Relevance of Treaties Today

Lesson Overview

In this lesson students explore the enduring relevance and continued significance of the Treaty relationship in Canada and consider the Treaty relationship as a path toward reconciliation.

Time Required

One to two class periods

Historical Thinking Concept(s)

• Establish historical significance
• Use primary source evidence
• Identify continuity and change
• Analyze cause and consequence
• Take historical perspectives
• Understand the ethical dimension of historical interpretations.

Learning Outcomes

Students will:

• Appreciate and value traditional First Nation territory.
• Explore the historical and contemporary relevance of Treaties. 
• Recognize the Treaty relationship as a national experience. 
• Examine the Treaty relationship as part of the process of national reconciliation.

The Lesson Activity

Activating: How will students be prepared for learning?

• Read the following excerpt from an October 2016 CBC article:

As Winnipeg Jets fans make their way to their seats and players prepare to stand on home ice for the national anthem, an announcement fills the downtown arena. The message — believed to be a first for an NHL team — says the Jets play on Treaty 1 land which consists of "original territories of Anishinaabe, Cree, Oji-Cree, Dakota, and Dene peoples, and the homeland of the Métis Nation."

• Ask: What is this type of public statement called? [Traditional/Territorial Acknowledgement statement, etc.]
• Probe: Have you heard a statement like this before? Does our school have one? [If so, read it]. Is the word “Treaty” in our school’s traditional territory acknowledgement statement? Why or why not?
• Encourage and lead an all-class discussion.

Acquiring: What strategies facilitate learning for groups and individuals?

• Divide the class into 8 groups.
• Hand each group the title of an article from Treaties and the Treaty Relationship written on a small piece of paper [explain that they are the titles of articles of the special issue]:
  • We Are All Treaty People
  • Interpreting the Treaties
  • Ties of Kinship
  • The Numbered Treaties
  • Living Well Together
  • Algonquin Territory
  • Nations in Waiting
  • Finding Forgiveness, Building Trust
• Instruct a student from each group to read aloud the title.
• Lead an all-class discussion: What themes do you see? What commonalties are there? Focus on particular word/s: kinship; living well; nations in waiting; forgiveness; trust; “We Are All Treaty People.”
• Ask: How are Treaties relevant today? 
• Ask: How are Treaties and reconciliation connected?
• Encourage questions and discussion.

Applying: How will students demonstrate their understanding?

• Pass out copies of the magazine to each group. Instruct them to read their assigned article and write a 50 – 75-word overview.
• Complete BLM #9.1: We are All Treaty People.
• Instruct a student from each group to read their group’s summary to the class.
• Cut the summary box and tape/affix the article to the appropriate area on the map of Canada.

Materials/Resources

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

• Article titles from Treaties and the Treaty Relationship written on slips of paper [8 titles]
• Large wall map of Canada that students can tape/draw on (consider making a bulletin board display)
• Printed copies of BLM# 9.1 – 8 or more for rough copies
• Scissors, tape

Extension Activity

Assign students a Canadian town/city and have them prepare a traditional territory acknowledgment statement based on research of that area’s history between First Nation peoples and newcomers. Include Treaty acknowledgement (if pertinent) and specific First Nation cultures.