4 Seasons of Reconciliation (3-hr eLearning)
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| Product type | Course | Course | Course | Course |
| Subject / Course (SK) | Social Studies 9 / Science 9 / Health Education 9 | Social Studies 10 / English Language Arts 10 / PAA 10 | Native Studies 20 / Environmental Science 20 | Native Studies 30 / English Language Arts 30 / Law 30 |
| Specific Saskatchewan Curriculum Outcomes (Outcome-Level) | DR9.1; PA9.1; IN9.2; EC9.1; EC9.2; USC9.5 | DR10.1; PA10.2; IN10.1; CR10.2; CC10.1 | NS20.1; NS20.3; ES20.2; ES20.3 | NS30.1; NS30.3; NS30.4; CR30.1; CC30.2; LW30 |
| Outcome (curricular wording) / focus | Analyze treaty relationships and Indigenous land relationships; investigate historical events from Indigenous perspectives; assess human impacts on ecosystems; analyze factors influencing well-being including historical trauma and resilience. | Assess historical impacts of Canadian policies on Indigenous peoples; examine the Indian Act and residential schools; analyze multiple perspectives on Canadian history; critically respond to Indigenous texts and lived experiences. | Examine First Nations and Métis worldviews, treaties, governance and self-determination; assess environmental issues affecting Saskatchewan and propose sustainable solutions. | Analyze Indigenous–state relations; evaluate reconciliation and UNDRIP; examine economic self-determination; critically evaluate texts on colonialism and reconciliation; examine Indigenous rights, treaties and constitutional law. |
| Theme tags | Treaties; Land stewardship; Colonization; Climate; Indigenous knowledge; Well-being | Residential Schools; Indian Act; Reconciliation; Truth; Identity; Economic reconciliation | Indigenous sovereignty; Governance; Treaties; Climate justice; Environmental stewardship | Reconciliation; UNDRIP; Sovereignty; Treaty rights; Economic reconciliation; Critical literacy |
| Suggested learning use (how the product fits) | Use products to introduce treaty education, Indigenous land relationships, and foundational reconciliation learning in Grade 9. Broad foundation course responding to TRC Calls to Action; best for deep unit launches or board-wide learning. | Use products to deepen historical understanding of colonization, residential schools, policy, and early economic reconciliation themes. Broad foundation course responding to TRC Calls to Action; best for deep unit launches or board-wide learning. | Use products to connect sovereignty, treaties, self-determination, and environmental justice through Native Studies and Environmental Science. Broad foundation course responding to TRC Calls to Action; best for deep unit launches or board-wide learning. | Use products to support advanced analysis of rights, law, policy, UNDRIP, and reconciliation in action. Broad foundation course responding to TRC Calls to Action; best for deep unit launches or board-wide learning. |
| Observable indicators / assessment ideas | Treaty mapping; ecosystem inquiry; reflective writing; wellness plan; perspective comparison | Document analysis; inquiry essay; seminar discussion; critical response; project-based task | Governance comparison; worldview analysis; stewardship proposal; climate research | Policy brief; analytical essay; capstone inquiry; legal case analysis; civic response |
| TRC Calls to Action (Aligned) | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 |
| UNDRIP Articles (Aligned) | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 |
| Saskatchewan Localization (Treaty / Territory / Place-Based Connections) | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. |
| Suggested Classroom Use / Assessment | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. |
4 Seasons of Reconciliation (1.5-hr eLearning)
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| Product type | Course | Course | Course | Course |
| Subject / Course (SK) | Social Studies 9 / Science 9 / Health Education 9 | Social Studies 10 / English Language Arts 10 / PAA 10 | Native Studies 20 / Environmental Science 20 | Native Studies 30 / English Language Arts 30 / Law 30 |
| Specific Saskatchewan Curriculum Outcomes (Outcome-Level) | DR9.1; PA9.1; IN9.2; EC9.1; EC9.2; USC9.5 | DR10.1; PA10.2; IN10.1; CR10.2; CC10.1 | NS20.1; NS20.3; ES20.2; ES20.3 | NS30.1; NS30.3; NS30.4; CR30.1; CC30.2; LW30 |
