USC1.3

Indicator:

USC1.3 a. Use common and respectful language to talk about feelings (e.g., happy, angry, scared), actions (e.g., smiling, crying, crossing arms), and relationships (e.g., friendships, cooperation, communication).

First Nations, Métis & Inuit Education Integration Resources:

• Read The Big Storm by Darrell w. Pelletier (from the Gabriel Dumont Institute (A boy is scared of storm, uses sweet grass to show respect to mother nature).
• After reading the story brainstorm a list of feelings.  Role play actions to go with the feelings- i.e.- if one of the feelings listed is anger- role play a solution for that anger- i.e. a talking circle.
• Ask an elder to speak to the class about the use of sweet grass.  Have a class smudge.

Indicator:

USC1.3 b. Illustrate what particular feelings sound like, feel like, and look like.

Indicator:

USC1.3 c. Recognize that individuals make choices about how to express feelings (e.g., anger - raise voice level and/or take time out, happiness - smile and/or hug).

First Nations, Métis & Inuit Education Integration Resources:

• Read Jingle Dancer by Cynthia Leitich Smith.  Talk about Jenna's choices.  She wanted to be a Jingle Dancer.  She could have taken many jingles from one person, instead she made a choice to express her feelings by being polite and kind.

Indicator:

USC1.3 d. Observe and communicate observations about how the school staff and students treat each other (e.g., help each other, respect personal space).

First Nations, Métis & Inuit Education Integration Resources:

• Apply the medicine wheel to this idea.  Draw a large medicine wheel on the white or smart board.  Have students brainstorm ways school staff and students treat each other, put these ideas into the medicine wheel to study how balanced the school is.

Indicator:

USC1.3 e. Recognize that people have numerous kinds of relationships (e.g., family, friends, trusted adults, neighbours, teammates).

First Nations, Métis & Inuit Education Integration Resources:

• Read Nohkum, by Leah Winterstanding. 
• Have the students make their own book about someone they have a relationship with.

Indicator:

USC1.3 f. Illustrate what being a good friend looks like, sounds like, and feels like (e.g., sharing, caring, cooperating, listening, supporting).

First Nations, Métis & Inuit Education Integration Resources:

• See http://dsp-psd.pwgsc.gc.ca/Collection/R32-195-2000-2E.pdf.  This document has a unit about Sharing.  This unit uses a First Nations perspective to talk about the importance of sharing- with others and with the earth.  It also includes a First Nations story and lesson ideas.

Indicator:

USC1.3 g. Identify healthy ways to respond to someone who is not yet a friend.

First Nations, Métis & Inuit Education Integration Resources:

• Read 'Alfred's First Day at School' by Darrell W. Pelletier.  This book is available from the Gabriel Dumont Institute, Saskatoon SK.  www.gdins.org.  The book is about a boy's feelings of anxiety on his first day of school.  After reading the book role play ways to be welcoming to a new or unknown student.

Indicator:

USC1.3 h. Identify and discuss helpful/hurtful words and behaviors in relationships (e.g., not/saying thank you, not/taking turns).

First Nations, Métis & Inuit Education Integration Resources:

• Read 'The Talking Circle' (p.31) from 'The Sharing Circle: Stories about First Nations Culture, Nimibus Publishing 2003 (available at McNally Robinson).
• Have a class talking circle.

Indicator:

USC1.3 i. Represent a basic understanding of own "needs" and those of others (e.g., right to privacy).

Indicator:

USC1.3 j. Recognize and role play healthy ways to express feelings (e.g., using "I" messages, naming the feeling, illustrations, dance, movement).

First Nations, Métis & Inuit Education Integration Resources:

• Explore dancing as a reflection of spirituality.  Read Pimatisiwin: The Celebration of Life, Powwow Dance.  Book is available from Greater Saskatoon Catholic Schools.   The book summarizes different dancers and their roles.  It also contains coloring pages.
• Color a picture from the book, or have the children draw their own picture of a dancer.

Indicator:

USC1.3 k. Investigate the relationship skills that make the classroom a healthy place for learning (e.g., cooperation, participation, paying attention, sharing).

First Nations, Métis & Inuit Education Integration Resources:

• Use a talking circle as a way to teach respect.   Talk about classroom rules using a talking circle- everyone will get a chance to speak.
• Refer to classroom poster sets- Be In Control, Healthy Habits, Healthy Habits 2, Healthy nations poster set, Healthy Living for Children, Healthy Living Poster Bulletin, Hygiene Posters, Hygiene Posters 2, Steps to Good Hygiene, Tooth care Poster Set, Get Fit Poster Set.  Posters can be purchased through Native Reflections (www.nativereflections.com).

Indicator:

USC1.3 l. Investigate how people communicate in ways other than speaking (e.g., gestures, facial expressions, drawings, written words).

First Nations, Métis & Inuit Education Integration Resources:

• Brainstorm different ways people communicate (phone, email, sign language, whistle when outside, pointing, pictures, etc.)
• Print out these First Nations Pictograph Symbols- http://www.inquiry.net/images/uisl076.gif.  Enlarge individual symbols and have students guess what they mean. 
• Depending on students writing levels students could:

a.) Cut out pictograph picture cards and have  students put together a small story or sentence.

b.) Have students draw their own symbols and write a word to go with it.

Indicator:

USC1.3 m. Examine how own behaviors may "influence" how others think and feel, but recognize that one "owns" personal thoughts and feelings.