1. Statistics and Probability Gallery Walk
Outcome SP9.4: Research and present how First Nations and Metis peoples, past and present, envision, represent, and make use of probability and statistics.

2. Gallery Walk
Today, you will be doing a Data gallery walk. You will walk around the room and look at data related to First Nations and Metis people
You will look at the data and then write down any thing you find:
Surprising
Interesting
Already familiar with
Questions you have

3. Try It Out! Watch this video and think about what you find: Surprising
Interesting
Already familiar with
Questions you have
Try this out with content not related to FNM topics.

4. Here is some background information of the topics you will see before you start the Gallery Walk…

5. Aboriginal Peoples Data Wheel

6. Aboriginal Peoples Data Wheel
Data collected by statistics Canada in 2011
Definitions of Aboriginal, First Nations, Métis, Inuit, Percent change, Median age
How to read the data wheel
Line up the arrow to the province, territory or city that you want to look at.
Read the numbers/data and the descriptors to the right.
Data collected by statistics Canada – This is data collected in 2011
Definitions of:
Aboriginal: an umbrella term that includes First Nations, Inuit, Metis, Status Indian, Non-status Indian.
Inuit: The original inhabitants of Canada’s Northwest Territories, Nunavut, Northern Quebec , Northern Labrador and Greenland. The word Inuit means “The People” in the Inuit language, Inuktitut. The singular form of Inuit is Inuk.
First Nation: also known as “Indian” in Canadian government documents. It refers to descendants of North America’s original inhabitants before and after European arrival. There are many First Nations across Canada and the USA, with both similar and diverse cultures and traditions.
Status Indian: recognized by Canadian government under the Indian Act and falls under the terms of treaty.
Non- Status Indian: is of First Nation ancestry, but does not qualify as a Status Indian for administration of Treaty.
Metis: Descendants of peoples of Mixed blood unions between First nation women and (usually) French or Scottish fur traders. It encompassed cultural development that was unique, drawing elements from both First Nations and European ancestry. The special skills and qualities of the Metis made them indispensable in the relations between the First Nations and European trading partners. The Metis can trace their history to the Red River/ Saskatchewan Rivers settlements. A person whose mother is First Nation, and Father is European (or vice-versa) is not automatically Metis.
Percent change: Comparison of the data from 2006 to the 2011 data
Simple example:
Example: Milk was $2, now it is $3 ... did it rise $1 compared to $2 or $3 ?
We compare to the original $2 value, so we say the change is $1/$2 = 0.5 which is a 50% increase.
Median age: The middle number in a range of all numbers
Simple Example:
What is the median of:
10, 11, 13, 15, 16, 23, 26 The middle number is 15, so the median is 15.
How to read the data wheel:
Line up the arrow to the province, territory or city that you want to look at.
Read the numbers/data and the descriptors to the right.

7. Education Funding

8. First Nations Educational Funding
On reserve and off reserve schools in Canada are funded differently.
Off reserve schools, like ours are funded by the provincial government
On reserve schools are funded by the federal government.
Teacher notes:
Do not tell students that on reserve school are funded less per student. Let them come to this realization by looking at the data.

9. First Nations Educational Funding
You will look at the data and then write down any thing you find:
Surprising
Interesting
Already familiar with
Questions you have

10. Fur Trade

11. First Nations Fur Use
Clothing—usually tunics, leggings and moccasins—of tanned animal skin.
Commonly used animals: moose, deer or caribou skin, buffalo, antelope, elk or deer.
In winter, people wore robes of fur for extra warmth. Caribou skins were particularly valued by First Nations of the Mackenzie and Yukon River Basins because caribou hair is an excellent insulator.
All First Nations across the country, with the exception of the Pacific Coast, made their clothing—usually tunics, leggings and moccasins—of tanned animal skin. Woodland and northern First Nations used moose, deer or caribou skin. Plains First Nations mostly used light animal skins, such as buffalo, antelope, elk or deer.
Women prepared the animal skins and used a smoke tanning process to preserve the hides. Bone needles were used to sew the garments with sinew from the back or legs of a caribou, moose or deer. In winter, people wore robes of fur for extra warmth. Caribou skins were particularly valued by First Nations of the Mackenzie and Yukon River Basins because caribou hair is an excellent insulator.

12. Fur Trade – Hudson Bay Company
Hudson’s Bay Company
Demand of furs for the European market
First Nations people traded animal furs for knives, kettles, beads, needles and blankets
While Britain established its new colony on the St. Lawrence, the Company of Adventurers, better known as the Hudson's Bay Company (HBC), continued to trade as it had done since With an exclusive monopoly and a charter for all the lands of the Hudson Bay watershed, the HBC traded with the First Nations of what is now Northern Quebec, Ontario and Manitoba. In search of rich supplies of furs for the European market, this trade extended along the coasts of the Hudson and James bays. Only peripherally affected by the nearly continuous colonial conflict between France and Britain, the HBC was able to establish a series of posts at strategic major rivers. These early posts, such as Fort Albany and York Factory, became the base for an extensive trade alliance with the Cree. In exchange for a wide variety of goods (knives, kettles, beads, needles and blankets), the Cree traded vast amounts of animal furs from the Interior. As the fur trade grew more lucrative, the Cree became a sort of intermediary between the Company and the Interior groups. They collected furs and pelts from other First Nations hunters and took them to the HBC posts on the coast. Because of the HBC's monopoly over all trade on lands where the waters flowed into Hudson Bay, this trade relationship proved very profitable for both parties.

13. Fur Trade - Changes Major changes
First Nations people’s time and resources focused on the seemingly endless European demand for animal pelts.
Bison pelts in particular demand – shifted the buffalo hunt from subsistence to extensive commercial exploitation
Evolution of fur trade contributed to a wide-scale diffusion of European goods, especially iron wares, knives and firearms, and to First Nations' dependence on these goods.
This long history of trade, commerce and competition brought about major changes for the First Nations populations of the northern Plains. Above all, the European desire for fur radically transformed Indigenous economies. Rather than small-scale hunting for furs, First Nations were dedicating more and more time and resources to the seemingly endless European demand for animal pelts. The HBC's desire for bison pelts and pemmican (a type of preserved bison meat popular among traders and voyageurs) transformed the Plains First Nations' buffalo hunt from one of subsistence to extensive commercial exploitation. Trade patterns shifted towards the northern HBC posts and later to the Interior trading posts that were scattered across the Prairies. Traders who had to ship goods down the rivers to central depots such as Fort William hired First Nations men as labourers and porters. All of these activities contributed to a wide-scale diffusion of European goods, especially iron wares, knives and firearms, and to First Nations' dependence on these goods.

14. Fur Trade – Current Data
You will look at the data and then write down any thing you find:
Surprising
Interesting
Already familiar with
Questions you have

15. First Nations Language Use

16. First Nations – Use of Native Language
There are 4 Main First Nation/Metis Language groups in Saskatchewan
Algonquin (includes 3 Cree Dialects and Ojibwe)
Sioux
Dene (main dialect of Atapaskan language)
Michif
Not all people of First Nation ancestry can speak their mother tongue. Much effort is being put into saving these languages from extinction
The 2011 Census of Population recorded over 60 Aboriginal languages grouped into 12 distinct language families – an indication of the diversity of Aboriginal languages in Canada.
According to the 2011 Census, almost 213,500 people reported an Aboriginal mother tongue and nearly 213,400 people reported speaking an Aboriginal language most often or regularly at home. (Canada wide)

17. First Nations – Use of Native Language
You will look at the data and then write down any thing you find:
Surprising
Interesting
Already familiar with
Questions you have

18. Oskayak Graduation Rates

19. Oskayak Graduation Rates
Oskayak High School in Saskatoon is an Associate School created to provide First Nations/ Metis students a culturally relevant learning environment
Due to innovative approaches and programming, as well as an engaged and motivated student population, their data for course completion and graduation rates has shown a marked change over the years.

20. Oskayak Graduation Rates
You will look at the data and then write down any thing you find:
Surprising
Interesting
Already familiar with
Questions you have
Hopefully the students ask what it is that they did differntly at Oskayak to get these results:
They had:
The block system breaks each semester into two parts, and classes run for two hours each day rather than one. It was developed so students could get their credits quicker, and focus on only two or three subjects at a time instead of four or five.
The data sheet lists credits earned from 2013/ 2014 as well as previous years.
What do you think are the reasons for the improvement? What changes do you (the students) think could be made to allow more students to pass their courses and earn credits?

21. Metis Data

22. Métis Data
Anyone who self-identifies as a Métis, has community acceptance as a Métis, is not registered as an Indian or Inuit, has clear Aboriginal blood ties, and can prove their Aboriginal ancestry to the satisfaction of the Canadian Métis Council's verification process.
In Saskatchewan, there are 10 regions in which Metis Data is collected. It includes towns and rural areas.
The data provided is from the West Region that covers from Saskatoon to the Alberta border and includes Kindersley and other smaller towns
Included in the data are graduation rates for the different age classes. Look carefully at the numbers and see if they are misleading in any way.
What do the statistics suggest? What might be the reasons for a high number of students in the age range not graduating high school? Can you compare the graphs to develop a clearer understanding of the data?

23. Métis Data
You will look at the data and then write down any thing you find:
Surprising
Interesting
Already familiar with
Questions you have

24. Truth and Reconciliation Commission of Canada
Published in 2015 – You will see some statistics and charts from this document. What is it? For more background info on this…
e residential school system established for Canada’s Indigenous population in the nineteenth century is one of the darkest, most troubling chapters in our nation’s history. While some people regard the schools established under that system as centres of education, they were, in reality, centres of cultural indoctrination. e most alarming aspect of the system was that its target and its victims were the most vulnerable of society: little children. Removed from their families and home communities, seven generations of Aboriginal children were denied their identity through a systematic and concerted e‹ort to extinguish their culture, language, and spirit. e schools were part of a larger e‹ort by Canadian authorities to force Indigenous peoples to assimilate by the outlawing of sacred ceremonies and important traditions. It is clear that residential schools were a key component of a Canadian government policy of cultural genocide.
Starting in 2008, we collected millions of documents, visited more than 300 communities, and heard testimony from thousands of witnesses. We heard of the e‹ects of over 100 years of mistreatment of more than 150,000 First Nations, Inuit, and Métis children placed in these schools. e Survivors showed great courage, conviction, and trust in sharing their stories, which, collected here, are now a part of a permanent historical record, never to be forgotten or ignored.

25. Gallery Walk
Have the students do the gallery walk

26. Gallery Walk Wrap-Up
Have students share one thing that stuck out in their minds as they looked at the data.
Snowball Activity.
Discuss how questions that arose for them could (don’t have to be) be a subject worthy of exploration for their data surveys
Note that they will be doing a personal reflection on what they have looked at today.