USC3.4

Indicator:

USC3.4 a. Develop common and respectful language often used to talk about families (e.g., kinship, parents, caregivers, siblings).

First Nations, Métis & Inuit Education Integration Resources:

• My Family by Penny Condon ISBN: 0-920915-61-2

Indicator:

USC3.4 b. Investigate various definitions of "home" (e.g., a place where one lives with other family members).

First Nations, Métis & Inuit Education Integration Resources:

• Introduce reserves and different communities.  How is a reserve different than living in your community?   Why do people live on a reserve?

Indicator:

USC3.4 c. Observe and reflect on the kinds of communication in the home and its impact on the health of the family and/or the home.

First Nations, Métis & Inuit Education Integration Resources:

• Discuss tipi teachings and how First Nations groups used the tipi to teach their children.  Each pole represents something.
• See the SICC.
• Ask Delvin Kanewiyakiho to speak.

Indicator:

USC3.4 c. Become aware of the diversity in families (e.g., two-parent, single-parent, foster, extended, same-sex).

First Nations, Métis & Inuit Education Integration Resources:

• Discuss what "kinship" means.
• Families and Self-Awareness - Less Than Half, More Than Whole by Kathleen and Michael Lacapa / Many of the children that we teach today come from families of more than one race or culture. Census figures suggest that this will increasingly be the case. Sometimes children who are biracial or multiracial feel left out or rejected by other children. They may think that they don't fit into either culture.

Indicator:

USC3.4 e. Recognize characteristics of healthy homes/healthy families (e.g., commitment to each other; effective family communication; appreciation of all family members; quantity and quality of time together).

First Nations, Métis & Inuit Education Integration Resources:

• Christmas at Wapos Bay Novel Study - language, Mooshum and family unit, hunt, introduces Character - might not have the resources (money and meat)
• The Rough- Face Girl by Rafe Martin and David Shannon. 0-698-11626-7/ This is a Cinderella like story talking about looking beyond what other says. It deals with respecting yourself and your inner beauty.
• Language - people communicated with one another because they spoke different languages. They communicated through signals.
• Journaling
• My family is special because......
• My favorite holiday is because......
• What do you like to do with your family?
• What helps you solve the problem when you and your siblings fight?

Indicator:

USC3.4 f. Provide examples of individual family members' roles, including those of self, that contribute to the physical, mental, emotional, and spiritual health of the family and the home.

First Nations, Métis & Inuit Education Integration Resources:

• Safe Snug Moss Babies by Sherryl Whitehawk (Dakota Nation) (ISBN - 978-0-9783117-3-5).  This teaches aspects of ancestral First Nations culture, roles of women and children will learn that regardless of race, color or cultural background, everyone is unique and special.
• Voice of the Elders complied by Marlene Millar, Meadow Lake Tribal Council.

Indicator:

USC3.4 g. Examine if an individual can be healthy in an unhealthy home and vice versa.

First Nations, Métis & Inuit Education Integration Resources:

• Medicine wheel - Ask the children to use the medicine wheel to evaluate their own home life.

Indicator:

USC3.4 h. Propose what can be done to make a home and the family healthier?

First Nations, Métis & Inuit Education Integration Resources:

• Students can develop an action plan (SMART goals).
• Need to discuss that you can only create balance in your own life however, you can support others to help them find their own balance.