Planning+Guide+Outline

** Lesson 1: **Indicator PA5.1 (a) Explain what a treaty is, and the purpose of a treaty.

Introduce what a treaty is in a fun way in which the students can become involved. Create a lesson that will include something for the students to reflect on later in the unit, something that will stick with them and they can carry through.

Students will be split into two groups and will do a simulation/role play in which they will need to come up with rules for their own treaties, using the [|scenario].

This will be assessed by students ability to show that they understand what a treaty is by writing in their journals about what they understand a treaty to be, what problems may occur and what will happen if the treaty is not followed.

**Lesson 2**: Indicator PA5.2 (c) “Investigate the spirit and intent of the treaties from the perspective of the crown and the First Nations in Western Canada”

Students will form a jigsaw group to become experts on topics affecting European settlers and First Nations people during the time before the treaties were signed to become familiar with the conditions that were being faced by each group. They will be learning about one topic and then teaching their topic to the rest of the group so that everyone has a chance to truly become expert in a topic. They will then synthesise the information and predict what each group might have asked for in the treaties.

The assessment for this will be that the students will show by creating a table that they understand the reasons that treaties were signed.   ** Lesson 3 **** : ** Focus on indicator PA5.3 (b), “Affirm that all Canadians are Treaty people”, and Indicator PA5.3 (c), “Investigate the spirit and intent of the treaties from the perspective of the crown and the First Nations in Western Canada” and lead in to indicator (d), "Undertake an inquiry to examine the extent to which treaty promises have been met by parties to the treaties, and why the fulfillment of treaty obligations is important for al Canadians"

Students will have a chance to evaluate the provisions set out in the treaties by comparing a chart of what was promised from each side. They will take into considerations the world view of each group and the current skills and goals that each group had. They can reflect on whether they think that all of the provisions made sense and what they liked or what they think should be changed or altered and ask questions and discuss anything they don’t understand. Ask them if they see what might go wrong and what they think will work. Do they think that it’s fair? Why or why not? Does everything set out in the treaties make sense? (For example, First Nations were provided with farm implements although they wanted to retain their traditional way of life – hunting, trapping, fishing etc.). Talk about the $5 given out on Treaty day and that in the days when treaties were signed this was a lot of money but those who signed for it did not consider inflation

Students will be given a copy of an actual treaty and the teacher will briefly go over sections that are easy to understand I simple terms.

Show students the treaty medal: A symbol of the signing of the treaties and refer to the grass and river in the image which signifies that these treaties are to last until the "grass stops growing and the rivers stop flowing" - eternity, forever. Ask them what this means and have them write about it in their journals.


 * Lesson 4: **

Students need to begin to evaluate the placement of First Nations to Reserves and whether this was useful, helpful or fair to all parties involved. The topic of this lesson will be Reserves with a spotlight on land claim issues. The Standoff at Oka will be introduced by reading a cbc archives article together and a short video of what happened will be watched. The students will then do a case study in pairs about either the Lubicon Cree or Fort Chipewayn. Students will make a plan as to how this situation should be resolved.


 * Lesson 5-7: **

Students will watch the movie, “Where the spirit lives over 2 class times and complete the activity, “Daily Life of a residential school child”, from the “Teaching Treaties in the Classroom” 2008. There will be time for discussion afterward. The discussion will also include talking about the current school system in relation to how we are all beneficiaries of the treaties because we have a right to build and attend schools. ** Lesson 8: **  (c), “Investigate the spirit and intent of the treaties from the perspective of the crown and the First Nations in Western Canada” and lead in to indicator (d), "Undertake an inquiry to examine the extent to which treaty promises have been met by parties to the treaties, and why the fulfillment of treaty obligations is important for al Canadians"

** Watch the video: “ **: “Teaching the treaties: a path towards cross-cultural understanding and justice” 2007” and discuss afterward. Have students answer the questions above again to include their ideas about what can be done to solve this situation. Assessments will be done by a comparison of the paper written before to the one written after the video and discussion. 
 * The phrase, “Treaties: As long as the sun shines, the Grass Grows and the Rivers Flow” is written on the board and students are to write about what this means to them. Discuss and tell them that this phrase was used at time of the signing of the treaties to indicate that the treaties would last forever. **
 * Lesson 9: **
 * Students will have a chance to re-examine the extent to which treaty promises have been met by parties and why fulfillment of treaty obligations is important for all Canadians. Invite an [|elder] to come in and speak about this. Be sure that students have questions ready to ask and [|be sure that tobacco is provided] upon invitation of the elder. **

