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What assumptions are made about society, learners, teachers and Curriculum?
What is missing?
What implications would Treaty Education have for the intended learning community?
Who decides which knowledge is the most important?
Who is the curriculum written for?
How does history affect treaty curriculum?
Curriculum lived verses curriculum planned
How does Treaty education affect the TRC?
Why is the Treaty outcomes not attached with the Saskatchewan Curriculum?
How am I enacting the Treaty curriculum in my own personal and professional context?

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TPP (Treaty Promises and Provisions) (Chelsea Vowel)

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TPP (Treaty Promises and Provisions) (Chelsea Vowel)

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Indigenous Writes
Chapter 5- (27)Treaty Talk
Chapter 5- (31) Our Children, Our Schools

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HC (Historical Content) (Metis Road Allowance)

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HC (Historical Content) (Metis Road Allowance)

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Kyle Muzyka · Posted: Apr 26, 2019 10:44 AM ET | Last Updated: February 13, 2020

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Forced to live on roadsides: the dark history of Métis road allowances | CBC Radio

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After the Métis were dispossessed of their land through the scrip process, many ended up squatting on small sections of land along the sides of roads and railway lines.

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HC (Historical Content) (Lisa K. Taylor)

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HC (Historical Content) (Lisa K. Taylor)

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(SI) Spirit and Intent of Treaties (Twyla Salm)

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(SI) Spirit and Intent of Treaties (Twyla Salm)

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(SI) Spirit  and Intent of Treaties (Jeff Corntassel)

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(SI) Spirit  and Intent of Treaties (Jeff Corntassel)

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Indigenous Pathways to decolonization - corntassel

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62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:

1. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.

2. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.

3. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms.

4. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education.

What's happening?

63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:

1. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.

2. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.

3. Building student capacity for intercultural understanding, empathy, and mutual respect.

4. Identifying teacher-training needs relating to the above.

What's happening?

64. We call upon all levels of government that provide public funds to denominational schools to require such schools to provide an education on comparative religious studies, which must include a segment on Aboriginal spiritual beliefs and practices developed in collaboration with Aboriginal Elders.

What's happening?

65. We call upon the federal government, through the Social Sciences and Humanities Research Council, and in collaboration with Aboriginal peoples, post-secondary institutions and educators, and the National Centre for Truth and Reconciliation and its partner institutions, to establish a national research program with multi-year funding to advance understanding of reconciliation.

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What's happening?

The goal of the collaboration between the Social Sciences and Humanities Research Council (SSHRC) and the National Centre for Truth and Reconciliation (NCTR) is to support the establishment of a national research program in response of the Call to Action 65. This national research program will take the form of a reconciliation network that required the creation of a coordinating body called the Coordination Hub (RNCH).

Launched last Summer for a Fall 2022 attribution, the Coordination Hub for the reconciliation network was a one-time special initiative that led to the award of an institutional Connection Grant, valued at $100,000 annually for 7 years.

This grant awarded to the NCTR to create the Coordination Hub will enable it to support solid interactions between the network's participating researchers, their organizations and communities and to develop meaningful and efficient activities. The Coordination Hub will ensure:

administrative support for knowledge mobilization activities of the reconciliation network

research support through access to relevant archives and educational materials

organization of annual conferences

An additional $10,000 per year amount was also granted as a supplement for translation and interpretation fees. These additional funds will be utilized for the translation of key knowledge mobilization documents and videos to ensure adequate support for reconciliation network teams working in both official languages. With the supplemental funds, the total awarded for the duration of the grant is $770,000.

On November 23rd, 2022, the Honourable François-Philippe Champagne, Minister of Innovation, Science and Industry, along with the NCTR, announced the launch of the Reconciliation Network in response to Call to Action 65.

The Reconciliation Network will see SSHRC investing up to $6 million, with each grant valued at a maximum of $1 million over 5 years. The investment will support a national research program with multiyear funding to advance the collective understanding of reconciliation. The funded recipients will participate in activities managed by the NCTR, in its role as coordination hub for the network.

