The resources that I have assembled here aim to assist teachers in creating a grade 7 or 8 unit (or multi-unit) plan for social studies, which could also incorporate English Language Arts and Arts Education.
The unit would focus on presenting ideas about being caretakers of the environment, and helping students to become citizens who stand up for what is right for our planet. This unit would explore First Nations worldviews surrounding ideas that the people come from the land, and that the land provides First Nations culture, language and identity.
Ideas for this unit came from the photographs shown on the right. These photos are from the Idle No More movement, and aim to bring a voice to First Nations issues. The Idle No More movement has aided in bringing forth First Nations concerns in Canada since 2012. Much of the movement has focused on First Nations rights, access to public services and funding, land claims, and honouring the treaties. Although this resource focuses mainly on areas of the proposed pipelines in British Columbia, concepts from the unit could also be explored throughout various treaty lands, exploring the implications of other battles over environmental concerns and First Nations land claims.
Throughout this unit, students would be engaged with not only Sask Curriculum content, but also concepts of Engaged Citizenship, Broad Areas of Learning and Treaty Education. The culmination of these areas of learning has the potential to broaden the minds of students (and perhaps even teachers) in many ways, making them more aware of the world around them.
Saskatchewan Curriculum Connections
Social Sudies
Appraise the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and northern circumpolar countries.
Develop an understanding of the significance of land on the evolution of Canadian identity.
Describe the influence of the treaty relationship on Canadian identity.
Cross-curricular Connections:
Arts Education
CR7.3
Examine and describe how arts expressions of various times and places reflect diverse experience, values, and beliefs.
Investigate how Indigenous artists from around the world reflect the importance of place (e.g., relationship to the land, geology, region, urban/rural environments).
Investigate and identify how arts expressions can reflect diverse worldviews.
Research and share insights about arts expressions that incorporate social commentary.
Analyze the influence of social issues on the work of contemporary First Nations, Métis, and Inuit artists, and share results.
English Language Arts
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).
ABOUT PEOPLE AND THE LAND
Engaged Citizenship Education Goals
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Multicultural Content, Perspectives and Resources
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Examining the First Nations culture and perspectives/world views
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Environmental Activism: Stewardship & Sustainability
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Examining the impact of the pipelines on our environment
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Geography: Our Land and Our Rights and Responsibilities
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Examining the idea of land ownership vs shared resources
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Identifying geographical areas:
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Treaty territory
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Environment in danger of destruction
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Why these areas are sought after for their resources
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Broad Areas of Learning
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Sense of Self, Community and Place
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Develop understanding of First Nations cultures and world views
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Develop understanding of relationship between First Nations peoples and political powers
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Engaged Citizens
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Examining the issues of environmental and political issues such as the pipelines
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Examining the ideas of Idle No More
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Treaty Education Outcomes
TR7: Analyze to what extent each of the signatories to treaty meets their respective obligations.
HC8: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests.
TPP8: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled.