By: Kim Thue
Grade Level(s): Grade Six Subject Areas: Math & Treaty Ed
|Overview / Essential Question: (Big Idea)
|Curriculum Outcomes: (the what)
SP6.1 Extend understanding of data analysis to include: line graphs. Graphs of discrete data. Data collection through questionnaires, experiments, databases, and electronic media. Interpolation and extrapolation.
N6.5 Demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically.
TR61 : Analyze the concepts, structures and processes which have been developed for the purpose of treaty implementation.
|Curriculum Indicators: (the how)
a. Research the various structures and processes that have been created in an effort to honour treaties.
b. Describe how the full implementation of the treaties is expected to bring positive economic implications for all people of Saskatchewan.
c. Explore the concept of sovereignty as related to First Nation peoples.
d. Explore the concept of sovereignty as related to Métis peoples.
a. Observe and describe examples of percents (whole numbered to 100) relevant to self, family, or community, represent the percent concretely or pictorially (possibly physically), and explain what the percent tells about the context in which it is being used.
b. Solve situational questions, and provide justification for possible decisions, using whole-numbered percents to 100.
c. Describe patterns seen in a given line graph or a graph of discrete data points, and describe a situation that the graph might represent.
d. Construct a graph (line graph or a graph of discrete data points) to represent data given in a table for a particular situation.
e. Interpret (through interpolation and extrapolation) the line graph or graphs of discrete data points for a situation to make decisions or solve problems.
|Set: (hook; “engage”)
Big Question: Are Treaties being fulfilled? Are promises being kept?
Question: What is the value today of the monetary promises made during the signings of the Treaties compared to 1874?
|Development: (content to learn; possibly one of “explore, explain, elaborate”)
Need to study, discuss and analyze First Nations Treaties. In particular, the 1874 Treaty Four document. What promises were made between “Her Majesty The Queen and The Cree and Saulteaux Tribes”? What were the monetary promises that were made during the signings? Look into what those promises meant. Discuss how money value changes over time and the reasons for that. Discuss what inflation rate is. Discuss how percentage works in looking at inflation rate over time.
|Closure: (summary activity; “evaluate” or assessment for/of learning)
Use an inflation calculator to generate values of what money was promised in Treaty 4 signing (students will be beginning to understand percentages, so a tool to give percentage calculations is encouraged and okay).What is the $5 that every “man, woman, child in the band” receives be worth now? What has it been worth throughout time, since the Treaty was signed? Use a line graph to follow the increase and see/analyze the trend over the years.
Also can compare what agriculture tools, cattle, grain and carpenters tools are worth now.
Circle discussion after graph has been made and analyzed.
Are Treaties being honoured? Are promises being kept? Each person still getting $5. Is that is good faith, considering what $5 is worth now? Was is understood what the payment was for? Ownership of land or to share the land?
What is the importance of Oral history? (Inflation calculator only goes back to 1914). Oral history that has been handed down can discuss what value of money and tools was prior to 1914.
Treaty 4 Document –
Treaty Education Outcomes and Indicators – https://www.edonline.sk.ca/bbcswebdav/library/materials/english/docs/Treaty%20Education%20Outcomes%20%26%20Indicators%20-%20Feb%2021%202013.pdf
Grade 6 Math Curriculum – https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Mathematics/Mathematics_6_2009.pdf
Canadian Inflation Calculator –