Reimagining History: "Righting" Treaty Wrongs

Lesson Overview

In this lesson students examine the idea of justice as it applies to Treaty interpretations. They explore First Nations and non-First Nations worldviews, recognizing that in the past Canadian law has been used as a tool of dispossession in relation to First Nation peoples, lands, and resources.

Time Required

Two to four class periods

Historical Thinking Concept(s)

• Analyze cause and consequence
• Take historical perspectives
• Understand the ethical dimension of historical interpretations.

Learning Outcomes

Students will:

• Explore how Canadian law and institutions have been used as tools to suppress/oppress First Nations peoples.
• Recognize that First Nations and the Crown had differing worldviews at the time of Treaty-making.
• Identify the current consequences assimilatory laws have had on First Nations and non-First Nations peoples in Canada.
• Analyze and evaluate historical decisions and propose suggestions for a just future.

The Lesson Activity

Activating: How will students be prepared for learning?

• Write the question “What is justice?” in the centre of the whiteboard.
• Pass out sticky notes, all the same colour– one to each student. Instruct them to respond.
• Collect the notes and affix them to the board.
• Read student responses and engage in a class discussion. Lead the session by noting the differences in definitions of justice.
• Write a second question on the whiteboard (do not erase the first): “Why is it difficult to define justice?”
• Pass out a different colour of sticky note – one to each student. Instruct them to respond.
• Collect the notes and affix them to the board.
• Read student responses aloud. Invite participation.
• Invite a student/s to come to the board and collect any sticky notes that contain these words:
  • Perspective
  • View
  • Worldview
  • Perception
  • Viewpoint
  • Opinion
  • Interpretation
  • Understanding
  • Or any other term or phrase meaning the same
• Read aloud the collection of sticky notes. Ask: How does one’s worldview affect their understanding of justice?
• Guide and assist a class discussion.

Acquiring: What strategies facilitate learning for groups and individuals?

• Read aloud the following extract from the article “Living Well Together” (p. 35): 

Anishinaabe law tells us that land is not to be owned. Rather, we are in a relationship of respect with the land, with a sense of belonging to the land or “being of the land.” Non-Indigenous legal systems, however, are primarily based in ideas of land ownership and possession.

• Ask: Considering these two worldviews/perspectives, how may the concept of justice/fairness be seen differently by each?
• Explain how Canadian law has often served as a tool to oppress First Nations and Treaties were oftentimes not implemented in a way that bettered the life of First Nations peoples. Treaty rights – guarantees for a shared nationhood within Canada – became Treaty “wrongs.”
• Read the extract on page 38:

The law of Canada has been employed as a tool of dispossession in relation to Indigenous peoples, lands, and resources. Indigenous peoples view Treaties not as a fixed set of terms but rather as relationships of respect and reciprocity that are meant to be renewed. The Treaty relationship was meant to evolve over time, based on non-interference and respect for each other and for the land that was shared.

Applying: How will students demonstrate their understanding?

• Provide students with copies of the magazine and access to the Internet.
• Instruct the students to turn to page 38 in the magazine. 
• Read aloud the section entitled “Treaty rights and wrongs” that focuses on: the pass system, the reserve system/forced agriculture, Indian Residential Schools, and the Delagamuukw case.
• Invite questions, encourage discussion.
• Hand out BLM #8.1 – one per student.
• Instruct them to complete Sections I and II.
• After sections I and II have been completed, organize a “speed dating” sharing session.
• Students arrange themselves so that each person is sitting across from one other person.
• Instruct students to provide an overview of their research. Time each session at one to two minutes.
• Have the students switch three to five times, hearing from and sharing with several, if not all, classmates.
• Once the speed dating session has concluded, instruct students to complete Section III on the activity sheet.

Materials/Resources

• Copy/copies of the Treaties and the Treaty Relationship issue of Canada’s History magazine

• Sticky notes – two different colours
• BLM #8.1 – one per student
• Access to Internet for research

Extension Activity

Instruct students to create a pamphlet of essential knowledge regarding First Nation people (history, Treaties, etc.) used a teaching tool for Canadians aimed at reconciliation.