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FIRST NATIONS UNIVERSITY OF CANADA

INDIGENOUS EDUCATION

LESSON PLANS

AND

DATA COLLECTION FORMS

FOR

PROFESSIONAL DEVELOPMENT

** for electronic entry on word processor**

Revised Sept 2017

T A B L E OF C O N T E N T S

BASIC LESSON PLAN 3

BASIC (LECTURE) LESSON PLAN 4

BASIC (Lecture) DATA COLLECTION SHEET 5

COOPERATIVE LEARNING LESSON 6

COOPERATIVE LEARNING DATA COLLECTION FORM 7

DEDUCTIVE CONCEPT ATTAINMENT LESSON (Planning Guide) 8

DEDUCTIVE CONCEPT LESSON 9

DEDUCTIVE CONCEPT ATTAINMENT DATA SHEET 10

INDUCTIVE CONCEPT ATTAINMENT LESSON PLAN (Planning Guide) 11

INDUCTIVE CONCEPT ATTAINMENT LESSON PLAN 12

INDUCTIVE CONCEPT ATTAINMENT DATA SHEET 13

EXPERIENTIAL LESSON PLANNING GUIDE 14

EXPERIENTIAL LESSON PLAN 15

EXPERIENTIAL LESSON DATA COLLECTION SHEET 16

SKILL TEACHING LESSON PLAN 17

SKILL TEACHING DATA COLLECTION SHEET 18

TALKING CIRCLE LESSON FORMAT 19

TALKING CIRCLE DATA COLLECTION SHEET 20

GUIDELINES FOR TALKING CIRCLES 21

TWELVE PRINCIPLES OF FIRST NATIONS PHILOSOPHY 22

TRADITIONAL CODE OF ETHICS 23

SASKATCHEWAN TEACHERS’ FEDERATION CODE OF ETHICS 24

TIPI POLE TEACHINGS 25

TRUE COMMUNITY 27

OJIBWAY TRADITIONAL VALUES 29

“Teaching of the Seven Grandfathers- The Seven Gifts”

2

FIRST NATIONS UNIVERSITY OF CANADAINDIGENOUS EDUCATION

EIND 116, 100BASIC LESSON PLAN

Teacher: Date:

School or Lab: Grade level:

Subject Area: Topic:

Lesson objectivesMental:Emotional:Physical:Spiritual:

Assessment:

Outcomes: (copy from SaskEd along with identifier code) Indicator(s): (copy from SaskEd along with identifier code)

Teaching Method/Strategy: Materials Needed/Preparation:

Prerequisite Learning: First Nations Content:

Cross Curricula Competencies:

Activities/Procedures: Min Teacher: Students do…

Motivational Set:Body of lesson (developing activities):

Independent Practice (what you want students to do on their own):

Closure (Summary of lesson or transition to next lesson):>Total Time

Adaptive Dimension/Accommodations:

Classroom Management strategies:

Professional Goal (Target):

3


BASIC (LECTURE) LESSON PLAN(EIND 215/200, 225/350, EIND 305, EFLD 400/405)

Teacher: Date:




Assessment:

Outcomes: (copy from SaskEd curriculum along with identifier code) Indicator(s): (copy from SaskEd curriculum along with identifier code)



Cross Curricula Competencies:


Motivational Set:Body of lesson (what you plan to do):

Independent Practice (what you want students to do on their own):


Adaptive Dimension/Accommodations:


Professional Goal(s):

4

FIRST NATIONS UNIVERSITY OF CANADADEPARTMENT OF INDIGENOUS EDUCATION

BASIC DATA COLLECTION SHEET

Data Collector: ____________________ StudentTeacher:______________________________Date: _____________________Subject/Topic:_______________________________________

I. SET

How did the teacher gain student’s interest?

How did the teacher review previous learning?

II. PROCEDURE

How did the teacher explain/demonstrate new content? (E.g. Use of visual representation the task)

How did the teacher check for understanding?

III. Independent Practice

How did the teacher provide for students to practice independently?

III. CLOSURE

How did the teacher provide a summary and/or transition to the next lesson?

