Resources

​ · ** Books ** Price, Richard T.. “Legacy: Indian treaty relationships”. Plains, Edmonton, Alta. 1991 ISBN-13: 9780920985311 ISBN: 0920985319 __ This book contains excellent information, pictures as well as ideas for entire units  __ Curriculum Studies and Research Department of the Saskatchewan Indian Cultural College. Treaty Six: Saskatchewan and Alberta, 100 Years, 1876-1976”. Edited by Solomon Mosquito et al. Saskatoon: Saskatchewan Indian Cultural College, Curriculum Studies and Research, 1976. __ This book is loaded with easy to understand historical information in chronological format __ Office of the Treaty Commissioner, “Teaching Treaties in the Classroom - A resource guide for grade 5”, Canada. August 2008. __ Contains useful information including lesson plans, photocopy-able sheets, websites and background information for teacher  __ · ** Multimedia ** Video recording available through the FNU library: “Teaching the treaties: a path towards cross-cultural understanding and justice” 2007. __Highlights the following which could be studied further by students to increase understanding__:
 * Five Dollars – Treaty Day (was worth a lot back then)
 * Taxes
 * Signing of the treaties was a long process
 * Treaties are instruments of law
 * Medicine chest clause
 * Reserves
 * Education (Residential Schools)
 * **Pre-requisite definitions (for video)** Terms and conditions, Devastating , Cunning , Territory , Inherited , Implement , Ratify , Covenant , Nation , Mines

· ** Music ** · ** Internet resources for students ** · ** Artifacts ** · ** Simulation games/Role plays ** Group 1: You live on a beautiful island with only the population of Regina residing there. You have never left this island and it has been kept a secret for generations because it is so beautiful. You have everything you need to survive but you must work hard every single day. You must get up at 6:00 am every day to feed your animals. These animals are important to you because they provide you with food such as eggs, milk and meat. You must walk up through the forest to gather fuel for your fire for cooking and also to get water from the underground spring up in the hills. You must help your parents with other chores such as cooking and hunting for food. Although this life is hard work, you are happy because at the end of the day, when all of your work is done, you get to swim with your friends in the beautiful clean waterfall or the ocean. Or you may choose to sit in the warm sun on the beach or play other games with your friends while the rest of your family gathers together to dance and sing and celebrate life and this beautiful home you have. At night you are warm in your bed and are lulled to sleep by the peaceful sound of the water lapping up onto the shore. Although you have all that you need on this island, you and the community of people are careful to be appreciative of what you have and not to be wasteful or greedy. One day you encounter a group of newcomers on the shore. They have come in big boats and they have interesting things to show you. What are these interesting things? Are they tools that could make your jobs easier so you will have more time to play? Do they have new games or books? What else do they have? Remembering that this is all they have come here with, do you think that they are willing to give it all to you or will you have to trade? What will you trade for? Group 2: You are a group of farmers that once owned a very large area of land on the continent but expansion of cities has pushed you out and you have come to a beautiful island to start a new life. You have come to the island with all that you have including the following items: You will not be able to go back home to get anything as you have no money left. How will you survive once your supply has run out? How will you build homes in this foreign place without tools? Are all the items that you brought with you necessary for survival or are you willing to trade with the people of this island for their help? How will you deal with the differences in life styles between you and the people of this island? How do you know that these people will even accept you and let you stay on their island? What if someone from your group gets sick?
 * Movie, “Where the Spirit Lives”, Directed by Bruce Pittman, 1989 is 97 minutes long, tells a story about residential schools and would be __particularly useful__ because it tells the story from a time before children are taken from their families to the time that they are able to go home, years later.
 * Activities:
 * This movie would lead into the activity, “Daily Life of a residential school child”, from the “Teaching Treaties in the Classroom” 2008 resource guide for grade 5.
 * This movie could also be used to provide information and insight for students to be able to imagine that they were a First Nations student in the residential school and write a letter home to their parents including describing the following
 * What the school is like
 * What their daily life consists of
 * How they feel about the people looking after them
 * What they miss about their family and home
 * Why they think they are there and how this makes them feel
 * How they can suggest that schooling could be provided in alternative ways
 * This movie is chosen because I think it is a great depiction of many of the events that are documented to have happened in residential schools and is a very emotion provoking film that I think students would take a lot from. It really hits home because of the nature of the relationships between characters, for example siblings trying to protect one another etc. It also does show though, that there were teachers involved who did truly want to help and I think this is important to note. This is also good for us to see, as teachers, that we can make a difference by being open minded enough to feel that we can also learn from our students.
 * Film, “It had to be done” 2008. Directed by Tessa Desnome, a director from Saskatchewan. This 22 minute film, produced by the National Film Board of Canada expressly illustrates the strength of two women who both attended a residential school in Labrette and later returned as employees, making a big difference in the process.
 * Activities: students will write a letter to the women in the film asking them any relevant questions they choose and comments they would like to make, for example of their courage and bravery. These letters may be able to be answered by an expert in this topic such as a First Nations person who attended a residential school which would make this activity much more meaningful.
 * This film was chosen because it illustrates contemporary issues such as the importance of First Nations being in charge of the education of their young people. Because the Residential schools played such a huge role in the unfulfilled treaty promises, I have included quite a bit of info on this. I think the residential school legacy is surrounded by great misunderstanding and many do not properly understand the connections and separations between treaties and the residential schools and therefore have decided to include enough resources to be able to sift around and try to create some clarity.
 * CD: “Mother Earth” by “Red Bull” Sweet Grass Records, Saskatoon, Saskatchewan. 1996. Although this is Pow-wow music, it can be used to introduce a First Nations perspective as theme music, performed by a Saskatchewan singing and drumming group
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 * Students can use these resources for some of the activities as it defines some important concepts and gives backgournd on important issues
 * Copies of Treaty Metals
 * Copy of Treaty Number 8 copied on brown and authentic looking paper
 * Maps
 * Photographs or copies of photographs of the time treaties were signed
 * Photos of contemporary mine sites, logging sites, ski resorts etc. to illustrate that everyone has benefited from the signing of the treaties
 * Lesson 1 Scenario: **
 * 2 changes of clothing (including shoes, hats etc)
 * All toiletry items (remember that toothpaste and shampoo will eventually run out)
 * Enough food to last you for a week

· ** Field trips or guest speakers **
 * Invite to the classroom a F irst Nations Elder with a good knowledge of treaties and an ability to talk to young children to share his/her perspective.
 * Field trip will be taken to Qu’Appelle for treaty day in order for students to have this experience of celebration with an understanding of the reason for it