Traités Autochtone

Programmes d'études de Saskatchewan

Programmes d'études de Saskatchewan disponible seulement en anglais.

Social Studies 10
History 10
Native Studies 10
History 30
Native Studies 30

Grade 10 Objectives (Social Studies 10)

Core Concept: Economic Decision Making

• Know that beliefs and values of a society will affect its social and political organization.

Related Contentent

• Economic Development in Saskatchewan: During the 19th century, the Federal government made some fundamental decisions about the economy of the prairies and the future of the people there.
  

• Look at government documents concerning future of Rupert's Land and the peoples there.

Grade 10 Objectives (History 10)
Objectives
Unit 4: Imperialism

Core Concept: Acculturation

• Know that nation states are concerned about their ability to hold necessary hinterlands and to protect the transportation lines to those hinterlands.
  

• Know that nations are always tempted to use whatever power they have to protect themselves against the insecurity of competition.
  

• Know that imperialism is the control of the sovereignty of one nation by another nation.

• Know that in general terms the relationships between cultures can be based on:

• accommodation;
  
• assimilation;
  
• segregation; and,
  
• annihilation.
  

Related Content

• The use of national power to protect national self interest.

• Imperialism in North America in the 18th and 19th centuries.

Grade 10 (Native Studies 10)
Unit Three - Governance: Aboriginal Perspectives
Foundational Objectives

• Know that Euro/Canadian government policies intended to
  1) remove Aboriginal people from their land,
  2) suppress Aboriginal nations and their governments,
  3) undermine Aboriginal cultures,
  4) erode Aboriginal identity.

• Recognize the effects of an imposed system of governance by examining a specific example.
  
  
• Analyze the concept of contractual agreements.
  
  
• Investigate the factors that led to Aboriginal peoples losing their traditional, historical territories.
  
  
• Infer that Aboriginal peoples had, and have, different experiences with governments regarding their land.
  
  
• Interpret the circumstances under which Métis people lost their land.
  
  
• Research the unique land agreements between the Inuit and various governments.

Unit Four - Economies: Aboriginal Perspectives
Foundational Objectives

• Recognize that Aboriginal peoples were economically self-reliant prior to European contact.

• Analyze the factors that disrupted traditional Aboriginal economies.
  
  
• Explain the importance of a land base to Métis economic well being.

Grade 12 Objectives (History 30)
Unit 1: Relationships: People and Paradigms
Foundational Objective 1
Know that a worldview is a comprehensive viewpoint that explains the nature of reality, creates expectations, and provides meaning and purpose for people's lives.

Core Concept: Paradigms

• Know that the Europeans operated with a set of paradigms, concerning sovereignty, property, and equality of peoples and societies, that differed greatly from the paradigms of the First Nations.

• Know that these paradigms influenced the perceptions and actions of both individuals and groups within European and First Nations societies.
  
  

Foundational Objective 2

Know that every society will evolve assumptions and practices that surround the key societal relationship between the peoples and the "land".

Core Concepts: Land

• Know that First Nations assumptions about ownership of the land did not mirror those held by the colonizing Europeans.

• Know that the Europeans viewed North America as being a vast reservoir of resources to be utilized by those willing to extend the effort and expend the costs of acquiring those resources.
  

Foundational Objective 3
Know that within every society, there will exist a contest among groups to gain influence over the societal decision-making processes.

Core Concepts: Decision Making

• Know that the colonizing powers were determined to institute their decision-making paradigm on their colonies in North America.

• Know that colonial decision making was the prerogative of the governing European power rather than either the residents of the colonies or the First Nations.

Foundational Objective 4
Know that the well-being of every society will be influenced by sustained contact with other societies.

Core Concepts: Acculturation

• Know that British colonial policies, directed towards French Canadians and the First Nations, fluctuated between attempts to assimilate those populations and attempts to accommodate them.
  

Core Concepts: Assimilation

• Know that assimilation is the belief that when a weaker and supposedly inferior culture comes into contact with a superior culture, people from the inferior culture can be educated to understand and practise the norms of the superior culture.