5


COOPERATIVE LEARNING LESSON(EIND 215/200, 225/350, EIND 305, EFLD 400/405)

Teacher: Date:



Lesson objectives:Mental:Emotional:Physical:Spiritual:

Assessment:

Outcomes: Indicator(s):



Professional Target: Cross Curricula Competencies (CCCs):

Adaptive Dimension/Accommodations: Classroom Management strategies:


Motivational Set:Task and Goal Statement:

Organize groups:

Monitor and providing feedback


Organizing Groups:

1. Group Size:

2. How students will be assigned to groups:

3. Roles of students with groups (e.g., recorder, presenter, and encourager):

4. Physical Arrangement:

5. Possible Problems and Interventions

6


COOPERATIVE LEARNING DATA COLLECTION FORM

Data Collector: _______________________ Student Teacher: ____________________

Date: ___________________ Subject/Topic: ___________________________________

I. SET

How did the teacher gain students’ interest?


II. PROCEDURE

Did the teacher arrange the group adequately? ___ yes___ no

Did the teacher state the task and goal?

Did the teacher check for understanding?

Were the roles/definitions clear?

How did the teacher monitor and give feedback?

How did the teacher deal with problems?

II. CLOSURE


7


DEDUCTIVE CONCEPT ATTAINMENT LESSON (EIND 215/200, 225/350, EIND 305, EFLD 400/405)

**PLANNING GUIDE**

Concept to be taught :

Type of Concept: _____ concrete (can be seen, heard, touched, etc).

_____ abstract (concepts that can’t be directly seen, felt or heard, e.g. friendship, fairness, loyalty, etc).

Presentation Mode: _____ active/concrete _____graphic _____ symbolic/word

PLANNING GUIDESet: Think of a way to introduce the concept that is motivating and engaging.

Deductive Concept teaching procedure:

Step One: Name and define the concept at the outset of the lesson.

Step Two: Analyze the concept by presenting the critical and non-critical attributes (emphasizing the critical attributes), give the definition (optional). List all the attributes of the concept.

Step Three: Present two or three “pure” examples.

Step Four: Present more examples than non-examples. Asking the students to answer the questions “Is this a YES?” or “Is this a NO?” Putting the examples on a YES table and the non-examples on a NO table. Ask the students to say why they think the example is a Yes or the non-example a NO. Always repeating the critical and non-critical attributes.

Step Five: Review the examples and the non-examples having the students focus on the attributes of the examples. (Get the students involved in deciding if an example is a YES or a NO.)

Step Six: Have the students give five additional examples. Have students apply and use the concept. (E.g. as an assignment have the students list more examples and non-examples, decide from a number of items which are examples or non-examples)

Closure: Review the concept, summarize what students learned and transition to next lesson.

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DEDUCTIVE CONCEPT LESSON(EIND 215/200, 225/350, EIND 305, EFLD 400/405)

Teacher: Date:



Professional Target:


Assessment:


Teaching Method/Strategy: Deductive Concept Attainment Materials Needed/Preparation:


Adaptive Dimension/Accommodations: Cross Curricula Competencies (CCCs):


Concept: _____ concrete _____ abstract Presentation Mode: (active/concrete; graphic ; symbolic/word)

Activities/Procedures:Min Teacher: Students do…

Set:Procedures:Step 1: Define Concept:Step 2:A. List Critical Attributes:

List Non-Critical Attributes:

B. Review the definition of the concept based on the critical attributes:

Name of Concept:

Definition based on Critical Attributes:

Step 3:Examples:

Non-Examples:

Step Four:Present Examples and Non-examples simultaneously and ask students to distinguish yes and no examples.

Step Five:Practice - review examples and have students explain or find the Critical Attributes of each example:

Ask students to come up with several yes examples of their own.

Students explain or find the critical attributes of each example.Students come up with several examples of their own.

Closure:>Total Time

9


DEDUCTIVE CONCEPT ATTAINMENT DATA SHEET

Student Name:____________________________ Subject/Topic________________________________

Data Collector: ___________________________ Date:______________________________________

I. SET

1. Did the teacher gain the students’ attention to start lesson? Yes ______No ______

II. PROCEDURE

1. Did the teacher give a clear definition of the concept? _____Yes _____no

2. Did the teacher list critical attributes and non-critical attributes? _____yes _____no

3. Did the teacher present more pure examples than non-examples? _____yes _____no

4. What was the presentation mode?

III. CLOSURE

1. What method was used to bring the lesson to a closure?

10


INDUCTIVE CONCEPT ATTAINMENT LESSON PLAN(EIND 225/350, EIND 305, EFLD 400/405)

**PLANNING GUIDE**

Concept to be taught :

Type of Concept: _____ concrete (can be seen, heard, touched, etc).