Teams led by First Nations, Métis Nation or Inuit researchers are invited to submit proposals for new or existing formal partnerships that contribute to our collective understanding of truth and reconciliation. Proposals could address residential school history; the ongoing legacy of residential schools; past Canadian policies of assimilation in one or more areas, including child welfare, education, language, culture, health and justice; or other significant issues.

Recent budget investments

Under Budget 2018, $3.8 million in funding was provided to support the commitment to Call to Action 65 by developing a new strategic plan, setting new directions to support Indigenous research and research training in Canada from 2019 to 2022.

The plan identifies new models and mechanisms to conduct research by and with Indigenous communities, based on the results of 2 engagement exercises. The first involved organizing a series of roundtables and workshops in partnership with Indigenous organizations, while the second involved funding Indigenous organizations and researchers to support their own research engagement activities.

In total, 116 projects were funded through the Indigenous Research and Reconciliation Connection grants. The engagement exercise culminated in a National Dialogue event in March 2019, followed by the release of a new strategic plan in January 2020.

Recent progress

The first call for the Reconciliation Network in Response to Call to Action 65 was launched in fall 2022 and closed in May 2023. Applications to the program are being assessed with results to be announced in late 2023.

In addition, the Tri-Agency launched the Indigenous Leadership Circle in Research (ILCR) in 2022. It held its first in-person meeting in the fall of 2022.

The ILCR supports the implementation of research and assists in monitoring progress. Members of the ILCR belong to First Nations, Métis and Inuit communities across the country and represent a variety of disciplines. Members come from postsecondary institutions, Indigenous not-for-profit organizations, and other research communities.

Collectively, the appointees have a deep cultural understanding of Indigenous research and Indigenous knowledge. ILCR serves as a forum for Indigenous guidance and direction on issues related to reconciliation and Indigenous research, including Call to Action 65.

More broadly, work is underway to implement the recommendations generated by working groups and through engagement with the Indigenous Leadership Circle in Research in areas that support reconciliation. These include:

building relationships with First Nations, Inuit, and Métis peoples

supporting the research priorities of Indigenous Peoples

creating greater funding accessibility to granting agency programs

championing Indigenous leadership, self-determination and capacity in research

To date, key accomplishments related to Call to Action 65 include:

generating key pieces of work, including:

an environmental scan of current Indigenous research funding landscape

preliminary identification of mechanisms for indirect financial or operational support

ongoing development and implementation of tools and models to confront barriers within application processes

a new SSHRC-NSERC pilot funding supplement for Indigenous students, to better support their representation and success in research

a pilot process for merit review in Cree as a case study, through the SSHRC President's office

Next steps

Applications made to the Reconciliation Network in Response to Call to Action 65 are being assessed and the results are not yet available.

The co-development process with the National Centre for Truth and Reconciliation for the Reconciliation Network funding opportunity has resulted in a strong and ongoing relationship with the NCTR. Together, we continue to seek new opportunities to support advancing understanding of factors associated with reconciliation.

In addition, through the Indigenous Leadership Circle in Research, work is being undertaken to realize all of the goals of Setting New Directions to Support Indigenous Research and Research Training in Canada , for which the implementation timeline has been extended to March 31, 2026.

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We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues.

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Treaty Relationship Resource (Cynthia Chambers)

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Treaty Relationship Resource (Cynthia Chambers)

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Service to the practitioners (149)
improvement of schools, curriculum change (150)
current perspectives (155)
Introduce the 4 treaty outcomes.

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Pinar - Reconceptualization of Curriculum Studies

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Goal: By the end of Grade 12, students will understand that Treaty relationships are based on a deep understanding of peoples’ identity which encompasses: languages, ceremonies, worldviews, and relationship to place and the land.

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Goal: By the end of Grade 12, students will appreciate that Treaties are sacred covenants between sovereign nations and are the foundational basis for meaningful relationships that perpetually foster the well-being of all people.

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Goal: By the end of Grade 12, students will acknowledge that the social, cultural, economic, and political conditions of the past played and continue to play a significant role in both the Treaty reality of the present and the reality they have yet to shape.

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Goal: By the end of Grade 12, students will recognize that there is interconnectedness between thoughts and actions which is based on the implied and explicit intention of those actions. The spirit and intent of Treaties serve as guiding principles for all that we do, say, think, and feel.