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Students will need to have completed a background lesson on treaties from two different worldviews. This link is a resource to connect to the cultural exchange between the "Crown" and the First Nations views on treaties.

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Most of the settled lands of Canada, in Ontario, Manitoba, Saskatchewan, and Alberta, were transferred from First Nations to the Crown (the Government) through treaties.

Today both sides agree that the so-called Indian Treaties are agreements between the Crown (the Government) and First Nations, in which the First Nations exchanged some of their interests in specific areas of their ancestral lands in return for various kinds of payments and promises from Crown officials. However, each side has a different interpretation of what was intended by the agreements.

The Canadians (British) and the First Nations were at the same meetings, listened to the same speeches (translated) and signed the same pieces of paper. Yet they had (and still have) two totally different concepts of what the treaties were about, and what each side was promising. The differences in understanding are rooted in two totally different world views, and two totally different concepts of land ownership, and two colliding purposes.

The concept of private ownership of land by an individual, who could build a fence and keep others out forever, was totally foreign to First Nations people.

First Nations had an oral tradition. They passed down important information by the spoken word during important ceremonies and at celebrations. What was said was what was important to them, not what was written on paper. Though they did not have a written tradition, in the European sense, they recorded important events by sewing beaded wampum belts. Wampum belts signifying treaties became sacred objects that were brought out at certain times, Then elders recited the terms and understandings of the agreement commemorated by that ceremonial wampum belt.

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Most of the settled lands of Canada, in Ontario, Manitoba, Saskatchewan, and Alberta, were transferred from First Nations to the Crown (the Government) through treaties. Today both sides agree that the so-called Indian Treaties are agreements between the Crown (the Government) and First Nations, in which the First Nations exchanged some of their interests in specific areas of their ancestral lands in return for various kinds of payments and promises from Crown officials.

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Schultz & Quinn (2013) argue that "students become more actively engaged in the learning process as they both analyze realistic managerial and organizational situations and craft a video report that communicates their ideas effectively to others" (p.240). The effectiveness of their learning will be necessary for a positive learning transfer. Schultz & Quinn (2013) analyzed a similar newsroom assignment and stated "the assignment draws on multiple communication skills including reading, writing, presenting, and editing. Students must write and edit scripts for their on-camera performances. They may also have to build interviewing and data-gathering skills" (p.240). These skills are essential to cultivate lifelong learning and strive for positive transfer.

Digital storytelling through video projects provides students with the possibility of hooking students in and engaging with the learning process right away. Research by Robin (2006) stated "that the use of multimedia in teaching helps students retain new information as well as aids in the comprehension of difficult material" (p.3). Learning about treaties can be difficult; therefore, incorporating digital storytelling as a way of learning through the challenges can improve the retention of students. In addition to this project, students have the opportunity to publish their digital stories with their peers (and families if they choose) and gain valuable experience critiquing and contributing to their own and their peers' work (Robin, 2006, p.4). This assignment encourages emotional intelligence and social learning through fostering collaboration and personal ownership/accomplishments.

Video project accompanied by digital storytelling is an innovative way to create meaningful stories about treaty connections. The multimedia outlet aims to connect individuals' experiences with technology to transfer them to the future. These stories can be verbal expressions with auditory and visual elements, positively affecting learning. Students and educators can increase their abilities to collect information, problem solve and collaborate while using video applications to create digital stories and think of two worldviews about treaties. This powerful tool can help create positive learning environments while teaching the concepts of understanding how people have met/are meeting treaty obligations. Digital storytelling will increase students' language skills, technological skills, attitudes, problem-solving skills and engagement in the lesson (ÖZÜDOĞRU, 2021).

Students will share collaboratively on Padlet because the tools will enhance their engagement in learning about the treaties authentically. This will be achieved through engagement about the commitments from the federal government and Indigenous people in the treaty-making process from researching for their Treaties project. There is an advantage of the discussion option on Padlet to help students engage in the activities as they are comfortable sharing their responses on Padlet. Students can collaborate on their assignments displayed on a virtual wall, promoting greater student engagement by decreasing the latency time between responses posted. Padlet offers an alternative to oral discussions in the classroom, which is helpful for students who may not be comfortable and gives every student a voice. Concluding the assignment with Padlet will allow students to explore their understanding of commitments, obligations and being treaty people while facilitating the sharing of opinions and information among students and between students and the teacher (Dianati, 2020).