_____ abstract (concepts that can’t be directly seen, felt or heard, e.g. friendship, fairness, loyalty, etc).

Presentation Mode: _____ active/concrete _____graphic _____ symbolic/word

I. SET:

II. PROCEDURE:Step One: State the purpose and set the rules for the game. Tell students NOT to say out loud what the concept is if they know. Provide a focus for the students--set the boundaries of what they are looking for in the examples. (For instance: Focus on the function of the objects rather than on their physical characteristics today....Concentrate on what the yes’s have in common.)

Step Two: Present more examples than non-examples having students focus on the attributes of the examples. (e.g. This is a YES. It has all the attributes of this concept or this is a NO it does not have the necessary attributes. Take a look at all the YES’s. What do they have in common that the NO’s don’t have.) (Set out the examples on a YES table and the non-examples on a NO table and have a space for the NOT SURE items. Make sure the items are clearly displayed)

Step Three: Ask the students to hypothesize about the concept. (e.g. Do you think this is a YES or NO? Why do you think this belongs with the NO’s? Are you starting to get an idea of what the concept is? Write down your ideas as we go along.)

EXAMPLES NON-EXAMPLES List and present the purest examples first

Step Four Have the students name the concept, give the critical and non-critical attributes and state other examples.

CRITICAL NON-CRITICAL

Step Five Discuss the thinking that took place to arrive at the concept. (e.g. How did your thinking go? It looked like you had it and then your expression changed. What happened there?)Some discussion starters: What ideas did you start with? What changed your original idea?

III. CLOSURE

11

FIRST NATIONS UNIVERSITY OF CANADA INDIGENOUS EDUCATION

INDUCTIVE CONCEPT ATTAINMENT LESSON PLAN(EIND 225/350, EIND 305, EFLD 400/405)

Teacher: Date:





Assessment:


Teaching Method/Strategy: Inductive Concept Attainment Materials Needed/Preparation:




Concept: _____ concrete _____ abstract Presentation Mode: (active/concrete; graphic ; symbolic/word)


Set:Procedures:Step 1: State the purpose and the rules for the game.Step 2:Present examples and non-examples (present purest examples first):

EXAMPLES | NON-EXAMPLES

Students observe and listen.

Step 3:Ask students to hypothesize about the concept. (Remind students not to give out the concept if they know it)

Students think about what the concept is.

Step Four:Have the students name the concept and give the critical and non-critical attributes.

CRITICAL | NON-CRITICAL

Students say what the concept is and give the critical and non-critical attributes.

Step Five:Discuss the thinking that took place to arrive at the concept.

Students describe their thinking to arrive at the concept.

Closure:>Total Time

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INDUCTIVE CONCEPT ATTAINMENT DATA SHEET

Student Name: ____________________________ Subject/Topic________________________________

Data Collector: ___________________________ Date: ______________________________________

I. SET

1. Did the teacher gain the students’ attention to start lesson? Yes ______No ______

II. PROCEDURE

1. Did the teacher give examples and non-examples? Yes _____ No _____

2. Did the teacher list critical and non-critical attributes? Yes _____ No _____

3. Did the teacher give a clear definition of the concept? Yes ____ No ____

4. What was the presentation mode?

_____ observing/doing ______ pictorial _____ symbolic

III. ClosureHow did the teacher provide a summary and/or transition to the next lesson?

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EIND 225/350, EIOE 225, EIND 305, EFLD 400/405EXPERIENTIAL LESSON

**PLANNING GUIDE**

Teacher: Date:




Lesson objectives:Mental:Emotional:Physical:Spiritual:

Assessment:


Teaching Method/Strategy: Experiential Lesson Materials Needed/Preparation:




I. SET

II. PROCEDURESPrepare Students for the Experience (e.g. activity, game, task, speaker, etc).(can brainstorm or assign questions, things for students to look for)

A). Experiencing1) Behavioral expectations.2) Directions for the activity. List the main steps/rules of the activity/game.3) Focus on the activity

- senses to be used/feelings/learnings/interaction.4) Describe method students will use to record if to be done during activity.5) written records, images, oral recollection6) group or individual records

B) Sharing (observing and reacting)1) Describe how the students are going to share.