| Outcome (curricular wording) / focus | Analyze treaty relationships and Indigenous land relationships; investigate historical events from Indigenous perspectives; assess human impacts on ecosystems; analyze factors influencing well-being including historical trauma and resilience. | Assess historical impacts of Canadian policies on Indigenous peoples; examine the Indian Act and residential schools; analyze multiple perspectives on Canadian history; critically respond to Indigenous texts and lived experiences. | Examine First Nations and Métis worldviews, treaties, governance and self-determination; assess environmental issues affecting Saskatchewan and propose sustainable solutions. | Analyze Indigenous–state relations; evaluate reconciliation and UNDRIP; examine economic self-determination; critically evaluate texts on colonialism and reconciliation; examine Indigenous rights, treaties and constitutional law. |
| Theme tags | Treaties; Land stewardship; Colonization; Climate; Indigenous knowledge; Well-being | Residential Schools; Indian Act; Reconciliation; Truth; Identity; Economic reconciliation | Indigenous sovereignty; Governance; Treaties; Climate justice; Environmental stewardship | Reconciliation; UNDRIP; Sovereignty; Treaty rights; Economic reconciliation; Critical literacy |
| Suggested learning use (how the product fits) | Use products to introduce treaty education, Indigenous land relationships, and foundational reconciliation learning in Grade 9. Condensed foundational course suitable for shorter class blocks, leadership groups, or staff learning. | Use products to deepen historical understanding of colonization, residential schools, policy, and early economic reconciliation themes. Condensed foundational course suitable for shorter class blocks, leadership groups, or staff learning. | Use products to connect sovereignty, treaties, self-determination, and environmental justice through Native Studies and Environmental Science. Condensed foundational course suitable for shorter class blocks, leadership groups, or staff learning. | Use products to support advanced analysis of rights, law, policy, UNDRIP, and reconciliation in action. Condensed foundational course suitable for shorter class blocks, leadership groups, or staff learning. |
| Observable indicators / assessment ideas | Treaty mapping; ecosystem inquiry; reflective writing; wellness plan; perspective comparison | Document analysis; inquiry essay; seminar discussion; critical response; project-based task | Governance comparison; worldview analysis; stewardship proposal; climate research | Policy brief; analytical essay; capstone inquiry; legal case analysis; civic response |
| TRC Calls to Action (Aligned) | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 |
| UNDRIP Articles (Aligned) | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 |
| Saskatchewan Localization (Treaty / Territory / Place-Based Connections) | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. |
| Suggested Classroom Use / Assessment | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. |
Foundations of Truth & Reconciliation Microlearning Series
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| Product type | Microlearning | Microlearning | Microlearning | Microlearning |
| Subject / Course (SK) | Social Studies 9 / Science 9 / Health Education 9 | Social Studies 10 / English Language Arts 10 / PAA 10 | Native Studies 20 / Environmental Science 20 | Native Studies 30 / English Language Arts 30 / Law 30 |
| Specific Saskatchewan Curriculum Outcomes (Outcome-Level) | DR9.1; PA9.1; IN9.2; EC9.1; EC9.2; USC9.5 | DR10.1; PA10.2; IN10.1; CR10.2; CC10.1 | NS20.1; NS20.3; ES20.2; ES20.3 | NS30.1; NS30.3; NS30.4; CR30.1; CC30.2; LW30 |
| Outcome (curricular wording) / focus | Analyze treaty relationships and Indigenous land relationships; investigate historical events from Indigenous perspectives; assess human impacts on ecosystems; analyze factors influencing well-being including historical trauma and resilience. | Assess historical impacts of Canadian policies on Indigenous peoples; examine the Indian Act and residential schools; analyze multiple perspectives on Canadian history; critically respond to Indigenous texts and lived experiences. | Examine First Nations and Métis worldviews, treaties, governance and self-determination; assess environmental issues affecting Saskatchewan and propose sustainable solutions. | Analyze Indigenous–state relations; evaluate reconciliation and UNDRIP; examine economic self-determination; critically evaluate texts on colonialism and reconciliation; examine Indigenous rights, treaties and constitutional law. |