Unit 2: The Nineteenth Century: The Road to Democracy
Foundational Objective 1
Know that within societies, there exists a competition among interest groups for influence over the society's decision-making processes, and that those groups will vary in terms of their ability to influence those processes.

Core Concept: Decision Making

• Know that the regions of Canada have varying degrees of political and economic influence over national decision making.

• Know that the federal government did not involve the Aboriginal population and other residents of Rupert's Land in determining their opinions and needs.

Core Concept: Métis

• Know that Canadian acquisition of the North West had consequences for the Métis people of that region.
  

• Know that large-scale migration of Euro-Canadian settlers to the North West was seen by the Métis as a threat to their traditional economy and cultural identity.
  

• Know that the Métis sought, through negotiations, recognition and protection of their rights and landholdings.

Core Concept: First Nations

• Know that one of the goals of the Canadian government was to implement policies that would lead to assimilation of the First Nations who resided in the former Rupert's Land.
  

• Know that the Canadian government planned to relocate the First Nation peoples to reserves and thereby make the land available for European settlers to establish an agricultural-based economy.
  

Core Concept: Treaties

• Know that the Canadian government planned to acquire the lands of the Canadian West by negotiating treaties with the First Nations and that those treaties extinguished First Nations' land claims.

• Know that the First Nations and the Canadian government held differing assumptions concerning the terms and meaning of the treaties.

Foundational Objective 3
Know that the history of the Canadian peoples has been greatly influenced by external forces and events.

Core Concept: External Influence
Related Content
The Search for Economic Well-being: The National Policy

• The Canadian West and the Euro-Canadian Vision

• Securing the Canadian West: New Canadians and Their Well-being

• The Treaties and the Indian Act
  

Unit 5: Challenges and Opportunities
Foundational Objective 1
Know that within the Canadian community, seeking of new relationships that satisfy the needs of an increasingly diverse society is proving to be a difficult process.

Core Concept: Assimilation

• Know that through agencies such as the Department of Indian Affairs, the federal government established the goals and priorities of policies directed at Aboriginal people.

• Know that the assimilation of Aboriginal peoples remained the desired option of government.

Grade 12 (Native Studies 30)
Unit One: Aboriginal and Treaty rights
Foundational Objectives
Knowledge

• Understand the factors of diversity of Aboriginal nations of Canada.

• Understand the basis of Aboriginal rights.
  

• Understand the effects of Canada's expansionism of the 1800s.
  

• Understand the basis of Treaty rights.

• Understand the interpretation and basis for interpretation of Aboriginal and treaty rights.
  

Values

• Develop an appreciation of the complex nature and uniqueness of Aboriginal societies and the rights of peoples in those societies.
  

Skills/Processes

• Develop and use the vocabulary appropriate to identity analysis that reflects cultural sensitivity.

• Seek information through a steadily expanding network of options, including individuals, databases, agencies, other libraries and community events.

• Develop personal and social skills and abilities relevant to cooperative learning.

• Identify, categorize, analyze, synthesize and evaluate data from a variety of sources.

• Use a wide range of language experiences for developing knowledge of a subject area.

• Practice skills of problem solving and consensual decision making.

Unit Three: Land Claims and Treaty Land Entitlements
Foundational Objectives
Knowledge

• Understand the basis and procedure for resolving comprehensive land claims.

• Understand the basis and procedure for resolving treaty land entitlements, one type of specific land claim.
  

• Understand the basis and various procedures employed in settling Métis land claims.
  

Values

• Develop an appreciation of the complexity of treaty land entitlement and land claim processes.

• Develop compassion, empathy and fair-mindedness and make positive contributions to society as individuals and as members of groups.

• Develop an appreciation of the special relationship of Aboriginal people to the land as the basis for cultural distinctiveness and status.
  

Skills/Processes

• Summarize important understandings from a variety of media and sources.

• Draw inferences, make generalizations, and reach tentative conclusions using evidence from a variety of media and sources.

• Synthesize with prior knowledge and understanding ideas gleaned from a variety of media and other sources.

• Develop understanding of the uses of mathematical concepts in everyday life.