C).Analyzing1) Method to assist students2) Identify patterns, themes, focus, draw meaning from experience.3) Graphing, writing, discussing.

D) Inferring1) Method to help students develop generalizations through interaction and thinking.

E) Applying1) Describe how will students use new learning’s or apply insights in future activities.2) Help students set goals in light of learning.

III.CLOSURE: (Summarize learnings)

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EIND 225/350, EIOE 225, EIND 305, EFLD 400/405EXPERIENTIAL LESSON PLAN

Teacher: Date:





Assessment:


Teaching Method/Strategy: Experiential Lesson Materials Needed/Preparation:





Set:Procedures:Prepare students for the activity:

Experiencing (the activity):

Sharing (Observing and Reacting)

Analyzing (identify patterms, what stood out, meanings):

Inferring (assisting students to develop generalizations through interaction and thinking):

Applying to future activities:

Closure (summarize learnings):

>Total Time

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EXPERIENTIAL LESSON DATA COLLECTION SHEET

Data Collector: ______________________________ Student Teacher:____________________

Date: ________________________________ Subject/Topic:____________________________

EXPERIENCING (Teacher gives clear directions for activity. Teacher sets expectations for activity.)

SHARING(Students share observations, reactions, or feelings about their experiences)

ANALYZING(Students “talk through” the shared experience, identifying patterns and interactions)

INFERRING(Students develop principles or generalizations for future use)

APPLYING(Students plan application of their learnings and/or individuals report their application plans)

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SKILL TEACHING LESSON PLAN(EIND 100, 215/200, 225/350, EIND 305, EFLD 400/405)

Teacher: Date:





Assessment:


Teaching Method/Strategy: Skill Teaching Lesson Materials Needed/Preparation:





Motivational Set: Listen and observe

Procedures:

Explain skill: Listen.

Modelling of skill: Students observe.

Lead students through skill: Students try skill with monitoring from teacher.

Assigned Practice: Students practice skill independently.

Closure (Summary of lesson or transition to next lesson):

>Total Time

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SKILL TEACHING LESSON PLANSKILL TEACHING DATA COLLECTION SHEET

Data Collector:_____________________________ Student Teacher:______________________

Date:______________________________ Subject/Topic_______________________________

I. SETHow did the teacher gain students’ interest?


II. PROCEDURES1. Teacher Modeling

Did the teacher give a step by step demonstration of the skill? ____yes ____no

2. Leading Students Through SkillDid the teacher ask questions during the step by step process? ____yes ____no

3. Assigned Practice

III. CLOSUREHow did the teacher provide a summary and/or transition to the next lesson?

18

FIRST NATIONS UNIVERSITY OF CANADA DEPARTMENT OF INDIGENOUS EDUCATION

TALKING CIRCLE LESSON FORMAT(EIND 225/350, EIND 305, EFLD 400/405)

Teacher: Date:





Assessment:


Teaching Method/Strategy: Talking Circle Lesson Materials Needed/Preparation:





Set (teacher initiates the circle and clarifies topic):

Procedures:Number of students:

Manner in which students are to be seated:

Object to be used by talkers:

Method used to develop appropriate participation:

Methods to be used by teacher to encourage appropriate participation:


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TALKING CIRCLE DATA COLLECTION SHEET

Data Collector:___________________________Student Teacher_______________________

Date:__________________________________Subject/Topic:__________________________

I. SET

1. How did the teacher initiate the talking circle?

2. Did the teacher clarify the topic? ____yes ____no

II. PROCEDURE

I. CLOSURE


20

GUIDELINES FOR TALKING CIRCLES

Talking circles are useful when the topic under consideration has no right or wrong answer or when people need to share feelings. Moral or ethical issues can often be dealt with in this way without offending anyone. The purpose of talking circles is to create a safe environment for people to share their point of view with others. This process helps students gain a sense of trust in their classmates. They come to believe in what they say will be listened to and accepted without criticism. They also gain an empathetic appreciation for points of view other than their own.

Talking circles may initially need a facilitator to ensure that the guidelines are being followed. People are free to react to the situation, which has sparked the need to express feelings in any manner that falls within the following guidelines. (i.e. they can express opinions, make analytical statements, describe a personal experience or the emotions they are experiencing, etc.)