| Theme tags | Treaties; Land stewardship; Colonization; Climate; Indigenous knowledge; Well-being | Residential Schools; Indian Act; Reconciliation; Truth; Identity; Economic reconciliation | Indigenous sovereignty; Governance; Treaties; Climate justice; Environmental stewardship | Reconciliation; UNDRIP; Sovereignty; Treaty rights; Economic reconciliation; Critical literacy |
| Suggested learning use (how the product fits) | Use products to introduce treaty education, Indigenous land relationships, and foundational reconciliation learning in Grade 9. Short modular learning for targeted topics such as treaties, terminology, identity, and residential schools. | Use products to deepen historical understanding of colonization, residential schools, policy, and early economic reconciliation themes. Short modular learning for targeted topics such as treaties, terminology, identity, and residential schools. | Use products to connect sovereignty, treaties, self-determination, and environmental justice through Native Studies and Environmental Science. Short modular learning for targeted topics such as treaties, terminology, identity, and residential schools. | Use products to support advanced analysis of rights, law, policy, UNDRIP, and reconciliation in action. Short modular learning for targeted topics such as treaties, terminology, identity, and residential schools. |
| Observable indicators / assessment ideas | Treaty mapping; ecosystem inquiry; reflective writing; wellness plan; perspective comparison | Document analysis; inquiry essay; seminar discussion; critical response; project-based task | Governance comparison; worldview analysis; stewardship proposal; climate research | Policy brief; analytical essay; capstone inquiry; legal case analysis; civic response |
| TRC Calls to Action (Aligned) | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 |
| UNDRIP Articles (Aligned) | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 |
| Saskatchewan Localization (Treaty / Territory / Place-Based Connections) | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. |
| Suggested Classroom Use / Assessment | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. |
Truth and Reconciliation Packs (7-module set)
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| Product type | Pack | Pack | Pack | Pack |
| Subject / Course (SK) | Social Studies 9 / Science 9 / Health Education 9 | Social Studies 10 / English Language Arts 10 / PAA 10 | Native Studies 20 / Environmental Science 20 | Native Studies 30 / English Language Arts 30 / Law 30 |
| Specific Saskatchewan Curriculum Outcomes (Outcome-Level) | DR9.1; PA9.1; IN9.2; EC9.1; EC9.2; USC9.5 | DR10.1; PA10.2; IN10.1; CR10.2; CC10.1 | NS20.1; NS20.3; ES20.2; ES20.3 | NS30.1; NS30.3; NS30.4; CR30.1; CC30.2; LW30 |
| Outcome (curricular wording) / focus | Analyze treaty relationships and Indigenous land relationships; investigate historical events from Indigenous perspectives; assess human impacts on ecosystems; analyze factors influencing well-being including historical trauma and resilience. | Assess historical impacts of Canadian policies on Indigenous peoples; examine the Indian Act and residential schools; analyze multiple perspectives on Canadian history; critically respond to Indigenous texts and lived experiences. | Examine First Nations and Métis worldviews, treaties, governance and self-determination; assess environmental issues affecting Saskatchewan and propose sustainable solutions. | Analyze Indigenous–state relations; evaluate reconciliation and UNDRIP; examine economic self-determination; critically evaluate texts on colonialism and reconciliation; examine Indigenous rights, treaties and constitutional law. |
| Theme tags | Treaties; Land stewardship; Colonization; Climate; Indigenous knowledge; Well-being | Residential Schools; Indian Act; Reconciliation; Truth; Identity; Economic reconciliation | Indigenous sovereignty; Governance; Treaties; Climate justice; Environmental stewardship | Reconciliation; UNDRIP; Sovereignty; Treaty rights; Economic reconciliation; Critical literacy |
