rupert Ross’ Dancing with a Ghost.
He explains roles of Elders and their changing roles.
For the ‘heroes’ unit, talk about community heroes and have students
talk to or interview local heroes. Use the short story Heroes in
Our Own Communities by Peter Cole to facilitate discussion.
-Paula Demenciuk
Minahik Waskahigan School, Pinehouse Lake
-
Whenever possible, the Métis /northern culture is integrated into
the provincial curriculum.
-Twin Lakes School, Buffalo Narrows
-
We attempt to use local people, history and resources in our classes. Resources
written by Métis people are particularly relevant, and there are
many commercially available resources that are useful.
-Ron Skage
Minahik Waskahigan School, Pinehouse Lake
-
We invited a storyteller to our class. This enhanced the Grade 5
Social Studies curriculum and gave the students an Aboriginal perspective.
Having a First Nations parent or volunteer come in to teach an art activity,
such as beadwork or making dream catchers, is also very enjoyable.
Displaying the artwork made by the students gives them a sense of pride.
We incorporated Aboriginal content into the curriculum and increased
cultural awareness by having the students make research posters on the
various First Nations people of Canada, read literature by Aboriginal authors,
and going to reserves to observe fellow students taking part in their extracurricular
activities.
-Shannon Pal and Janis Dougherty
Balcarres School, Balcarres
-
We discuss the tipi and the significance of the poles, designs, etc.
The students make and design their own miniature tipis and we set up a
small tipi model in our room. The class focuses on the pole meanings
and relate it to the 7 Saulteaux teachings.
We carry the theme of First Nations culture into all subject areas:
-
Art - Star blanket and tipi design
-
Dance - Pow Wow and round dance movement
-
Music- Beat and rhythm
-
Social Studies - Compare the government structures of Province and Reserve
-
Science - Endangered animals; the eagle and its significance
-
Health - Indigenous food groups and traditional ways of healing
-
Language Arts - Elders tell stories and legends
-
Math - Geometry of the circle
-Donna Reynolds
Wesley M School, Muskowekwan Band No. 85, Lestock
-
March is Indian/Métis /Inuit month at Tompkins School, a K-9 school.
Students learn around a common theme, particularly focussed learning about
First Nations in Art, Language Arts, Social Studies, and Phys. Ed.
March 27 is a wrap up activity day for students who host their community
members and parents by displaying their work, performing, and hosting a
legend telling session by a First Nations Elder.
-Lee Cummins, Director of Education
Gull Lake School Division #76
-
The Southwest Shared Services, Resource based Learning consultant has provided
a resource kit focused on First Nations. The kit includes such materials
as a CD-ROM that does storytelling in four languages, Web site connections,
picture books, art activities such as totem pole carving and leather painting,
legends, etc. This kit will be shared among the schools within the
Gull Lake School Division, Maple Creek SD, Leader SD, Shaunavon SD, Eastend
SD, and Christ the King School in Shaunavon.
-Lee Cummins, Director of Education
Gull Lake School Division #76
-
Our Grade 4 class, as part of our unit on the culture of Plains Indians,
did a study of Indian legends. We have several legends on video as
well as a good selection of books. We compare and contrast the legends
in regard to characters, settings, problems and solutions. As well,
we discuss the moral or lesson of the legend. Then we compare them
to Aesop’s Fables and how they both teach lessons about values and lifestyles.
-Bev Haugen
Grenfell Elementary School, Grenfell
-
We incorporate Indian legends and the trickster character into our Language
Arts curriculum. The students write their own trickster storybooks.
Traditional dance and art and crafts from various Indian groups across
Canada are used in the Arts curriculum.
-Collen Robinson
Fort Livingston School, Pelly
-
I use the book Retold Native American Myths by Robert Franklin Gish from
Mind Resources Inc. It comes with a teachers guide and reproducible
contents, and has good content regarding legends and spirituality.
-Mary Lou Rupcich
Grenfell High School, Grenfell
-
The Flower Beadwork People book provides an excellent vehicle for arts
education activities. This includes incorporating the themes of the
book into dance, drama and visual art.
-Jacki Scott
Minahik Waskahigan School, Pinehouse Lake
-
We always relate to or refer to the Circle of Life/Sacred Hoop/Medicine
Wheel and all its teachings. We use these relationships in each of
the subjects whenever they are suitable and appropriate.
-Lorraine Woynarski
Lestock School, Lestock
-
I use the Talking Circle often because it gives everyone a chance to share
and it teaches respectful listening. I use it in a variety of situations,
but especially like it at the end of the day to consolidate and recall
learning and to end the day on a pleasant note.
We sit in a circle on the floor. We have a special piece of driftwood
that we pass around. Whoever is holding the stick is the only child
who may talk. The teacher may talk at anytime because the children
often need hints or further questions before they are ready to respond.
-Sue Speller
Minahik Waskahigan School, Pinehouse Lake
-
I have used ABC’s of Our Spiritual Connection (Kim Soo Goodtrack) as an
effective resource for kindergarten children. We discuss being connected
to everything of the earth. We get connected to each other sitting
cross-legged in a circle and holding hands while praying or singing.
The kids love it!
-Sharon Pulvermacher
St. Andrew School, Regina
-
I read the students excerpts from an article on picture writing (cave drawings,
hieroglyphics, Native picture writing). I then reviewed an
overhead containing many symbols that Native people used with the students.
I put a few short notes on the overhead using these symbols and we decoded
these together. Afterwards, the children made up their own notes
or stories.
-Trina Templeton
Alexandra Elementary School, Moose Jaw
-
In Grade 12, a major emphasis is placed on the concept of ‘land’ and what
it means in relation to Canada’s development. This is studied from
the viewpoints of Europeans and the Iroquois Confederacy, and its impact
on First Nations cultures.
The beliefs, religions, customs, traditions, ways of life and family
lives of Saskatchewan Native groups were studied by the students.
Students also had to give themselves a new, Aboriginal name and devise
a symbol explaining the name.
-Calvin Ulmer
North Valley High School, Lemberg
-
One idea that I have, but not yet attempted, is to modify the Biology 20
Agricultural Botany unit to make it more relevant to the lives of northern
students. Some of my ideas are to include wild rice operations, medicinal
plants and logging operations. I believe that the wild rice and logging
operations would also help to identify career opportunities for the students.
-Connie Wirachowsky
Minahik Waskahigan School, Pinehouse Lake
-
In Social Studies I do a culture unit for each grade level. I concentrate
on Canada’s heritage that includes Métis and Indian culture.