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Canadian Historical Association. (2023). Decolonization and diversity. KB Media. https://cha-shc.ca/trc/

Dianati, S., Nguyen, M., Dao, P., Iwashita, N., & Vasquez, C. (2020). Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus. Journal of University Teaching & Learning Practice, 17(5), 52–66. https://doi.org/10.53761/1.17.5.4

Mayer, R. E. (2011). Applying the science of learning. Boston: Allyn and Bacon (Pearson).

Morgan, H. (2013). Technology in the classroom: Creating videos can lead students to many academic benefits. Childhood Education, 89(1), 51-53. doi:10.1080/00094056.2013.757534

Office of the Treaty Commissioner. (2023). About the treaties: treaties. http://www.otc.ca/pages/about_the_treaties.html

ÖZÜDOĞRU, G. (2021). Digital storytelling in education from teachers’ perspectives. Bartın Üniversitesi Egitim Fakültesi Dergisi, 10(2), 445–454. https://doi.org/10.14686/buefad.888658

Robin, B. (2006). The educational uses of digital storytelling. Society for Information Technology & Teacher Education International Conference, 2006(1), 709-716. Retrieved from http://www.editlib.org/p/22129/

Schultz, P., & Quinn, A. S. (2013). Lights, camera, action! Learning about management with student-produced video assignments. Journal of Management Education. doi:10.1177/1052562913488371

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The teacher will hand out the project guide to the class and explain that there is a digital copy in Google Classroom along with the rubrics necessary. The assignment is titled:

Treaties - Movies in the Making. Students can work in partners or groups of three. The first part of their assignments requires the students to research one of the numbered treaties (1-11) and create an Evernote document to compile the research. Use the Canadian Encyclopedia to complete this research. The following link is a start: https://www.thecanadianencyclopedia.ca/en/article/numbered-treaties

Students must ​answer the following questions within the assignment:

1. Treaty Number researched. When was the date it was signed?

2. Where was the treaty signed? Why was this location selected?

3. First Nations involved?

4. What was included in the treaty-making process?

5. What promises were made by the Canadian government in the treaty?

6. What were the terms of this treaty?

7. How did the treaty provide the First Nations with sovereignty?

8. What was the spirit and intent of the treaties from a First Nations perspective?

9. Were any promises made within the treaty not fulfilled by the government? If so, what were/are they?

10. Why are the treaties still significant today?

11. Create a guiding question and have another classmate answer it.

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Students can use this resource for researching about the treaties.

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List of Numbered Treaties

The following chart details the year in which each of the Numbered Treaties was signed. Click on Treaties 1-11 to read more about these specific agreements.

Historical Context

The years immediately following Confederation were characterized by the Canadian government's desire to expand westward as a means of securing the nation's economic future. The lands of the Hudson Bay Company, namely Rupert's Land and the North-Western Territory, were of particular interest to expansionists. They were sources of valuable natural resources and vast space, which could be used for European immigration and industrial and commercial developments. With the Americans expanding westward, many Canadian politicians feared their neighbours to the south would annex these lands. ( See also Manifest Destiny.) In order to extend its sovereignty over portions of northern and western Canada, the federal government acquired Rupert's Land and the North-Western Territory in 1870.

As part of the Hudson Bay Company's obligations for the transfer of Rupert's Land and the North-Western Territory to the federal government, Canada had to address all Indigenous claims to those lands. Based on the model of the 1850 Robinson Treaties, the Crown signed 11 treaties with various First Nations between 1871 and 1921. These treaties would allow the Crown access to, and jurisdiction over, traditional territories in exchange for certain promises and goods, such as reserve lands, annual payments and hunting and fishing rights to unoccupied crown lands.

Purposes and Provisions

Treaties 1 to 7, concluded between 1871 and 1877, solidified Canada's claim to lands north of the US-Canada border. They also enabled the construction of the Canadian Pacific Railway and opened the lands of the North-West Territories to agricultural settlement.