| Suggested learning use (how the product fits) | Use products to introduce treaty education, Indigenous land relationships, and foundational reconciliation learning in Grade 9. Theme-based mini-course pack; ideal for differentiated learning pathways and repeated use across subjects. | Use products to deepen historical understanding of colonization, residential schools, policy, and early economic reconciliation themes. Theme-based mini-course pack; ideal for differentiated learning pathways and repeated use across subjects. | Use products to connect sovereignty, treaties, self-determination, and environmental justice through Native Studies and Environmental Science. Theme-based mini-course pack; ideal for differentiated learning pathways and repeated use across subjects. | Use products to support advanced analysis of rights, law, policy, UNDRIP, and reconciliation in action. Theme-based mini-course pack; ideal for differentiated learning pathways and repeated use across subjects. |
| Observable indicators / assessment ideas | Treaty mapping; ecosystem inquiry; reflective writing; wellness plan; perspective comparison | Document analysis; inquiry essay; seminar discussion; critical response; project-based task | Governance comparison; worldview analysis; stewardship proposal; climate research | Policy brief; analytical essay; capstone inquiry; legal case analysis; civic response |
| TRC Calls to Action (Aligned) | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 | Calls 62–65, 71–76, 80, 92 |
| UNDRIP Articles (Aligned) | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 | Articles 7, 8, 11–15, 18, 20, 25, 29, 32 |
| Saskatchewan Localization (Treaty / Territory / Place-Based Connections) | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. |
| Suggested Classroom Use / Assessment | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. |
Reconciliation Documentary Film Packs
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| Product type | Films | Films | Films | Films |
| Subject / Course (SK) | Social Studies 9 / Science 9 / Health Education 9 | Social Studies 10 / English Language Arts 10 / PAA 10 | Native Studies 20 / Environmental Science 20 | Native Studies 30 / English Language Arts 30 / Law 30 |
| Specific Saskatchewan Curriculum Outcomes (Outcome-Level) | DR9.1; PA9.1; IN9.2; EC9.1; EC9.2; USC9.5 | DR10.1; PA10.2; IN10.1; CR10.2; CC10.1 | NS20.1; NS20.3; ES20.2; ES20.3 | NS30.1; NS30.3; NS30.4; CR30.1; CC30.2; LW30 |
| Outcome (curricular wording) / focus | Analyze treaty relationships and Indigenous land relationships; investigate historical events from Indigenous perspectives; assess human impacts on ecosystems; analyze factors influencing well-being including historical trauma and resilience. | Assess historical impacts of Canadian policies on Indigenous peoples; examine the Indian Act and residential schools; analyze multiple perspectives on Canadian history; critically respond to Indigenous texts and lived experiences. | Examine First Nations and Métis worldviews, treaties, governance and self-determination; assess environmental issues affecting Saskatchewan and propose sustainable solutions. | Analyze Indigenous–state relations; evaluate reconciliation and UNDRIP; examine economic self-determination; critically evaluate texts on colonialism and reconciliation; examine Indigenous rights, treaties and constitutional law. |
| Theme tags | Treaties; Land stewardship; Colonization; Climate; Indigenous knowledge; Well-being | Residential Schools; Indian Act; Reconciliation; Truth; Identity; Economic reconciliation | Indigenous sovereignty; Governance; Treaties; Climate justice; Environmental stewardship | Reconciliation; UNDRIP; Sovereignty; Treaty rights; Economic reconciliation; Critical literacy |
| Suggested learning use (how the product fits) | Use products to introduce treaty education, Indigenous land relationships, and foundational reconciliation learning in Grade 9. Film-based learning with quizzes/activities; strong fit for ELA, Social Studies, Native Studies, and Environmental Science. | Use products to deepen historical understanding of colonization, residential schools, policy, and early economic reconciliation themes. Film-based learning with quizzes/activities; strong fit for ELA, Social Studies, Native Studies, and Environmental Science. | Use products to connect sovereignty, treaties, self-determination, and environmental justice through Native Studies and Environmental Science. Film-based learning with quizzes/activities; strong fit for ELA, Social Studies, Native Studies, and Environmental Science. | Use products to support advanced analysis of rights, law, policy, UNDRIP, and reconciliation in action. Film-based learning with quizzes/activities; strong fit for ELA, Social Studies, Native Studies, and Environmental Science. |
