USC5.2

Indicator:

USC5.2 a. Identify local, provincial, and national sources of information about puberty.

First Nations, Métis & Inuit Education Integration Resources:

·         Cultural elder, community (study the roles and responsibility of FN)

  • # 37 Teach about positive contributions by First Nations
Catholic Faith Permeation Resources:

Indicator:

USC5.2 b. Discuss criteria that can be used to decide if a source is reliable.

First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

Indicator:

USC5.2 c. Identify and use correct and respectful language and terminology in relation to sexual anatomy and gender identity as it relates to changes of puberty.

 

First Nations, Métis & Inuit Education Integration Resources:

  • Roles: culturally sensitive; segregated (traditionally orally passed on); traditions such as drumming, smudges
Catholic Faith Permeation Resources:

Indicator:

USC5.2 d. Determine that puberty is a natural process that often occurs at different rates.

First Nations, Métis & Inuit Education Integration Resources:

·         Bring in an elder (male and female) as traditionally taught or passed on.

Catholic Faith Permeation Resources:

Indicator:

USC5.2 e. Describe physical changes, both primary (e.g., reproductive organs and systems) and secondary (e.g., growth of body hair, changes in body shape) that occur during puberty.

First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

Indicator:

USC5.2 f. Explain the process of menstruation and spermatogenesis.

First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

Indicator:

USC5.2 g. Examine social, emotional, and spiritual changes that occur during puberty (i.e., sexual attractions, insecurities, moodiness, form own ideas, morals and values; rely less on parents/caregivers for knowledge about life and about deep questions like 'Who am I?', 'Why am I here?', or 'What is the meaning of life?').

First Nations, Métis & Inuit Education Integration Resources:

  •  Create own Medicine Wheel add own needs/Virtues and use FN prayers on a daily or weekly basis (Pictographs)
  • #21 Medicine Wheel-Power point
Catholic Faith Permeation Resources:

Indicator:

USC5.2 h. Examine strategies for managing the social, emotional, physical, and spiritual changes associated with puberty (e.g., asking questions, engaging in physical activity, having sexual attraction to others).

First Nations, Métis & Inuit Education Integration Resources:

·         Smudge with sage or sweet grass based on cultural and gender expectations

·         Why we Smudge?

·         How to smudge? Have an elder display and model appropriate behavior/expectation.

·         Sharing or Talking Circle

·         Hand games: Cat's Cradle

 

Catholic Faith Permeation Resources:

Indicator:

USC5.2 i. Describe personal responsibilities and determine the increasing importance of balanced health practices (e.g., bathe frequently, use deodorant and other sanitary products, respect private spaces, keep personal matters appropriately private, respect differences) associated with physical, social, spiritual, and emotional changes during puberty (e.g., body odour, menstruation, erections, emissions, peer pressure, social etiquette, insecurity, cultural roles and responsibilities).

First Nations, Métis & Inuit Education Integration Resources:

  • *look for culturally sensitive material
Catholic Faith Permeation Resources:

Indicator:

USC5.2 j. Discuss with a significant and trusted adult the expected changes (i.e., physical, social, spiritual, and emotional) of and responsibilities associated with puberty (e.g., rites of passage, special teaching about roles of women in some First Nations and Métis cultures).

First Nations, Métis & Inuit Education Integration Resources:

  • Teach traditional roles: Contact an Elder.
Catholic Faith Permeation Resources: