Part 1) According to the Levin article, how are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you? 

“Curriculum Policy and Politics of What Should be Learned in Schools” by Levin discusses how curriculums are created. Curriculums are created a few different ways. According to the article, curriculum is developed with both the national and provincial governments, as well as school officials. Schools have some influence on what is actually taught, but the government is the deciding factor on what “should” be taught.  I think the most important and major aspect of the curriculum is politics. This made me realized that everything around us may have government/political side. If there is a political side on almost everything and most of the Political voices are often heard from those that are most vocal and are creations and powerful ideas that society wants from members in society to believe. This surprised me, because the government is not the one in the classroom teaching the children. The government may not understand what the student’s/children’s development or capabilities are at certain ages. I assumed that teachers and people on educational boards would have more say in what is being taught.  If the government dictates what “should” be taught, how do they know what is fair for the children to learn/understand so the teachers can teach children while promoting life long learning and student that will be active and productive citizens in society.

Part 2) After reading pages 1-4 of the Treaty Education document, what connections can you make between the article and the implementation of Treaty Education in Saskatchewan? What tension might you imagine were part of the development of the Treaty Education curriculum?

The article emphasizes the importance of treaty education in schools K-12. From reading the first four pages of the Treaty Education document I learned the four goals that are to be met through kindergarten through grade twelve. These goals are: Treaty relationships, Spirit and Intent of Treaties, Historical context of Treaties and Treaty Promises and Provisions.

This was interesting to me, because in my kindergarten to grade twelve experience I had not learned much about aboriginals or treaties. Since being at university, I have learned the importance of learning about Canada’s history and current events with aboriginals and the treaties. I believe it is very important for the students to learn about treaty education and the meaning behind it. Society may lack interest in learning more about aboriginals and treaties. When I become a teacher, I plan to teach treaty education to my students so they can learn about the aboriginal culture and their background. I believe it is a huge part of Canadian history and it is important for all people, regardless of age, to understand how Aboriginal people in Canada suffered and still continue to suffer. I believe I can succeed at this because I am learning and continuing to learn more about Canada’s past, Canada’s current and I am a treaty’s person.

Did you learn about treaties?