In Social 30, the students do a resource-based unit on the Northwest and
settlement that covers such topic as the Red River Resistance, Northwest
Resistance, Treaties of the Northwest and the Métis and Louis Riel.
-Vic Stynsky
Balcarres School, Balcarres
-
Teachers are encouraged to incorporate Aboriginal content into each unit.
Introducing and using Aboriginal content is very easy to do and can be
done in a variety of ways. I am listing a few that can be done at
the Grade 3 level:
-
Using simple Cree words like counting to ten in Cree, or using the Cree
words for Grandmother and Grandfather (usually one of the children can
teach the words to go along with the unit)
-
Science: chemical change could be shown by baking bannock
-
North American legends often tell stories about the constellations, and
can be incorporated into the unit on the Solar System.
-
Endangered animals and animal research: the book called Keepers of the
Earth has many concepts and understandings that can be used during the
unit.
-
Language Arts: North American Native Legends are introduced.
The Saskatchewan Education documents Language Arts for Indian and
Métis Students: Adapting the Elementary Level Curriculum and
Indian and Métis Mathematics Unit for the Elementary Level offer
excellent suggestions to classroom teachers. In our school, we are promoting
incorporation of Aboriginal content into each unit of study that teachers
prepare.
-Maryanne Reavie, Vice Principal
Jubilee School, Meadow Lake
-
For elementary grades and ESL students, the use of chants, poems and songs
pertaining to the theme increases vocabulary and sight-word reading.
Daily reading and singing (lots of repetition) is a great teaching tool.
I use chant/poem books that I put together for the students from each unit
that I do.
-Alice Hansen
Minahik Waskahigan School, Pinehouse Lake
-
We use songs before a very structured reading lesson or just to start the
day. The songs are typed out in large print and the children are
asked to track them as they listen to the tape. I use songs from
Red Grammer’s tape Teaching Peace. Songs like “I Think You’re Wonderful”
and “See Me Beautiful” build self esteem while others teach acceptance
of all races. We use a new song every week and on Fridays we choose
favourites.
-Arlen Natomagan
Minahik Waskahigan School, Pinehouse Lake
-
The division jointly operates a 'Store Front' school operation (Up-Town
school). This is a tri-party agreement operation with the Witchekan
Lake Band, Northwest Regional College and the Northern Lakes School Division.
Each party agrees to collaborate in the delivery of educational programming
in a single site that provides students with access to programming that
best suites their specific needs.
The curriculum is aimed at assisting students to re-enter and/or remain
in the education system in a non-threatening environment, at providing
students with positive personal and communication skills and enhancing
self-esteem. The self-paced curriculum includes correspondence programs,
computer programs, work experience/transition to work programs and culturally
based programs. All students have access to computer training and the work-experience
module. Indian Studies programming will be aimed at instilling cultural
identity and Cree Language fluency.
-Denis Tetu, Director of Education
Northern Lakes School Division #64, Spiritwood
-
We have incorporated Aboriginal content into many areas of our curriculum:
-
Films are viewed for aboriginal themes and stereotyping;
-
Our Aboriginal Liaison Teacher teaches Native Studies and does counselling
in addition to teaching jigging and traditional crafts;
-
Teacher aides with Aboriginal backgrounds are good role models and work
with students in group settings during the week and in the evenings;
-
A Native mural was developed by our Aboriginal children; and
-
Grade 12 English class studied poetry and short stories by Aboriginal writers
on culture, spirituality, nostalgia, etc.
-L.P. Miller Comprehensive School, Nipawin
-
In the Language Arts curriculum we study Indian legends and we have been
trying to accumulate newer printed material in our Resource Centre.
We have a number of small single legend books plus the Keeper series that
we try to purchase as they are printed. Students really enjoy legends,
and in particular the Keeper series.
Projects involving legends that I have tried recently:
-
Students read legends and try to discover what the legend was used to teach,
and what can be learned about early people's lifestyles;
-
Students learn a legend to be told orally as a story telling assignment
(to emphasize that legends were passed on orally);
-
We also discuss why legends are often listed as "told to__by__" instead
of having a one-person author like the printed matter students utilize.
-Carol C. Clarke
D'Arcy Elementary School, D’Arcy
-
We often forget the value of sharing, free play, and discovery beyond Kindergarten
but students can learn and enjoy learning through these strategies.
For example - cultural games and dance. Set up stations around the
gym with various Aboriginal games and activities. Allow students
to choose their stations and explore through first-hand experience rather
than being lectured/hearing about it.
-Lisa Lenkart
Wesley M School, Muskowekwan Band, Lestock
-
My initial unit for K-6 is on the early history of dance. Inclusive
in this study are the First Nations people. I have choreographed a dance
that is completed by the students to the song Colors of the Wind.
The dance suggests the growth lines of the tree, the running of the animals
free, the unity of people and the dancers' oneness with the earth.
In studying First Nations people, I begin with the movie Pocahontas
and discuss stereotyping and the need to be concerned with what the media
presents as being accurate. We continue to study the song Colors
of the Wind and learn that all that comes from ‘Mother Earth’ is again
only borrowed for our short time on earth and then is returned. I
am clear to maintain that our religious thinking varies from family to
family; however, with the current concern with our environment this line
of thinking certainly goes hand in hand with our recycling.
Further, I discuss the representation of colour in the first Nations
community. We explore the meaning of various colours and further explore
various symbols. I complete various activities to include the following:
-
Coloured symbols on burlap
-
Footprints using the six basic colours applied to paper
-
The building of a small-scale tipi and discussion of the various parts
of a tipi
-
Métis dances - Duck Dance, Rabbit Dance, Quadrille
I have also included in other classes the various uses of sign language,
making of food, bead work and stitching. I have studied prejudice
and the changing demographics of Saskatchewan and how this will apply to
the future in education.
-Cheryl Mantei
Hillside School, Estevan
-
The students made false-face masks out of plaster of paris and then painted
them. I find a great way to introduce the activity was to tell the
students about the legend behind the false-face masks. Once the masks
are complete, the students can wear them in a retelling of the legends.
In this way, they can take part in drama without their faces being seen.
-Jennifer Mahlberg
St. Michael's Community School, Prince Albert
-
We wrote our own legends modeled after some "how" and "why" legends of
Wesakechuck (some Aboriginal groups advised us to do so, some did not).
We also made single strand beaded necklaces with clasps and learned the
daisy stitch. We'll try to make moccasins out of felt and create our own
patterns.
