4. Why Culturally Based?
Many Youth
Have experienced a loss of
traditional culture.
Do not speak or have lost
their traditional language
Do not attend school on a
regular basis, if at all.
Cannot visualize the importance of
culture within education and their
personal journey to a healthy lifestyle.
5. Creation
Story
The primary advantage of a ‘Culturally Based Horizontal
Curriculum’ is the ability to blend traditional teachings,
with present day experiences.
Each youth is exposed
to the teachings of the
‘Creation Story’ and
‘Medicine Wheel’ in
relation to ones
personal life experiences
and wellness.
This maximizes the
youths personal ability
and cultural knowledge
base for their personal
journey to a healthy lifestyle.
6. Not attending school at the commencement of intake – 51%.
All students experience an age/grade discrepancy. The average
is three to six years. Student attendance in previous schools
has been extremely poor, if not attending for several years.
Initially, students have an extremely poor attitude towards
school due negative experiences within other schools. This
transmits itself into poor self-esteem within a thought process
indicating “I am not able to do it”.
An issue of trust is of a concern at the beginning of each intake.
“continued”
Classroom Profile
7. Classroom Profile (cont’d)
Learning styles vary for each individual student resulting in
a numerous teaching methodologies to be employed on a
continual basis.
Students are not receptive to individual technological based
instruction. They definitely prefer personal “one-to-one”
instruction.
The attention span for a majority of the students varies, but
overall is extremely short.
Students put very little effort into standardized tests.
For particular students, English is not their first language.
9. Horizontal Learning (Hide Tanning)
Within the conceptual design of the Horizontal Curriculum, a culturally related
project is chosen and a timeline determined, dependent upon the activity.
All aims, goals and outcomes are tracked in accordance with Sask Learning
Curriculum within the areas of Mathematics, Language Arts, Cree Language
and Visual Arts. (reference Sections C, D, E and F of handout)
10. Horizontal Learning (Hand Drum Making)
Reference Section B for Lesson Plan for ‘Hand Drum Assembly-
Diameter – Radius – Circumference – Area’
and ‘Activity Assessment’
11. All Hands On
Culturally Based
Activities Reference
The Medicine Wheel
Holistic Clinical Counselling
First Nations Language Instruction
Rattle Making
Hand Drum Making
Tepee Raising
Teachings
Feasts
Pipe Ceremonies
Traditional Hide Tanning
Buffalo Hunt
Sweats
Sweat Lodge
Construction
Elders Teachings
Pottery
Drumming
Beading
Smudge
Talking Circles
Cutting Wood / Picking Rocks
For Sweat
Picking Sweat Grass
and Sage
Traditional Medicines
Outdoor Cultural Camps
Volunteer Community Service
Traditional Dances
Teaching
of
Protocol
for all
Cultural
Activities
Traditional Story Telling
ArcheryCeremonial Dances
Sundance
Ghost Dance
Chicken Dance
Horse Dance
Cultural
Workshops
Name Giving Ceremony
14. Obtaining Credits
• Leading Thunderbird Lodge School is registered with the Saskatchewan
Department of Education.
• The goals, objectives and outcomes as determined by Saskatchewan Learning
Curricular are strictly adhered to and are recorded for each individual student
as educational concepts are achieved in particular subject areas.
• Participation in cultural activities and projects are monitored, with educational
outcomes determining whether a credit is earned.
• Youth earn subject credits through Holistic Counselling sessions.
• Recreational activities, including horse program, also qualify for additional credits.
• Within the framework of ‘Secondary Credit Offerings’ (Grades 10 – 12) we are
able to offer 34 subjects, dependent upon the student.
• All credits are transferable within any province/territory in Canada.