Treaties 8 to 11, concluded between 1899 and 1921, facilitated access to natural resources in northern Canada. They also opened the West for settlement and secured a connection between British Columbia and central Canada.

Similar to other federal Indian policies and programs at the time, the Numbered Treaties were intended to assimilate Indigenous peoples into white, colonial society and culture. The treaties included provisions about education on reserves and also encouraged the farming techniques and settlement patterns of colonials. Indian agents - the Canadian government's representatives on reserves from the 1830s to the 1960s - implemented government policies. These included provisions of the , the day-to-day affairs of Status Indians, and policies like the pass system.

Many First Nation leaders sought to use the treaties as a means of coping with the destruction of traditional economies - notably, the decimation of the buffalo on the Prairies. From some Indigenous perspectives, the Numbered Treaties included a commitment from the Canadian government for the instruction and material aid necessary for transitioning to a new way of life.

However, not all First Nation leaders were satisfied with the treaty terms offered by the government. For example, Plains Cree chief Mistahimaskwa (Big Bear)refused to sign Treaty 6 in 1876, fearing that he and his people would lose their freedom and ability to practise traditional ways of life, including hunting. In another instance, during the negotiation of Treaty 1 in 1871, First Nation leader Ay-ee-ta-pe-pe-tung became so disillusioned with the negotiations that he considered walking away from the bargaining table. In these and similar cases, many Indigenous peoples felt that their concerns were not being taken seriously and that they stood to lose more than gain in the process of treaty negotiations. Although many First Nation leaders signed the Numbered Treaties, most saw no other viable option.

Varied Interpretations

Differing interpretations of the treaties have led to disputes between the federal government and First Nations. Some have argued that since concepts of territory and ownership are different in European and Indigenous worldviews, First Nation leaders did not understand the meaning and implication of such treaty terms as "cede, release, yield up and surrender." Indigenous peoples may have interpreted the treaties as instruments to share, as opposed to own, the land and natural resources with the colonizers. ( See also Indigenous Territory.) Errors in translation may have also caused misunderstandings.

Another common source of discontent about the treaties concerns what has become known as the "outside promises" - verbal commitments made to First Nation leaders not included in the written treaties. In Treaties 1 and 2, First Nation leaders claimed that the government verbally promised to provide assistance for agricultural development. This promise wasn't honoured until several years after the treaties were signed, following complaints from affected Indigenous communities. Even then, the government didn't provide all that it had promised. Verbal commitments that differed from written accounts in the Numbered Treaties remain ongoing issues of dispute and discussion.

Impacts

The Numbered Treaties have had long-lasting legal and socio- economic impacts on First Nation peoples. The creation of reserves, schools and other instruments of assimilation have affected Indigenous cultures, customs and traditional ways of life. In addition, ongoing disputes about the oral and written terms of the treaties pertaining to land use, fishing and hunting rights, natural resource use, and the like, have led to modern land claims. In order to address concerns about treaty fulfilment, the federal government established a policy recognizing comprehensive and specific claims in 1973. The federal department of Indigenous affairs (which has changed names a few times since 1966) is responsible for negotiating treaties. (See also Crown-Indigenous Relations and Northern Affairs Canada and Federal Departments of Indigenous and Northern Affairs.)

In spite of inadequacies in the treaty-making process, the Numbered Treaties have helped to guide the relationship between the federal government and First Nation peoples by providing a context of mutual responsibilities and rights. As modern land claims are resolved and concluded, the Canadian government and treaty First Nations work together towards improving the lives of Indigenous peoples.

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The Numbered Treaties were a series of 11 treaties made between the Crown and First Nations from 1871 to 1921. The Numbered Treaties cover the area between th...

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The second part of the assignment is a multimedia presentation showcasing their researched material. The students will create a 2-3 minute​ video project presentation using WeVideo or Windows Movie Maker that provides viewers with history and information about their selected treaty. There are two options for how they complete their video presentation.

