Catholic Studies 9

Catholic Studies 9 homepage Curriculum Outcomes & Indicators Resources

Appendix A: First Nations and Métis Worldviews and the Five Components

In Saskatchewan, there are multiple First Nations language groups and a Métis nation, each having a distinct cultural identity with its own spiritual beliefs, ceremonies, practices and traditions. The traditional Métis language is Michif. Saskatchewan First Nations identify themselves as Nihithawak (Woodland Cree), Nehinawak (Swampy Cree), Nehiyawak (Plains Cree), Nakawewiniwak (sometimes referred to as Saulteaux, or Plains Ojibwa or Anishnaabe), Denesutiné (also referred to as Chipewyan), Océti Sakówin (sometimes referred to as Sioux, Assiniboine or Stony). The Dakota, Nakota and Lakota are all part of the Océti Sakówin.

It is important to recognize that cultural and individual beliefs and practices often evolve or change over time. Many contemporary First Nations peoples maintain strong traditional worldviews, or have assumed Christian or other spiritual and religious beliefs, or embraced a combination of beliefs and practices.

The following chart lists examples of big ideas for inquiry based on First Nations and Métis content, perspectives and ways of knowing. When students are engaged in inquiry learning, their work often crosses disciplines. These and similar ideas may also be addressed in other areas of study such as social sciences, language arts and arts education, however, this curriculum uses the lenses of the components of Catholic studies: Scripture and Tradition, Relationships, Dignity and Dialogue.

Scripture and Tradition
Creation stories Traditional spiritual beliefs, ceremonies, practices and protocols Oral traditions Life after death Prayer Artistic expressions Smudging Sweats Maintaining and building community Belief in a Creator	Suffering and death Medicine wheel The role of the arts (e.g., drumming, singing, dancing) The power of images Catholic churches that are infusing First Nations traditions/culture Wisdom, truth and freedom Residential schools and cultural, linguistic and spiritual loss	Elders’ teachings Respect for the land and environmental stewardship Conscience formation Influence of family and culture The value of life Diversity of beliefs Respect Life decisions influenced by spiritual and ritual traditions Evolving traditions
Sample Inquiry Questions: What role does prayer, ritual and ceremonies play in traditional First Nations and Métis communities? What are the benefits for individuals and communities? How do traditional beliefs about the creator, afterlife and spiritual beings compare to Catholic beliefs? What role do Elders and oral traditions play in developing knowledge and sharing wisdom? In what ways can the medicine wheel, the arts and community gatherings help to promote student wellness and expression?

Relationship
Treaty relationships Anti-racism/building cultural competencies Economic relationships Supports for those suffering Truth and Reconciliation and Calls to Action Private, communal and government ownership of resources Cultural and personal identity Community action	Life decisions influenced by spiritual and ritual traditions Abuse (e.g., clergy, family, friends) Catholic churches that are infusing First Nations traditions/culture Wisdom, truth and freedom Respect for the land and environmental stewardship Elders’ teachings Mutually beneficial relationships	Empathy and compassion Protocols Conscience formation The value of life Influence of family and culture Spirituality and religion Relational healing Evolving relationships Gender and sexual diversity (two-spirit perspectives) Interfaith dialogue Diversity of beliefs Peace and unity
Sample Inquiry Questions: What is meant by “We are all Treaty People”? What can students do to help build positive relationships and promote inclusion? What can we learn from the use and abuse of power and its effects past, present and future?

Dignity
Colonization and de-colonization Assimilation policies Truth and Reconciliation and Calls to Action Marginalization Poverty Social teachings and programs Justice issues Residential schools Recognizing gifts Social and environmental sustainability	Labour issues Private, communal and government ownership of resources Leaders and role models Personal and cultural identity Overcoming interfaith challenges The value of life Healing Elders’ teachings Protocols	A life of service Abuse (e.g., clergy, family, friends) Catholic churches that are infusing First Nations traditions/culture Influence of family and culture Diversity of beliefs Peace and unity Medicine wheel The Sixties Scoop Resiliency Reclaiming cultures, languages and identities
Sample Inquiry Questions: What can be learned about, and from, the Truth and Reconciliation process? How can students respond to the Calls to Action? What are causes and effects of poverty and injustice for First Nations and Métis people in Saskatchewan? How can students recognize, develop and use their gifts from the Creator? What can be learned from First Nations and Métis leaders and role models about the importance of identity and dignity?

Dialogue
Interfaith dialogue First Nations and Métis artistic expressions Marginalization Economic relationships Social action Private, communal and government ownership of resources Spirituality and religion Elders’ teachings Community action	Personal and cultural identity Overcoming interfaith challenges A life of service Residential school legacies Abuse (e.g., clergy, family, friends) Life decisions influenced by spiritual and ritual traditions Wisdom, truth and freedom Healing and growing through dialogue	Catholic churches that are infusing First Nations traditions/culture Respect for the land and environmental stewardship Influence of family and culture Evolving relationships through dialogue Diversity of beliefs Peace and unity Truth and Reconciliation and Calls to Action Protocols
Sample Inquiry Questions: How can Elders, teachers and students develop and promote understanding and work together for social action surrounding issues such as residential school experiences, clergy abuse, disproportionate incarceration rates of First Nations and Métis people, and missing and murdered women and men? Why is respect for the land and issues of ownership or sharing of natural, economic and social resources of importance in Saskatchewan? What can students do to foster cultural and interfaith dialogue and healing? What is the purpose and value of an apology?

"I humbly ask forgiveness, not only for the offences of the church herself, but also for crimes committed against the native peoples during the so-called conquest of America." "I also want for us to remember the thousands and thousands of priests who strongly opposed the logic of the sword with the power of the cross. But where there was sin, and there was plenty of sin, there was also an abundant grace increased by the men who defended indigenous peoples." "Let us say no to forms of colonialism old and new. Let us say yes to the encounter between peoples and cultures. Blessed are the peacemakers." Pope Francis, July 9, 2015.

"Pope Francis has shown real moral leadership with his apology and plea for forgiveness," Assembly of First Nations (AFN) National Chief Perry Bellegarde. July 11, 2015.