-Anesia Boutin
Tompkins School, Tompkins
-
I teach Grade 1. To teach Indian/Métis education, I use a
lot of legends and Vera Trembach big and little books. The book I
particularly liked was Mittens with Quills. It was an easy book to
read and the class read along with me. After we read it we made mittens
out of paper and decorated them with toothpicks dyed with food colouring
to represent the porcupine quills. Each child designed their own
diamond shape with which to decorate the mittens. It was effective
and easy for the Grade 1 students.
-Paulette Bradley
Gull Lake Elementary, Gull Lake
-
English Language A30 Course - abundant Aboriginal literature used, and
both Aboriginal and non-Aboriginal students are encouraged to explore culture
and traditions in their writing.
-Hanley Composite School, Hanley
-
SaskEd has pulled together some excellent resource materials in the Indian
and Métis Education Development binder. A good video
resource is For Angela (NFB). A good book resource is Returning
to the Teachings by Rupert Ross - something all teachers should read.
-Debra Hurton
Humboldt Collegiate, Humboldt
-
Staff at St. Angela’s School has incorporated classroom activity ideas
from the Indian and Métis Awareness Week Guide. This includes
utilizing the recommended curriculum resources as well as studying legends,
story telling, Indian world view, Aboriginal issues and current events,
taking part in field trips to Wanuskewin, crafts and art, music, dance
and drama, and food.
-Marion Harder
St. Angela School, Saskatoon
-
The school has drama presentations on Native folklore, such as Coyotes
Cry.
-Mr. L. Wentland, Principal
C.J. Houston School, Yorkton
Table of Contents
b. Participation in
Curriculum and Resource Development
-
To date our students have published several books. Some are stories
in Cree. One is on the Traditional Code of Ethics. The students
have done all the artwork as well. We are in the process of completing
a book on our Elders Program. The book talks about the program in
our school and what it means to the students, staff and community.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
We interviewed Elders about the history and culture of the reserve, as
well as the legends the Elders knew. This included stories and history
passed on from their parents and grandparents. This material was
translated and edited to form Social Studies units for each grade from
Grades 1 to 9. Elders were credited throughout the books and little
other material was utilized - just the Elders talking.
-Stephen Davidson
Chief Mistawasis School, Leask
-
One component of the Grade 7, 8, and 9 Social Studies maintenance plan,
as it relates to curriculum, has been a commitment to develop a resource-based
and resource supported unit of study on First Nations at each grade level.
-Lee Cummins, Director of Education
Gull Lake School Division #76
-
'Students become the teachers program'. The students (Grade 4's)
are provided with a number of resources on the Plains Indians. They
are broken into four groups with guiding questions for each group.
Each group has a particular area to deal with (i.e. transportation, housing,
traditions, etc.). Upon completion of their reports, the groups report
to the rest of the classroom. In addition to their reports, the groups
must choose a legend to memorize and retell to the class. They also
are responsible for coming up with an activity for the entire class that
will reinforce the content of their reports. They also develop a
board game (trivia) for future use and spare time activity.
-Lori Poitras
Fort Qu'Appelle Elementary, Fort Qu’Appelle
-
We are doing curriculum and book publishing to save the Dene language.
The school practices Dene instruction and promotion of Dene beliefs and
values in the classrooms. Teachers are adapting regular curriculum
to incorporate Dene perspectives.
-Eileen McDonald, Director of Education
Northern Lights School Division, La Ronge
-
The Northern Lights School Division has developed books and curriculum
resources for Indian languages in Northern Saskatchewan.
-Josie Searson
Northern Lights School Division, La Ronge
-
The Northern Lights School Division No. 113 continues to be involved in
the promotion and support of Aboriginal languages - Dene and Cree.
This is a very high priority for the Division. The Aboriginal Language
Team has been focussed in the area of Aboriginal language materials development
and field support for teachers and schools offering language programming
in both languages.
-Josie Searson and Rita Lowenberg
Northern Lights School Division No. 113, La Ronge
-
We had our Grade 10 Native Studies class and Grade 4 class make a video
together, based on a legend. The students got together and re-told
the legend in their own words and then made a scene to match their part.
We videotaped the still-picture scene and the students reading their parts.
We culminated the project with a juice and popcorn screening day.
-Karen Arnason and Cindy Phillips
Balcarres School, Balcarres
Table of Contents
4. Critical Thinking
Activities
The utilization of critical thinking activities is an effective instructional
strategy when incorporating First Nations and Métis content and
perspectives in curriculum. This helps both the student and teacher
examine their biases, their worldview, and critically examine resources
and gain perspective on the context in which information was gathered and
recorded. Critical thinking skills can be honed in discussions and
through participating in Aboriginal cultural events.
-
Schools should subscribe to Native publications, provincial newspapers
and MacLean’s magazine. Students need to learn about objectivity,
subjectivity and bias in writing. We have students select articles
regarding First Nations people and make comparative critiques from publication
to publication. The students, then, present their critiques to their
classmates.
-Stan Dirkson,
Whitecalf Collegiate, Lebret
-
Because we do not have easy access to personnel of Indian/Métis
heritage and because this heritage is an important aspect of our curriculum,
we travel to sites where we can get the correct information.
For instance, we do a unit on Fort Carlton, Batoche and the St. Laurent
Mission. Background lessons are taught and a learning centre is used prior
to the trip. Highlights of this unit include:
-
the fur trade and the changes it caused
-
the NWMP
-
the Rebellion [Resistance] of 1885
-
the historic and religious importance of the St. Laurent site mission
Material is taught/learned from the point of view of the major groups
involved (e.g. 1885 Resistance – viewpoints of the church, Métis,
Indians, settlers, government, NWMP, army personnel, etc.) We then
take a convoy with several parents and tent out at Fort Carlton and take
in guided tours, hikes, assignments, etc., at each site. This last time
I was able to find a guide of Métis heritage to take us through
St. Laurent, too. I have done this trip every three years for the
last 15 years.
-Carol C. Clarke
D'Arcy Elementary School, D’Arcy
-
Ms. Schmidt involves her Grade 10 Native Studies class in a sweat lodge
ceremony that is put on by local Elders. Before attending the ceremony
the students learn about spirituality through in-depth classroom work and
by inviting Elders to discuss the beliefs and values associated with the
sweat lodge and their culture. The class also takes part in talking
circles in the school as a way of better understanding Aboriginal practices.
-Patty Lou Schmidt
Indian Head School, Indian Head
-
Last year, through the Indian and Métis Education Development program
(IMED) grant, we secured funds to hold a one-day conference for students
to help them develop an awareness of native culture. It was also
designed to have teachers become more aware of the excellent resources
in the community that would help them to incorporate Indian/Métis
content into their curriculum. The day was a tremendous success thanks
to Joe Pelletier and Melinda Redman, our special consultants who coordinated
many of our great speakers. Students and parents had many positive
comments about the day.
-Doug Exner
St. Joan of Arc School, Regina
-
In studying First Nations people, I begin with the movie Pocahontas and
discuss stereotyping and the need to be concerned with what the media presents
as being accurate. I am clear to maintain that our religious thinking
varies from family to family.
-Cheryl Mantei
Hillside School, Estevan
-
Films are viewed for aboriginal themes and stereotyping.
-L.P. Miller Comprehensive School, Nipawin
Table of Contents
5. Language Instruction, Activities
and Resources
Schools and teachers are taking initiatives to incorporate resource
materials written in Aboriginal languages in their curriculum, develop
their own Aboriginal language resources and programs, or invite resource
people to introduce and teach Aboriginal languages. In this way students
have the opportunity to maintain or learn their Aboriginal languages, or
be introduced to the languages spoken by Saskatchewan’s Aboriginal groups.
This fosters an awareness of the linguistic diversity in the province and
how important language is to the preservation of culture. Responses
dealing with Aboriginal languages have been broken into three sections
– language activities, language instruction and language resources.
a. Language Activities
-
The Prince Albert Grand Council organized language festivals to elevate
the profile of Indigenous languages in the Grand Council district.
In Prince Albert on December 12, 1997, they hosted the First Nations Christmas
Language Festival. Students from all the band schools under the umbrella
of the Grand Council participated in this event. The event enhanced
Indian language programs in all Indigenous languages in the district, such
as Dene, Cree, and Dakota. The students and the teachers develop
partnership skills and networking. There is a speech competition for every
grade level in the student's indigenous language on the topic of "Why language
and culture are important". This helps to build self-esteem and cultural
awareness.
-Delores Sand, Language Consultant
Prince Albert Grand Council, Prince Albert
Table of Contents
b. Language Instruction
-
Cree language/cultural program at Hartley Clark Elementary School is backed
with the core French offering. This program includes both language
instruction and cultural programming.
-Denis Tetu, Director of Education
Northern Lakes School Division #64, Spiritwood
-
The Dene Immersion program at Black Lake has children entering the school
speaking 100% Dene in K-5. The students experience a gradual shift
to English with the help of teacher associates who translate English to
Dene for students to the Grade 5 level. The English-Dene balance
is 50-50 at the Grade 3 level. This program, in conjunction with
the Dene language program from Grade 3 to 9, helps the students maintain
their Dene language as well as experience success in English.
-Stan Johnson
Father Porte Dene Memorial School, Black Lake
-
Dene language classes are taught in Grades 1 to 5 and in Grade 9.
In class we use Native legends to teach English language arts concepts.
The school drama classes use First Nations plays.
-Father Gamache Memorial School, Fond du Lac
-
Every morning during announcements the students are given a Cree word of
the day.
-Gordon Denny Community School, La Ronge
-
We are using the Cree/Michif language in the classroom and involve Aboriginal
role models and community members in the school.
-Valley View School, Beauval
-
One of the ways we incorporate Aboriginal language into lessons at the
Grade 3 level is by using simple Cree words like counting to ten in Cree,
or using the Cree words for Grandmother and Grandfather (usually one of
the children can teach the words to go along with the unit).
-Maryanne Reavie, Vice Principal
Jubilee School, Meadow Lake
-
Queen Mary School works closely with the West Flat Community Centre organized
by the West Flat Citizens Group. Some of the current and past after-school
programs include nature trails trips, native handicrafts, bannock making,
beading, house-wise, Red Cross babysitting, young artists club, cooking,
adopt a grandparent, let's learn to speak Cree, hide painting, square dancing,
share and learn, and sign language.
-Faylene Stupnikoff
Queen Mary Community School, Prince Albert
-
Beverly Smoke, our Teaching Associate, taught Saulteaux words and expressions
to the kindergarten children related to our Indian Life and Culture theme.
-Connie Senkiw and Beverly Smoke
Fishing Lake N/K Band School, Wadena
-
We learn the pronunciations of Saulteaux numbers and incorporate them into
daily calendar activities. We also label the classroom in English,
French, and Saulteaux. This could be extended to learning basic greetings,
days of the week, months, and colours.
-Kathleen Raabel
Fort Livingston School, Pelly
-
The 'Store Front' school operation (Up-Town school) is a tri-party agreement
operation with the Witchekan Lake Band, Northwest Regional College and
the Northern Lakes School Division. Each party agrees to collaborate in
the delivery of educational programming that provides students with access
to programming that best suites their specific needs.
The curriculum is aimed at assisting students to re-enter and/or remain
in the education system, at providing students with positive personal and
communication skills, and enhancing self-esteem. The self-paced curriculum
includes correspondence programs, computer programs, work experience/transition
to work programs and culturally based programs. All students have access
to computer training and the work-experience module. Indian Studies
programming will be aimed at instilling cultural identity and Cree Language
fluency.
-Denis Tetu, Director of Education
Northern Lakes School Division #64, Spiritwood
Table of Contents
c. Language Resources
-
Black Lake School Dene Language Resources
We are doing curriculum and book publishing to save the Dene language.
The school practices Dene instruction and promotion of Dene beliefs and
values in the classrooms. Teachers are adapting regular curriculum
to incorporate Dene perspectives.
-Eileen McDonald, Director of Education
Northern Lights School Division, La Ronge
-
The Northern Lights School Division has developed books and curriculum
resources for Indian languages in Northern Saskatchewan.
-Josie Searson
Northern Lights School Division, La Ronge
-
The Northern Lights School Division No. 113 continues to be involved in
the promotion and support of Aboriginal languages - Dene and Cree.
This is a very high priority for the Division. The Aboriginal Language
Team has been focussed in the area of Aboriginal language materials development
and field support for teachers and schools offering language programming
in both languages.
-Josie Searson and Rita Lowenberg
Northern Lights School division No. 113, La Ronge
-
Students interviewed Elders about the history and culture of the reserve.
This included stories and history passed on from their parents and grandparents.
We also included legends that the Elders know. This material was
translated and edited to form Social Studies units for each grade from
Grades 1 to 9. Elders were credited throughout the books and little
other material was utilized - just the Elders talking.