| Observable indicators / assessment ideas | Treaty mapping; ecosystem inquiry; reflective writing; wellness plan; perspective comparison | Document analysis; inquiry essay; seminar discussion; critical response; project-based task | Governance comparison; worldview analysis; stewardship proposal; climate research | Policy brief; analytical essay; capstone inquiry; legal case analysis; civic response |
| TRC Calls to Action (Aligned) | Calls 62–65, 67, 71–76, 80, 92 | Calls 62–65, 67, 71–76, 80, 92 | Calls 62–65, 67, 71–76, 80, 92 | Calls 62–65, 67, 71–76, 80, 92 |
| UNDRIP Articles (Aligned) | Articles 7, 8, 11–15, 18, 25, 29, 32 | Articles 7, 8, 11–15, 18, 25, 29, 32 | Articles 7, 8, 11–15, 18, 25, 29, 32 | Articles 7, 8, 11–15, 18, 25, 29, 32 |
| Saskatchewan Localization (Treaty / Territory / Place-Based Connections) | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. |
| Suggested Classroom Use / Assessment | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. |
September 30th (Orange Shirt Day & NTRD) Microlearning
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| Product type | Microlearning | Microlearning | Microlearning | Microlearning |
| Subject / Course (SK) | Social Studies 9 / Science 9 / Health Education 9 | Social Studies 10 / English Language Arts 10 / PAA 10 | Native Studies 20 / Environmental Science 20 | Native Studies 30 / English Language Arts 30 / Law 30 |
| Specific Saskatchewan Curriculum Outcomes (Outcome-Level) | DR9.1; PA9.1; IN9.2; EC9.1; EC9.2; USC9.5 | DR10.1; PA10.2; IN10.1; CR10.2; CC10.1 | NS20.1; NS20.3; ES20.2; ES20.3 | NS30.1; NS30.3; NS30.4; CR30.1; CC30.2; LW30 |
| Outcome (curricular wording) / focus | Analyze treaty relationships and Indigenous land relationships; investigate historical events from Indigenous perspectives; assess human impacts on ecosystems; analyze factors influencing well-being including historical trauma and resilience. | Assess historical impacts of Canadian policies on Indigenous peoples; examine the Indian Act and residential schools; analyze multiple perspectives on Canadian history; critically respond to Indigenous texts and lived experiences. | Examine First Nations and Métis worldviews, treaties, governance and self-determination; assess environmental issues affecting Saskatchewan and propose sustainable solutions. | Analyze Indigenous–state relations; evaluate reconciliation and UNDRIP; examine economic self-determination; critically evaluate texts on colonialism and reconciliation; examine Indigenous rights, treaties and constitutional law. |
| Theme tags | Treaties; Land stewardship; Colonization; Climate; Indigenous knowledge; Well-being | Residential Schools; Indian Act; Reconciliation; Truth; Identity; Economic reconciliation | Indigenous sovereignty; Governance; Treaties; Climate justice; Environmental stewardship | Reconciliation; UNDRIP; Sovereignty; Treaty rights; Economic reconciliation; Critical literacy |
| Suggested learning use (how the product fits) | Use products to introduce treaty education, Indigenous land relationships, and foundational reconciliation learning in Grade 9. Focused on Sept 30 origins, residential schools, truth-telling, and respectful commemoration. | Use products to deepen historical understanding of colonization, residential schools, policy, and early economic reconciliation themes. Focused on Sept 30 origins, residential schools, truth-telling, and respectful commemoration. | Use products to connect sovereignty, treaties, self-determination, and environmental justice through Native Studies and Environmental Science. Focused on Sept 30 origins, residential schools, truth-telling, and respectful commemoration. | Use products to support advanced analysis of rights, law, policy, UNDRIP, and reconciliation in action. Focused on Sept 30 origins, residential schools, truth-telling, and respectful commemoration. |
| Observable indicators / assessment ideas | Treaty mapping; ecosystem inquiry; reflective writing; wellness plan; perspective comparison | Document analysis; inquiry essay; seminar discussion; critical response; project-based task | Governance comparison; worldview analysis; stewardship proposal; climate research | Policy brief; analytical essay; capstone inquiry; legal case analysis; civic response |
| TRC Calls to Action (Aligned) | Calls 62–65, 71–76, 80 | Calls 62–65, 71–76, 80 | Calls 62–65, 71–76, 80 | Calls 62–65, 71–76, 80 |
| UNDRIP Articles (Aligned) | Articles 7, 8, 13–15, 18, 22 | Articles 7, 8, 13–15, 18, 22 | Articles 7, 8, 13–15, 18, 22 | Articles 7, 8, 13–15, 18, 22 |