1. All comments should be addressed directly to the question or issue, not to comments that another participant has made. Both negative and positive comments about any other contribution should be avoided.

2. Only one person speaks at a time. Everyone else is listening in a non-judgmental way to what the speaker is saying. Some groups find it useful to signify in some way who has the floor. Going around the circle systematically is one way to achieve this. Another is to use some object (such as a feather) which the person who is speaking holds and then passes to the next person who has indicated a desire to speak.

3. Silence is an acceptable response. No one should be pressured at any time to contribute if they feel reticent to do so. There must be no negative consequences, however subtle, for saying, “I pass.”

4. At the same time everyone must feel invited to participate. Some mechanism for insuring that a few vocal people don’t dominate the discussion should be built in. An atmosphere of patient and non-judgmental listening usually helps the shy students to speak out and the louder ones to moderate their participation. Going around the circle in a systematic way, inviting each student to participate by simply mentioning each name in turn can be an effective way to even out participation. It is often better to hold talking circles in small groups.

5. No comments which put down others or oneself (e.g., “I don’t think anyone will agree with me, but…” or “I’m not very good at…”) or are in any way judgmental (e.g., “far out” or “good”, which can be seen as making comparisons) should be allowed.

From “Sacred Tree” Curriculum Guide, (p. 21-22) Four Worlds Development Project, University of Lethbridge, AB. T1K 3M4. Adapted by permission.

21

TWELVE PRINCIPLES OF FIRST NATIONS PHILOSOPHY

1. WHOLENESSAll things are interrelated. Everything in the universe is part of a single whole. Everything is connected in some way to everything else. It is only possible to understand something if we understand how it is connected to everything else.

2. CHANGEEverything is in a state of constant change. One season falls upon the other. People are born, live and die. All things change. There are two kinds of change. The coming together of things and the coming apart of things. Both kinds of change are necessary and are always connected to each other.

3. CHANGE OCCURS IN CYCLES OR PATTERNSThey are not random or accidental. If we cannot see how a particular change is connected, it usually means that our standpoint is affecting our perception.

4. THE PHYSICAL WORLD IS REAL. THE SPIRITUAL WORLD IS REAL.They are two aspects of one reality. There are separate laws which govern each. Breaking of a spiritual principle will affect the physical world and vice versa. A balanced life is one that honors both.

5. PEOPLE ARE PHYSICAL AND SPIRITUAL BEINGS.

6. PEOPLE CAN ACQUIRE NEW GIFTS, BUT THEY MUST STRUGGLE TO DO SO.The process of developing new personal qualities may be called "true learning".

7. THERE ARE FOUR DIMENSIONS OF "TRUE LEARNING".A person learns in a whole and balanced manner when the mental, spiritual, physical and emotional dimensions are involved in the process.

8. THE SPIRITUAL DIMENSION OF HUMAN DEVELOPMENT HAS FOURRELATED CAPACITIES: the capacity to have and to respond to dreams, visions, ideals, spiritual teaching, goals and

theories the capacity to accept these as a reflection of our unknown or unrealized potential the capacity to express these using symbols in speech, art or mathematics the capacity to use this symbolic expression towards action directed at making the possible a

reality

9. PEOPLE MUST ACTIVELY PARTICIPATE IN THE DEVELOPMENT OF THEIR OWN POTENTIAL.

10. A PERSON MUST DECIDE TO DEVELOP HIS/HER OWN POTENTIAL. The path will always be there for those who decide to travel it.

11. ANY PERSON WHO SETS OUT ON A JOURNEY OF SELF-DEVELOPMENT WILL BE AIDED. Guides, teachers, and protectors will assist the traveller.

12. THE ONLY SOURCE OF FAILURE IS A PERSON'S OWN FAILURE TO FOLLOW THE TEACHINGS.Source: The Four Worlds Development Project, Lethbridge, Alberta

22

TRADITIONAL CODE OF ETHICS

1. Each morning when you wake up, and each evening before sleeping, give thanks for the life within you, for all life, for the good things the Creator has given you and others, and for the opportunity to grow a little more each day. Give thanks for yesterday's thoughts and actions and for the courage and strength to be a better person. Ask for things that will benefit everyone.

2. Respect means "to feel or show honor or esteem for someone or something; to consider the well-being of, or to treat someone or something with deference or courtesy". Showing respect is a basic law of life.