-Stephen Davidson
Chief Mistawasis School, Leask
-
To date our students have published several books. Some are stories
in Cree. One is on the Traditional Code of Ethics. The students
have done all the artwork as well. We are in the process of completing
a book on our Elders Program. The book talks about the program in
our school and what it means to the students, staff and community.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
The Southwest Shared Services, Resource based Learning consultant has provided
a resource kit focused on First Nations. The kit includes such materials
as a CD-ROM that does storytelling in four languages, Web site connections,
picture books, art activities such as totem pole carving and leather painting,
legends, etc. This kit will be shared among the schools within the
Gull Lake School Division, Maple Creek SD, Leader SD, Shaunavon SD, Eastend
SD, and Christ the King School in Shaunavon.
-Lee Cummins, Director of Education
Gull Lake School Division #76, Gull Lake
Table of Contents
6. Literacy Activities and Programs
Educators are endeavouring to provide students and community members
with opportunities to make reading more fun and interesting as a means
to increase overall literacy. This includes involving students, parents
and other community members in the development of materials, participating
in classroom activities and creating increased interest in reading.
-
To date our students have published several books. Some are stories
in Cree. One is on the Traditional Code of Ethics. The students
have done all the artwork as well. We are in the process of completing
a book on our Elders Program. The book talks about the program in
our school and what it means to the students, staff and community.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
We interviewed Elders about the history and culture of the reserve.
This included stories and history passed on from their parents and grandparents.
We also included legends that the Elders know. This material was
translated and edited to form Social Studies units for each grade from
Grade 1 to 9. Elders were credited throughout the books and little
other material was utilized - just the Elders talking.
-Stephen Davidson
Chief Mistawasis School, Leask
-
Pleasant Hill has a Breakfast and Book Club that involves getting students,
parents, community members, and teachers together once a week to have breakfast
and read and discuss books. This club involves over 20 students.
The school also runs the Astam Read With Me program during school day
and in evenings, bringing in guest readers and having community members,
parents, and staff read with the children. This operates on an individual
class and school wide basis. We have contests to see which classrooms can
get the most parents/caregivers/community members to come out for a set
number of evenings to participate in the Astam Read With Me program.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Sasatoon
-
We used Aboriginal content curriculum materials such as books by B. Wheeler,
T. Poririer, F. Plain, C.J. Taylor, J. Ratt, and Vera Trembach. The
indoor gym was made into a teepee using a tarp and 4 short poles - this
was used as a Reading Teepee.
-Connie Senkiw and Beverly Smoke
Fishing Lake N/K Band School, Wadena
-
I teach a group of Grade Two students who are experiencing difficulties
in reading and who are predominantly First Nations. I arranged for
a meeting at the Band Hall on the reserve. Students, as part of their
language arts class, wrote a letter to their parents, inviting them to
the workshop.
The students were also invited to attend. At the workshop, I
did a demonstration lesson to show the parents how I was teaching reading.
Then, while the students did an activity on their own, I talked with the
parents about strategies they could use at home to help their children
read.
Then, the students came back and the parents and children spent time
reading together.
-Laura Marzoff
Dr. Isman Elementary School, Wolseley
Table of Contents
7. School Trips and Extracurricular
Activities
School trips and extracurricular activities are effective means of supplementing
course work and providing deeper insight into cultures and lifestyles.
As well, the active and experiential learning often entailed through these
programs is part of traditional Aboriginal education. These responses
have been divided into two sections – activities and trips.
a. Activities
-
A cultural camp is offered to students from Grade 1 to 12 every year in
late winter. Students are selected at random to go on one of four
camps each year. It is the goal of the program to offer every student
the opportunity to go to at least one of the camps while they are a student
at Twin Lakes School.
Community volunteers and teachers lead students through numerous traditional
activities. They engage in activities such as food preparation, hunting,
fishing with nets, trapping, and oral history through legends. The
response from the students and the community has been very favourable.
-Twin Lakes School, Buffalo Narrows
-
Students can take part in the Awasis Dancers through the school and learn
traditional First Nations dance. They get the opportunity to perform, helping
to build pride and self-esteem in their culture.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
Queen Mary School works closely with the West Flat Community Centre organized
by the West Flat Citizens Group to provide the Queen Mary After School
Programs. Some of the current and past after school programs
include nature trails trips, native handicrafts, bannock making, beading,
house-wise, Red Cross babysitting, young artists club, cooking, adopt a
grandparent, let's learn to speak Cree, hide painting, square dancing,
share and learn, and sign language.
-Faylene Stupnikoff
Queen Mary Community School, Prince Albert
-
To culminate our month of studying First Nations people and culture we
will be having a supper (consisting of buffalo stew, bannock, corn, tea,
and juice) and a short program to demonstrate and explain our new knowledge.
These festivities will include parents and community members. We
have invited a First Nations speaker to tell legends to our students.
-Terry Kelln
Tompkins School, Tompkins
-
A group of First Nations students at Joe Duquette School are reviving an
ancient art. They're painting clay pots. This may not sound remarkable
unless you realize that the construction and design of the pots, paints,
and the motif embellishments are all faithful to the way the Great Plains
Indians made their pots more than a thousand years ago.
The pottery project, which is being spearheaded by local archaeologist
Muriel Carlson, is the continuation of a program she started at Wanuskewin
in which “[w]e took 12 students for eight weeks and taught them to make
pottery the way their ancestors did”.
Carlson says "[t]he project at Joe Duquette School is a continuing program
to reintroduce Native pottery-making to young Native people”. She
's encouraged by the interest that's coming from various quarters, including
the Saskatchewan Craft Council. The hope is that eventually the students
will be able to produce pots for sale. “[I]f interest is high enough,
this could be a semi-economic venture for the students of Joe Duquette
School”.
-Darlene Polachic
Saskatoon Sun, March 8, 1998
-
The First Nations’ Culture Program operating at Balcarres School
on Friday mornings brings in resource people from the surrounding First
Nations of Little Black Bear, Starblanket, Okanese and Peepeekisis.
These people share their knowledge with the students in the areas of traditional
values and customs, storytelling, arts and crafts, music and dance, history
and healthy lifestyles. The program is coordinated in consultation
with the education staff and interested parents from the First Nations.
One parent has organized a singing group that practices on Friday mornings.
This group, along with the File Hills dancers, will perform at St. Henry’s
School in Melville for the school’s KIDS CONVENTION, and at Balcarres School
during one of the cultural days in March.
-Rose Alma Bellegarde
Balcarres School, Balcarres
Table of Contents
b. Trips
-
Various art education and social studies teachers coordinated a First Nations
Cultural Experience that involved a daylong field trip to Piapot First
Nation. The trip involves meeting First Nations people, including
Elders, and participating in ceremonies like the sweat lodge.