| Saskatchewan Localization (Treaty / Territory / Place-Based Connections) | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. |
| Suggested Classroom Use / Assessment | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. |
National Indigenous Peoples Day Microlearning
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| Product type | Microlearning | Microlearning | Microlearning | Microlearning |
| Subject / Course (SK) | Social Studies 9 / Science 9 / Health Education 9 | Social Studies 10 / English Language Arts 10 / PAA 10 | Native Studies 20 / Environmental Science 20 | Native Studies 30 / English Language Arts 30 / Law 30 |
| Specific Saskatchewan Curriculum Outcomes (Outcome-Level) | DR9.1; PA9.1; IN9.2; EC9.1; EC9.2; USC9.5 | DR10.1; PA10.2; IN10.1; CR10.2; CC10.1 | NS20.1; NS20.3; ES20.2; ES20.3 | NS30.1; NS30.3; NS30.4; CR30.1; CC30.2; LW30 |
| Outcome (curricular wording) / focus | Analyze treaty relationships and Indigenous land relationships; investigate historical events from Indigenous perspectives; assess human impacts on ecosystems; analyze factors influencing well-being including historical trauma and resilience. | Assess historical impacts of Canadian policies on Indigenous peoples; examine the Indian Act and residential schools; analyze multiple perspectives on Canadian history; critically respond to Indigenous texts and lived experiences. | Examine First Nations and Métis worldviews, treaties, governance and self-determination; assess environmental issues affecting Saskatchewan and propose sustainable solutions. | Analyze Indigenous–state relations; evaluate reconciliation and UNDRIP; examine economic self-determination; critically evaluate texts on colonialism and reconciliation; examine Indigenous rights, treaties and constitutional law. |
| Theme tags | Treaties; Land stewardship; Colonization; Climate; Indigenous knowledge; Well-being | Residential Schools; Indian Act; Reconciliation; Truth; Identity; Economic reconciliation | Indigenous sovereignty; Governance; Treaties; Climate justice; Environmental stewardship | Reconciliation; UNDRIP; Sovereignty; Treaty rights; Economic reconciliation; Critical literacy |
| Suggested learning use (how the product fits) | Use products to introduce treaty education, Indigenous land relationships, and foundational reconciliation learning in Grade 9. Celebration-focused learning about June 21, Indigenous histories, cultures, and contributions. | Use products to deepen historical understanding of colonization, residential schools, policy, and early economic reconciliation themes. Celebration-focused learning about June 21, Indigenous histories, cultures, and contributions. | Use products to connect sovereignty, treaties, self-determination, and environmental justice through Native Studies and Environmental Science. Celebration-focused learning about June 21, Indigenous histories, cultures, and contributions. | Use products to support advanced analysis of rights, law, policy, UNDRIP, and reconciliation in action. Celebration-focused learning about June 21, Indigenous histories, cultures, and contributions. |
| Observable indicators / assessment ideas | Treaty mapping; ecosystem inquiry; reflective writing; wellness plan; perspective comparison | Document analysis; inquiry essay; seminar discussion; critical response; project-based task | Governance comparison; worldview analysis; stewardship proposal; climate research | Policy brief; analytical essay; capstone inquiry; legal case analysis; civic response |
| TRC Calls to Action (Aligned) | Calls 62–65 | Calls 62–65 | Calls 62–65 | Calls 62–65 |
| UNDRIP Articles (Aligned) | Articles 11, 13–15, 18 | Articles 11, 13–15, 18 | Articles 11, 13–15, 18 | Articles 11, 13–15, 18 |
| Saskatchewan Localization (Treaty / Territory / Place-Based Connections) | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. | Localize to Saskatchewan treaty and homeland contexts, including Treaties 4, 5, 6, 8, and 10 and the homeland of the Métis Nation–Saskatchewan. Incorporate local First Nations and Métis communities, Elders, Knowledge Keepers, land-based learning, and regional prairie, forest, northern, and watershed contexts. |
| Suggested Classroom Use / Assessment | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. | Inquiry-based learning; reflection journals; source/media analysis; discussion/seminar; project-based assessment; community or land-based learning where appropriate. |