Treat every person, from the tiniest child to the oldest elder with respect at all times. Special respect should be given to elders, parents, teachers and community leaders. Don't make anyone feel "put down" by you; avoid hurting other hearts as you would avoid a deadly poison. Don't touch anything that belongs to someone else, (especially sacred objects), without permission, or an understanding

between you. Speak in a soft voice, especially when you are with elders, strangers or others who should be especially respected. Never interrupt people who are having a conversation. Respect the privacy of every person. Never interfere with a person's quiet moments or personal space. Never walk between people who are having a conversation. Do not speak unless you are invited to do so at gatherings where elders are present (except to ask what is expected of

you when you aren't quite sure). Never speak about others in negative way, whether they are present or not. Treat the earth and all of her aspects as your mother. Show deep respect for the mineral world, the plant world, and the

animal world. Do nothing to pollute the air or the soil. If others want to destroy our mother, rise up with wisdom to defend her.

Show deep respect for the beliefs and religions of others. Listen with courtesy to what others say, even if you feel that what they are saying is worthless.

3. Respect the wisdom of the people in council. Once you give an idea to a council or a meeting, it no longer belongs to you. It belongs to the people. Respect demands that you listen carefully to the ideas of other people in council, and that you do not insist that your idea is best. You should freely support the ideas of others if they are true and good, even if those ideas are quite different from the ones you have contributed. The clash of ideas brings forth the spark of truth.

Once a council has decided something in unity, respect demands that no one speak secretly against what has been decided. If the council has made an error, that error will become clear to everyone in its own time.

4. Be truthful at all times, and under all conditions.

5. Always treat your guests with honor and consideration. Give your best food, your best blankets, the best part of your house, and your best service to your guests.

6. The hurt of one is the hurt of all. The honor of one is the honor of all.

7. Receive strangers and outsiders with a loving heart and as members of the human family.

8. All the races and tribes in the world are like the different colored flowers of one meadow. All are beautiful. As children of the Creator they must all be respected.

9. To serve others, to be of some use to family, community, nation or the world is one of the main purposes for which human beings have been created. Do not fill yourself with your own affairs and forget your most important task. True happiness comes only to those who dedicate their lives to the service of others.

10. Observe moderation and balance in all things.

11. Know those things that lead to your well being and those things that lead to your destruction.

12. Listen to and follow the guidance given to your heart. Expect guidance to come in many forms: prayer, in dreams, in times of quiet aloneness and the words and deeds of wise elders and friends.

From: Four Worlds Development Project, “The Sacred Tree”, 1988.

23

SASKATCHEWAN TEACHERS’ FEDERATION CODE OF ETHICS

1. COMMITMENT TO THE STUDENT

a) to deal justly and considerately with each student.b) to respect the right of each student to form his own judgment based upon knowledge.c) to encourage each student to reach the highest level of individual developmentd) to seek constantly to better serve the needs of students by designing the most appropriate learning

experiences for them.

2. COMMITMENT TO THE EMPLOYER

a) to adhere to the conditions of his contract until it has been legally terminatedb) to engage in no outside employment which will impair the effectiveness of his professional service.c) to resign from his present position immediately after he has signed a contract with another board.d) to apply to a position on the basis of his highest professional and legal qualificationse) to render professional service to the best of his abilityf) to be consistent in the execution of school policies, and in the enforcement of rules and regulations.g) to be aware of the need for changes in school system policies and regulations and actively to

pursue such changes.

3. COMMITMENT TO THE PROFESSION

a) to conduct himself at all times so that no dishonor befalls him or, through him, his profession.b) to participate actively in Federation affairs, working at local and provincial levels for needed changes

in Federation policy, and respecting those decisions made by elected representatives.c) to made valid criticism of an associate only to appropriate officials, and then only after the associate

has been informed of the nature of the criticism.d) to apply for specific positions only if they are not already held by other teachers e) to make the teaching profession attractive in ideals and practices so that able persons will desire to

enter itf) to respond unselfishly to colleagues seeking professional assistance g) to adhere to all terms of a duly negotiated collective agreementh) to be objective in all evaluations concerning the work of other teachersi) to keep the trust under which confidential information is exchanged.j) to observe a reasonable and proper loyalty to the internal school administration

4. COMMITMENT TO THE COMMUNITY

a) to perform the duties of citizenshipb) to keep the public informed of and appropriately involved decisions about educational programsc) to use educational facilities for purposes consistent with board policyd) to protect the educational program from exploitatione) to participate in community and professional activities, provided there is no unresolved conflict with

obligations to students.