-Renee Kammer
St. Michael School, Moose Jaw
-
Because we do not have easy access to personnel of Indian/Métis
heritage and because this heritage is an important aspect of our curriculum,
we travel to sites where we can get the correct information.
For instance, we do a unit on Fort Carlton, Batoche and the St. Laurent
Mission. Background lessons are taught and a learning centre is used prior
to the trip. Highlights of this unit include:
-
the fur trade and the changes it caused
-
the NWMP
-
the Rebellion [Resistance] of 1885
-
the historic and religious importance of the St. Laurent site mission
Material is taught/learned from the point of view of the major groups
involved (e.g. 1885 Resistance – viewpoints of the church, Métis,
Indians, settlers, government, NWMP, army personnel, etc.) We then
take a convoy with several parents and tent out at Fort Carlton and take
in guided tours, hikes, assignments, etc., at each site. This last time
I was able to find a guide of Métis heritage to take us through
St. Laurent, too. I have done this trip every three years for the
last 15 years.
We have a friend with a number of tipi rings in a pasture that we visited
during an archaeological dig, and we have visited Wanuskewin twice.
We have visited the Herschel Interpretive Centre to take in the Herschel
archaeological petroglyphs, tipi rings, and displays on the early native
ways of life. Jo Cooper, an artist of Métis heritage from
Quebec, was an artist in residence in Herschel this year and last year.
She discussed the buffalo, showed old skills (e.g. fire lighting), and
had the children make a bracelet depicting the races on earth and the elements.
This trip is close to D'Arcy and is fabulous.
-Carol C. Clarke
D'Arcy Elementary School, D’Arcy
-
Regular classroom traditions include an annual unit in Grade 4 on the Northwest
Rebellion and Louis Riel culminating in a daylong visit to Batoche.
In Grade 5 or 6, classroom teachers do a unit either on Aboriginal Legends
and Stories or on Contemporary First Nations Life. This unit is done
in the winter out of respect for the tradition of telling stories only
when the snow is on the ground. This unit has involved a day trip
to Wanuskewin and/or participation in the cross-cultural outdoor education
experience at Blackstrap Outdoor Education Centre called "Respect the Earth".
-Laura Foley, Principal
St. George School, Saskatoon
-
At the beginning of the year the Grade 3 students visit the Treaty IV gathering
in the Qu'Appelle Valley. We learn about the treaties and what they
mean.
-Donna Reynolds
Wesley M School, Muskowekwan Band No. 85, Lestock
-
The Grade 9 class attended a feast and round dance at Kakisheway School,
while the Grade 10 class attended Treaty IV days in Fort Qu’Appelle.
-Judy Somoleski and Jamie Gorchynski
Grenfell High School, Grenfell
-
In a kindergarten class, we began a theme of Indian life and culture.
This began with a visit to the Band Office where the staff described what
they did and what machines they used. We also visited a band run
and operated convenience store.
We then converted our Creative Writing Centre into the play Band Office
furnished with electric typewriter, two computers, briefcases, letterhead
paper and envelopes, pens, pencils, etc. The Imaginative Play Centre
was converted into the Kylemore Convenience Store furnished with solar
operated cash register and Canadian play money, shopping baskets, canned
and boxed store goods, etc.
-Connie Senkiw and Beverly Smoke
Fishing Lake N/K Band School, Wadena
-
The Grade 5 students and special education classes went to our local art
gallery for a showing of Brian Marion's paintings. While there, they
were told of Creation by Brian according to Saulteaux legend and given
insight into the roles of people, animals, and nature in Saulteaux history.
Brian then came to our school and gave an art workshop to the students
based on the Creation legend.
-T. Hall
Fairview Elementary, Yorkton
-
In some years, the Grade 12 Canadian Studies classes have gone to Wanuskewin
and Batoche.
-John Comer, Principal
Carrot River High School
Table of Contents
8. Traditional Skills Activities
Some schools and teachers have been implementing activities that have
successfully stimulated interest and pride in traditional Aboriginal knowledge
and skills. In many cases, they combine interesting or unique curriculum
activities with community involvement and/or cross-cultural experiences.
They succeed in meeting the educational and cultural needs of the students
while providing a fun learning environment and utilizing local resource
people.
-
Students can take part in the Awasis Dancers through the school and learn
traditional First Nations dance. They get the opportunity to perform, helping
to build pride and self-esteem in their culture.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
-
Queen Mary Community School works closely with the West Flat Community
Centre organized by the West Flat Citizens Group. Some of the current
and past after-school programs include nature trails trips, native handicrafts,
bannock making, beading, house-wise, Red Cross babysitting, young artists
club, cooking, adopt a grandparent, let's learn to speak Cree, hide painting,
square dancing, share and learn, and sign language.
-Faylene Stupnikoff
Queen Mary Community School, Prince Albert
-
The school offers students from Grade 1 to 12 the opportunity to participate
in a cultural camp every year late in the winter. Students are selected
at random to go on one of four camps each year. It is the goal of
the program to offer every student the opportunity to go to at least one
of the camps while they are a student at Twin Lakes School.
Community volunteers and teachers lead students through activities.
They engage in activities such as traditional food preparation, hunting,
fishing with nets, trapping, and oral history through legends. The
response from the students and the community has been very favourable.
-Twin Lakes School, Buffalo Narrows
-
St. George School has been involved with St. Mary's Community School and
the Grace Adam Metawewinihk Archaeological Project. This project
started 5 years ago and involved several schools working on an actual archaeological
dig in the St. Mary's Park organized by University of Saskatchewan archaeology
graduate students.
The programme opens annually with the participating schools gathering
together and an Elder blessing the project. For the last 2 years,
students from St. George and St. Mary's Community School have worked together
on an Archaeological Day in the park. The students participated in
precontact activities like fire staring, flint knapping, petroglyph making,
pottery firing, and traditional cooking. This day helps make the
excavation come alive.
-Laura Foley, Principal
St. George School, Saskatoon
-
A group of First Nations students at Joe Duquette School are reviving an
ancient art. They're painting clay pots. This may not sound remarkable
unless you realize that the construction and design of the pots, paints,
and the motif embellishments are all faithful to the way the Great Plains
Indians made their pots more than a thousand years ago.
The pottery project, which is being spearheaded by local archaeologist
Muriel Carlson, is the continuation of a program she started at Wanuskewin
in which “[w]e took 12 students for eight weeks and taught them to make
pottery the way their ancestors did”.
Carlson says “[t]he project at Joe Duquette is a continuing program
to reintroduce Native pottery-making to young Native people”. She
's encouraged by the interest that's coming from various quarters, including
the Saskatchewan Craft Council. The hope is that eventually the students
will be able to produce pots for sale. “[I]f interest is high enough,
this could be a semi-economic venture for the students of Joe Duquette
School”.