Option #1 for the presentation can be a 2-3 minute​ video project presentation that includes a sequence of historical pictures related to treaty signings, with music and a voice-over describing the chosen treaty's history.

Option #2 allows the students to make a 2-3 minute​ vlog or newscast video to share information with "viewers" who have no prior knowledge of the treaties and will explain the history of the selected treaty and why treaties remain significant. The students must answer all questions within their vlog or newscast video.

In addition to the multimedia presentation that will be submitted, students must complete a script submitted on Google Docs that accompanies the presentation. The students will use their research and information gathered to create a script for their multimedia presentation.

The video presentation must be uploaded to the shared Padlet page that is called "We are all treaty people."

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Movie Maker - Video Editor is the best video editing tool with FULL HD EXPORT and NO WATERMARK *** Free and easy-to-use video editor and movie maker, now with high quality Full HD support. Works on both Windows 10 and Windows 11.

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By using video presentations and Padlet for students' assignments, the design will function in a way to have students use the research they have gathered and present it in a way that is engaging and collaborative. Video presentations are a way to connect with students in ways they are familiar with while learning about treaty education. This link connects to the detailed lesson plan with assessment, rubric and resources included.

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Lesson Plan - Grade 7 - Treaties - Movies in the Making

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Teacher Colleagues,

Integrating a video presentation assignment that is submitted through Padlet is valuable for teaching Treaty Education to Grade 7 students. This approach holds immense potential for engaging students in meaningful learning experiences while fostering a deep understanding of treaties' historical and contemporary importance in Canada. Many compelling reasons exist for using video presentation projects to learn about Treaty Education such as student engagement, critical thinking skills, cultural competency, communication skills and responding to the Calls to Action.

Engagement: Video presentations provide students with the possibility of hooking students in and engaging with the learning process right away. They capture students' interests and make Treaty Education more engaging. This format allows students to connect with the content in ways that traditional methods might not, making the learning experience more meaningful.

Multimedia Learning: Research by Robin (2006) stated "that the use of multimedia in teaching helps students retain new information as well as aids in the comprehension of difficult material" (p.3). Learning about treaties can be difficult; therefore, incorporating digital storytelling as a way of learning through the challenges can improve the retention of students. In the digital age, proficiency with multimedia tools is essential. Creating video presentations equips students with valuable skills, including digital literacy and multimedia production, to benefit their future academic and career-oriented endeavours.

Communication Skills: Students can use this form of literacy to represent visual, spatial, audio and linguistic modes to make meaning (Morgan, 2013, p. 51). Video presentations develop students' communication skills as they must express themselves clearly and effectively. They learn to convey complex info concisely and comprehensibly, which will enhance oral and visual communication skills.

Collaboration: Concluding the assignment with Padlet will allow students to explore their understanding of commitments, obligations and being treaty people while facilitating the sharing of opinions and information among students and between students and the teacher (Dianati, 2020). Students will publish their video presentations with their peers (and families if they choose) and gain valuable experience critiquing and contributing to their own and their peers' work (Robin, 2006, p.4). This assignment encourages emotional intelligence and social learning through fostering collaboration and personal ownership/accomplishments.

Confidence: There is an advantage of the discussion option on Padlet to help students engage in the activities because they can easily share their responses on Padlet. Students can collaborate on their assignments displayed on a virtual wall, promoting greater student engagement by decreasing the latency time between responses posted. Padlet offers an alternative to oral discussions in the classroom, which is helpful for students who may not be comfortable and gives every student a voice.

Calls to Action: Students and educators can increase their abilities to collect information, problem-solve and collaborate when using video presentations for their assignments and thinking of two worldviews about treaties. This powerful tool can help create positive learning environments while teaching the concepts of understanding how people have met/are meeting treaty obligations. Students can understand Indigenous perspectives and treaties-related stories through video presentations. This assignment encourages cultural competency and empathy, which are essential for promoting a greater understanding of Indigenous cultures and histories. Leaning and (un)learning from vulnerabilities will be helpful in this assignment.

Educators can use video presentations as an authentic instructional method to achieve Treaty Education, enhance critical thinking and communication skills and nurture an inclusive and empathetic environment.