Adopted by the Council of the Saskatchewan Teachers’ Federation

24

TIPI POLE TEACHINGS

The fifteen poles represent the following values:

1. OBEDIENCE

I must learn to listen and obey my parents, guardians, mainly the ELDERS since they have the great knowledge and wisdom of the Indian way of life.

2. RESPECT

I must live with self-respect. I must respect the world and the people around me. I must also learn to live in harmony with nature.

3. HUMILITY

I must be humble, but not to think that I am higher and more important than others. But at the same token, I am proud to be an Indian.

4. HAPPINESS

I must be happy to have my family and friends around me. Making other people happy makes me feel happy.

5. LOVE

I must love the non Indian and the Indian people. Love is something that grows and cannot be measured nor be paid for. We are taught to love one another for we are one.

6. FAITH

I must have faith in the Creator. The Creator has provided everything beautiful. I must have faith in myself, other people and be true at heart.

7. KINSHIP

Kinship to Indian people means the mother, father, brothers and sisters, grandparents and extended to other families like aunts and uncles. Kinship is a very strong element in the Indian society.

8. CLEANLINESS

I must be clean and live clean both physically and spiritually. The cleanliness of both the body and soul is regarded to the importance of good health.

9. THANKFULNESS

I must thank the Creator for my life’s day-to-day functions. I must pray in my own Indian way each morning to ask for help and each evening to give thanks to the Creator for what he has given that day.

10. SHARING

I must share my Indian values and whatever I have to my fellow Indian people. Sharing is the most important value in the Indian society.

11. STRENGTH

I must be strong and brave since our ancestors stressed the strength of character. Bravery, honesty and kindness are the important qualities for the Indian people.

12. GOOD CHILD REARING

25

I must be self determined to express and to encourage my children to have self respect and the good behavior. The children should be taught how to respect their parents, guardians and elders also to take pride of our Indian ancestry.

13. HOPE

I must indulge hope to have self confidence and trust for the best and better things of my Indian life at the present moment and in the future.

14. ULTIMATE PROTECTION

The assembled tipi hide gives the Indian families a warmth shelter to live in. The tipi elements also give the ultimate protection and guidance to the Indian people.

15. CONTROL FLAPS

The rope and/or cord that ties the poles together shows a good Indian nation for we are one. The Indian nation that is working together provides a good strong and everlasting relationship.

Developed by the Saskatchewan Indian Cultural Center, Saskatoon

26

TRUE COMMUNITY

The word community comes from two words, “common” and “unity” meaning oneness. Hence true “community” consists of people who live together in ways that recognize, nurture and sustain their “common oneness”.

M. Scott Peck wrote a book called “The Different Drum: Community Making and Peace” (1987, Simon & Shuster, New York, ISBN 0-671-60192-X) in which he outlines his findings from years of experience in helping broken communities to heal themselves. He identifies eight characteristics of “true community”. What this means is that all eight of these qualities are present when a group of people are living in a condition of common oneness or ”community”.

1. INCLUSIVITY

Everyone is included, no matter if they are angry or pleasant or scared or bored or hurt or joyous. No one is excluded from the circle. Exclusivity exists in two forms: excluding others and excluding yourself. Exclusivity destroys community.

2. COMMITMENT

In a true community people are committed to each other, committed to coexist, committed to hang in there no matter how tough it gets, committed to work things out.

3. CONSENSUS

Decisions in genuine communities are reached through a process of consultation that ends in consensus. Consensus doesn’t mean everyone thinks the same. It does mean that there is unity. It means everyone agrees to allow a certain course of action to occur. It usually implies compromise and always anticipates that there will be further dialogue. When there is consensus the door of communication is never shut.

4. TRANSCENDENCE

To “transcend” means to rise above. True community rises above (or climbs over) differences. There is a riddle in physics. What happens when an immovable object meets an irresistible force? One recent response to this riddle was posed in the spirit of true community. The answer was “both must change.”