-Darlene Polachic
Saskatoon Sun, March 8, 1998
-
The First Nations’ Culture Program operating at Balcarres School on Friday
mornings brings in resource people from the surrounding First Nations of
Little Black Bear, Starblanket, Okanese and Peepeekisis. These people
share their knowledge with the students in the areas of traditional values
and customs, storytelling, arts and crafts, music and dance, history and
healthy lifestyles. The program is coordinated in consultation with
the education staff and interested parents from the First Nations.
One parent has organized a singing group that practices on Friday mornings.
This group, along with the File Hills dancers, will perform at St. Henry’s
School in Melville for the school’s KIDS CONVENTION, and at Balcarres School
during one of the cultural days in March.
-Rose Alma Bellegarde
Balcarres School, Balcarres
-
My initial unit for K-6 is on the early history of dance. Inclusive
in this study are the First Nations people. I have choreographed a dance
that is completed by the students. We also try Métis dances
such as the Duck Dance, Rabbit Dance, and Quadrille.
I have also included the various uses of sign language, making of food,
beadwork and stitching in other classes.
-Cheryl Mantei
Hillside School, Estevan
-
We invited a storyteller to our class. This enhanced the Grade 5 Social
Studies curriculum and gave the students an Aboriginal perspective.
Having a First Nations parent or volunteer come in to teach an art activity,
such as beadwork or making dream catchers, is also very enjoyable.
Displaying the artwork made by the students gives them a sense of pride.
-Shannon Pal and Janis Dougherty
Balcarres School, Balcarres
-
Gull Lake Elementary School and Hazlet School are focused on First Nations
learning and awareness and have student activities throughout a one to
two week period. These two schools will participate in a Tipi raising
ceremony and dance demonstration hosted at Hazlet School. Gull Lake
and Tompkins students will be bussed to Hazlet to attend.
-Lee Cummins, Director of Education
Gull Lake School Division #76
-
We have Elders at the school every day of the week. Counselling is
available for the students on the spot, and the counsellor does home visits
that seems to build self-esteem for the student, parent, grandparent or
guardian. Parenting sessions are available for teen parents plus
any others who feel they can benefit from the sessions. Aboriginal
activities, crafts and art are directly incorporated into regular schoolwork.
With all of these initiatives, you can see the difference in attitude,
behaviour and respect exhibited by the students. It seems to have
brought out the best of every individual in both Aboriginal and non-Aboriginal
cultures.
-Caroline Roszel
Lestock School, Lestock
-
Elders come into the room to speak to students on culture. We discuss the
tipi and the significance of the poles, designs, etc. The students
make and design their own miniature tipis and we set up a small tipi model
in our room. The class focuses on the meanings of the poles and relate
it to the 7 Saulteaux teachings.
-Donna Reynolds
Wesley M School, Muskowekwan Band No. 85, Lestock
Table of Contents
9. Transition Programs, Partnerships
and Student Services
Educators and community members have identified the need to design and
implement programs that meet the needs of Aboriginal students who are having
difficulty with conventional programs. These programs and services
are oriented, primarily, for students who are at risk of leaving school
or who are attempting to re-enter the education system. They deal with
the need for culturally relevant programming that is bolstered by involvement
of family and community members to provide opportunities for students to
complete their education and gain relevant life skills. The programs
often address the emotional, physical and spiritual development of the
students, not just intellectual development.
a. Transition Programs
-
The 'Store Front' school operation (Up-Town school) is a tri-party agreement
operation with the Witchekan Lake Band, Northwest Regional College and
the Northern Lakes School Division. Each party agrees to collaborate in
the delivery of educational programming in a single site that provides
students with access to programming that best suites their specific needs.
Students undergo an assessment to assist in determining their goals,
abilities, and barriers in order to design a specific program for the individual
as well as for future reference and planning. The curriculum is aimed at
assisting students to re-enter and/or remain in the education system in
a non-threatening environment, at providing students with positive personal
and communication skills, and enhancing self-esteem. The self-paced curriculum
includes correspondence programs, computer programs, work experience/transition
to work programs, and culturally based programs. Students set their own
pace in accordance with their ability and instructional staff provides
guidance and assistance as required. All students have access to
computer training and the work-experience module. Indian Studies
programming will be aimed at instilling cultural identity and Cree Language
fluency.
The specific target groups of the Store Front School are Indian, Non-status
Indian, and Métis Social Assistance recipients.
-Denis Tetu, Director of Education
Northern Lakes School Division #64, Spiritwood
-
A Transitions Program has been designed around the concept of the Medicine
Wheel that includes addressing the mental, emotional, physical and spiritual
needs of the student. We attempt to do this by:
-
Mental = academics
-
Emotional = life management and support services
-
Physical = physical education and information on health, etc.
-
Spiritual = weekly smudging, First Nations philosophy and values, bi-weekly
sweat lodges
The Transitions program runs on a 10-week semester system with close
attention to attendance patterns of students. We have two teachers, one
teaching Social Studies and English and another Math and Science, and life
management skills to their classes. The criteria for being successful
are regular attendance, participation, attitude, and academics. A
student can stay for an entire year rotating between teachers until they
meet the criteria and can be promoted to regular Grade 10.
The students are placed in Transitions for many reasons but mostly because
they have been unsuccessful in Grade 9 and are too old for the elementary
system.
-Irene LaPierre
Carlton Comprehensive High School, Prince Albert
-
City Park Collegiate implemented the VISIONS re-entry transitions program
that helps ease youth back into mainstream education. This program
is individualized to the needs of the students enrolled. The self-paced,
open door program has proved successful and inviting to all youth involved.
This non-threatening environment has been very well attended by our native
youth. We also utilize a liaison worker weekly while an SIFC social
work student and an Elder provide visits and counselling.
-Wendy Gallagher
City Park Collegiate, Saskatoon
-
Peers Supporting Peers program in the schools - a transition program
-L.P. Miller Comprehensive School, Nipawin
Table of Contents
b.
Partnerships and Student Services
-
The Hunger and Community Kitchen Breakfast Club program grew out
of the life-skills training program into a valuable volunteer and employee
program. Individuals who have received their training at the community
kitchen run The Breakfast Club. The volunteers are in the school
almost daily to help with the snack and lunch programs and do food preparation
for special events. This community kitchen program has provided the
volunteers with great leadership skills and personal empowerment.