5. REALISTIC

A true community is able to look at itself and others realistically . True community is not swayed by desperate or fanatic leaders or by “group think”. The reason for this is true community encourages the expression of individual differences. It allows all voices to be heard., all views to be considered. In any healthy community there will always be those who will question authority. This is good.A true community is also humble. It appreciates it’s own weaknesses and limitations. It sees and accepts its own brokenness. It is working on improving itself from a perspective of looking with humility into the mirror of self-contemplation and being realistic about what it sees.

6. A SAFE PLACE

In the common oneness of true community it is safe to be vulnerable. It is safe to weep and share pain. It is safe to be angry. It is safe to let your guard down. In true community, no one is attempting to heal you or fix or convert you. It is safe to be you. And because it is safe, healing happens. Growth happens. Even changes in people’s basic beliefs and approaches to life can happen. Because it is safe.

7. A CIRCLE HAS NO SIDES

In true community people have learned how to “fight gracefully”. They have learned how to listen to different points of view without rejecting one another. It is not that there is no disagreement or even conflict. There is, but people are committed to healing differences and resolving conflicts. They have learned how to do this without hurting one another, and without losing sight of their “common

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oneness”. In true community there may be leaders and groups who favor this of that point of view; but none of these are allowed to destroy the circle for the sake of winning.

8. SPIRIT

When people have entered into a state of “true community”, their lives together are animated by the spirit of peace and love. They are at peace with one another. There is kindness, love and gentleness among them. In true community traditional Native people believed that the Creator’s own spirit, the “Holy Spirit” burns like a sacred fire in the center of the circle of the people. Everyone knows it is there. People feel it, acknowledge it, respect it and honor it. When people try to keep this “spiritual” dimension out of their life altogether, communities fall apart like an old chair that someone forgot to glue together. Some may call this idea “religion”. Traditional Native people called it “reality”.

From: Four Worlds Development Project, 1988.

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OJIBWAY TRADITIONAL VALUESTEACHINGS OF THE SEVEN GRANDFATHERS

- The Seven Gifts-

VALUES AND COMPETENCY CRITERIA

The Seven Teachings that were given to the Anishnaabe Nation function as the competency criteria in personal, program and community development. This includes language, culture, human services, counselling, prevention, administration, planning, policy making, and self government. The Medicine Wheel and the Anishnaabe Teachings will facilitate the process in defining goals and objectives to meet the needs of individuals, families, communities and Nations.

Nbwaakaawin To cherish knowledge is to know WISDOM

to earn wisdom by taking time to reflect on everything we experience; to acknowledge the opportunity of every lesson learned; to learn a high degree of knowledge - the cumulative culture of the human race;

Zaagidwin To know LOVE is to know peace

to know how to get along with others and work with people to care; to have things in a state of order and harmony to show kindness and cooperation

Mnaadendiwin To honor all of the Creation is to have RESPECT

to encourage respect for the diversity of cultures which constitute society; to accept cross-cultural differences to have a strong sense of what is right; to maintain high standards of conduct

Aakde’win BRAVERY is to face the foe with integrity

to have courage and face difficult situations to acknowledge the ability to go deeper into self-awareness to be strong and achieve completeness in our personal development to maintain strength of character to have self-assurance

Gwekwaadziwin HONESTY in facing a situation is to be brave.

to give of have full worth or value; to have personal qualities in truthfulness, sincerity and fairness; to have respect for other’s and for one’s own personal integrity

Dbadendizwin HUMILITY is know yourself as a sacred part of Creation.

to be modest in our actions in the context of helping: to have sensitivity toward others; to be respectful of our client’s preferred ways of doing things.

Debwewin TRUTH is to know all of these things.

the state or character of being true in relation to being, knowledge or speech; to be real and natural and have a genuine interest in the human services; to be loyal in our human relationships; to learn and to adhere to local community and family protocol; to recognize the value of sharing.

These are the teachings that were given to the Anishnaabe Nation. Remember that the other Nations were given teachings that are slightly different from these. But in all the teachings of the different Nations there

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are commonalties. This sameness refers to the basic Truth that interweaves all natural ways of living. (Benton-Benai, 1988)

The Medicine Wheel is an ancient symbol used to express and represent the meaning of the four Sacred Directions which encompass all of the teachings of the Seven Grandfathers, so that we can live in harmony with all of the Creation.

From: Anishinaabemowin TEG INC.

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