-Faylene Stupnikoff
Queen Mary Community School, Prince Albert
-
The school offers an infant day care centre for teen parents who wish to
attend school. It is open for all teen parents with children under
the age of two. Funding for the centre is done through government grants,
fundraising, and donation.
-Twin Lakes School, Buffalo Narrows
-
We find that many of our families lack parenting skills. As a response
to this we offered a starting point for our students. Our I.M.E.D.
Coordinator delivered a Babysitting Course from Grade 4 to Grade 8.
Ms. Clara Klein used a Red Cross program as the basis for this course.
It was very well received with 23 students out of 23 receiving Red Cross
Cards. We were very pleased with the results.
-Mr. Tom Barrie, Principal
Stobart Elementary School, Duck Lake
-
We have Elders at the school every day of the week. Counselling is
available for the students on the spot, and the counsellor does home visits
that seems to build self-esteem for the student, parent, grandparent or
guardian. Parenting sessions are available for teen parents plus
any others who feel they can benefit from the sessions. Aboriginal
activities, crafts and art are directly incorporated into regular schoolwork.
With all of these initiatives, you can see the difference in attitude,
behaviour and respect exhibited by the students. It seems to have
brought out the best of every individual in both Aboriginal and non-Aboriginal
cultures.
-Caroline Roszel
Lestock School, Lestock
-
Elders have been hired to work in the school. They meet with each
classroom once a week for a sharing circle as well as doing counselling
and home-visits. Parents and other community members come in to talk
with Elders. In this way, Elders are helping students to understand
their culture and history.
-Toni Carlson and Joinia Male
Pleasant Hill Community School, Saskatoon
Table of Contents
Bibliography
Anderson, Walter Truett. 1998 The Human Factor. Utne Reader
January/February: 49-54.
Barman, Jean, Yvonne M. Hebert and Don McCaskill. 1987 Indian
Education in Canada: Volume 2- The Challenge. University of British
Columbia Press, Vancouver.
Biggar School Division No. 50. 1997 Education Equity-Annual
Report. Biggar School Division No. 50, Biggar.
Broadview School Division No. 18. 1997 Education Equity Update,
1997. Broadview School Division No. 18, Broadview.
Carlton Comprehensive High School. 1998 Carlton Comprehensive
High School Equity Report: 1997-98. Carlton Comprehensive High
School, Prince Albert.
Cupar School Division No. 28. 1997 Education Equity Committee
Program Monitoring Report. Cupar School Division No. 28, Cupar.
Education Equity Working Committee. 1997 Our Children, Our Communities
and Our Future: Equity in Education, a Policy Framework. Saskatchewan
Education, Regina.
Government of Saskatchewan. 1994 Working Together to Address
Barriers to Learning: Integrated School-Linked Services for Children
and Youth at Risk. Planning and Evaluation Branch, Saskatchewan
Education, Training and Employment, Regina.
Indian Head School Division No. 19. 1997 Annual Report to the
Saskatchewan Human Rights Commission. Indian Head School Division
No.19, Indian Head.
Kamsack School Division No. 35. 1997 Education Equity Monitoring
Report for the 1996-97 School Year. Kamsack School Division No.
35, Kamsack.
Marr, Kyle. 1998 U of S Response to Native Education Poor: Ivany.
The StarPhonenix (April 8), Saskatoon.
Meadow Lake School Division No. 66. 1997 Equity Report to the
Saskatchewan Human Right's Commission. Meadow Lake School Division
No. 66, Meadow Lake.
North Battleford Roman Catholic School Division No. 16. 1997 Education
Equity - Annual Report. North Battleford Roman Catholic School
Division No. 16, North Battleford.
North Battleford School Division No. 103. 1997 1996-97 Education
Equity Report. North Battleford School Division No. 103, North
Battleford.
Northern Lights School Division No. 113. 1997 Statistical Analysis
of Teaching Staff, 1997. Northern Lights School Division No.
113, LaRonge.
O'Connor, Kevin. 1998 Tough Lessons: Aboriginal Students failed
by Sask. Education System. The StarPhoenix (April 8), Saskatoon.
Polachie, Darlene. 1998 Duquette Students Revive an Ancient Art.
The Saskatoon Sun (March 8), Saskatoon.
Prince Albert Roman Catholic Separate School Division No. 6. 1997
Education Equity Report, 1996-97. Prince Albert Roman Catholic
Separate School Division No.6, Prince Albert.
Prince Albert School Division No. 3. 1997 Education Equity
Report, 1996-97. Prince Albert School Division No. 3, Prince
Albert.
Regina Roman Catholic Separate School Division No. 81. 1997 Education
Equity Report, 1996 - 1997. Regina Roman Catholic Separate School Division
No. 81, Regina.
Saskatchewan Education. 1998 Schools Teaching 10, 20,
or 30 Native Studies Classes. Saskatchewan Education, Regina.
1997a. Better Beginnings, Better Futures: Best Practices,
Policy and Guidelines for Prekindergarten in Saskatchewan Community.
Planning and Evaluation Branch - Saskatchewan Education, Regina.
1997b. Saskatchewan Education Indicators: Kindergarten
to Grade 12. Planning and Evaluation Branch – Saskatchewan Education,
Regina.
1996. Building Communities of Hope: Best Practices for
Meeting the Learning Needs of At-Risk and Indian and Métis Students.
Planning and Evaluation Branch - Saskatchewan Education, Regina.
Saskatchewan Human Rights Commission. 1997a Broader scope suggested
for education equity. Equity Forum 11(March):5-6.
1997b. Education Equity K-12, 1996-97: A Summary of Activities
Reported by School Divisions. Saskatchewan Human Rights Commission,
Regina.
1995. Education Equity K-12, 1994-95. An Overview
of Activities Reported by School Divisions. Saskatchewan Human
Rights Commission, Regina.
Saskatchewan Teacher’s Federation. 1998 STF Bulletin.
May 1.
Saskatoon Catholic Board of Education. 1996 Circle of Life:
Education Equity in Saskatoon Catholic Schools. Tenth Annual Report.
Saskatoon Catholic Board of Education, Saskatoon.
Saskatoon Public School Division No. 13. 1997 Education Equity
Report 1997. Saskatoon Public School Division No. 13, Saskatoon.
Spayde, Jon. 1998 The New Renaissance. Utne Reader
January/February: 42-47.
The StarPhoenix (editorial). 1998 Anchoring SIFC Good First Step.
The StarPhoenix (April 11), Saskatoon.
Wilkie School Division No. 59. 1997 Education Equity Cumulative
Assessment. Wilkie School Division No. 59, Wilkie.
Table of Contents
Back
to: Indian
and Métis Education