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Growing Success - The Kindergarten Addendum 2016

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Growing Success - The Kindergarten Addendum 2016

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View from a balcony in Mimico, from the Ojibwe word omiimiikaa, and meaning "abundant with wild pigeons".

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Instructions

1. To find a treaty - search, then click anywhere in a shaded area to see the name and date of the treaty in that location.

2. To find a reserve - search, or use the zoom button to find burgundy areas. Click on a burgundy area to learn about a reserve.

Please note that this map has some limitations and is one of many ways to learn about treaties. Indigenous communities may have different understandings of the treaties than is represented here.

Treaties in Ontario

More than 40 treaties and other land agreements cover Ontario. Treaties are legal agreements that set out the rights and responsibilities of First Nations and the provincial and federal governments.

Ajetance Purchase
Treaty 19

A copy of the Ajetance Purchase, with the doodems of the signatories visible. (Library and Archives Canada)

Treaty 19, also known as the Ajetance Purchase, was signed on October 28, 1818, by representatives of the Crown and Anishinaabe peoples. The territory described in the written Treaty covers approximately 6,500 km².

The Ajetance Purchase is named for the Chief of the Credit River Mississaugas. Some signatories of this Treaty also signed Treaty 18, such as James Givins, who worked with Reverend Peter Jones at the Credit Mission.

Current communities in the area include Brampton, Georgetown and the Caledon "Badlands."
Images of the Ajetance Purchase Transcript of the Ajetance Purchase
Between the Lakes Purchase
Treaty 3

A map of Upper Canada as it was in 1792. (Library and Archives Canada)

The Between the Lakes Purchase was signed on December 7, 1792, by representatives of the Crown and certain Mississauga peoples. The territory described in the written treaty covers approximately 3 million acres.

The original Between the Lakes Purchase was signed in 1784. Due to uncertainties with the description of the lands in the original surrender, Treaty 3 was entered into in 1792 to clarify what was ceded. The Between the Lakes Purchase was named as such because it included all the land "lying and being between the Lakes Ontario and Erie."

Current communities in the area include St. Catharines, Guelph and Simcoe.
Transcript of the Between the Lakes Purchase
Brant Tract
Treaty 3 ¾

An engraving of Thayendanegea (Joseph Brant), copied from a previous portrait. (Library and Archives Canada)

Treaty 3 ¾, also known as the Brant Tract, was signed on October 24, 1795, by representatives of the Crown and the Mississauga peoples. The territory described in the written treaty covers approximately 3,500 acres.

The treaty is known as the Brant Tract because it was purchased by the Crown for the Mohawk Chief Joseph Brant for his military service to the British during the American Revolutionary War.

Current communities in the area include Burlington and Oakville.
Images of the Brant Tract Transcript of the Brant Tract
Crawford's Purchases

An illustration of United Empire Loyalists camped at Johnstown on the shore of the St. Lawrence River. The town would eventually become the city of Cornwall. (Library and Archives Canada)

Crawford's Purchases were made by Captain William Crawford on behalf of the Crown, and certain Indigenous peoples in October 1783, and involved the land along the north shore of eastern Lake Ontario and the St. Lawrence River.

These purchases were designed to provide land to Loyalists who fought on behalf of the British during the American Revolution, including Indigenous allies and United Empire Loyalists.

Current communities in the area include Kingston and Brockville.

Crown Grant to the Six Nations or the Haldimand Tract
Treaty 4

A survey of the Haldimand Tract from 1821, by Thomas Ridout. (Library and Archives Canada)

Treaty 4 is also known as the Simcoe Patent and was issued in 1793.

The British purchased land from the Mississauga peoples and then issued the Haldimand Proclamation later that year. The Proclamation granted a tract of land, often referred to as the Haldimand Tract, to the Six Nations in recognition of their support of the Crown during the American Revolution. The Simcoe Patent, or Treaty 4, was later issued to clarify a number of matters, including the extent of the land grant made to the Six Nations.

Current communities in the area include Brantford, Kitchener, and Caledonia.

Information about Six Nations of the Grand Rive r
Information about the Haldimand Proclamation
Crown Grant to the Mohawks of the Bay of Quinte

Dr. Oronhyatekha was a prominent Mohawk physician who practiced medicine in the community for much of his life and is buried there. (Courtesy of Woodland Cultural Centre)

The Crown Grant to the Mohawks of the Bay of Quinte was issued in 1784. The land had been acquired in the Crawford Purchase and was then granted to the Mohawks of the Bay of Quinte in recognition of their support of the Crown during the American Revolutionary War.

The Mohawk Chief John Deserontyon led a group of Haudenosaunee people to settle on the Bay of Quinte.

Current communities in the area include Shannonville and Deseronto.
More information about Chief Deserontyon
Head of the Lake Purchase
Treaty 14

The doodems of four Mississauga chiefs who signed Treaty 14. (Library and Archives Canada)

Treaty 14, or the Head of the Lake Purchase, was signed on September 12, 1806 by representatives of the Crown and certain Mississauga peoples. The treaty indicates that it includes lands along the north shore of Lake Ontario to the southwest of the Toronto Purchase.

The treaty payment was one thousand pounds of provincial currency in goods "at the Montreal price," made the previous year in the interim agreement of Treaty 13A.

Current communities in the area include the cities of Mississauga and Oakville.
Images of the Head of the Lake Purchase Transcript of the Head of the Lake Purchase
Huron Tract Purchase
Treaty 29

An advertisement for land published by the Canada Company. (Library and Archives Canada)

Treaty 29, or the Huron Tract Purchase, was signed on July 10, 1827, by representatives of the Crown and certain Anishinaabe peoples. The territory described in the written treaty covers approximately 2,200,000 acres.

Treaties often reference natural features of the landscape to mark boundaries. This treaty uses the intersection of the St. Clair River and "a hickory tree marked with a broad arrow on two sides" to mark part of its boundary.

Current communities in the area include Sarnia and Stratford.
Images of the Huron Tract Purchase Transcript of the Huron Tract Purchase
James Bay Treaty
Treaty 9

Image description: Women and children at a feast at Fort Metagami during the Treaty 9 payment ceremony in 1905. (Archives of Ontario, I0010709)

Treaty 9 was signed in 1905 and 1906 by representatives of certain Cree (including the Omushkegowuk), Ojibway (Anishinaabe) peoples, and the Crown. It is also known as the James Bay Treaty and is the northernmost treaty in Ontario. In 1929 and 1930, an adhesion was added to this Treaty area that extends from the Albany River to Hudson Bay.

After signing ceremonies at each location, Crown and First Nation representatives participated in a feast and made formal speeches.

Eabametoong First Nation was a signatory to Treaty 9 but their reserve is located north of the Albany River.

Current communities in the area include over 14 First Nations, Hearst and Kapuskasing.
Images of the James Bay Treaty Transcript of the James Bay Treaty Archives of Ontario online exhibit about the James Bay Treaty More information about the James Bay Treaty
John Collins' Purchase

A historical plaque commemorating the Toronto Carrying Place. (Alan L. Brown, torontoplaques.com)

The John Collins' Purchase was entered into between representatives of the Crown and certain Anishinaabe peoples. It concerned lands extending from the northwestern end of Lake Simcoe to Matchedash Bay.

This early Upper Canada treaty was conducted during an expedition of Captain William Crawford and surveyor John Collins, along the Toronto Carrying Place from the Humber River to Lake Simcoe.

Johnson-Butler Purchase

Cobourg by W.H. Bartlett, 1841. (Art Gallery of Northumberland)

One of the Johnson-Butler Purchases, sometimes called the "Gunshot Treaty," was entered into in 1788 by representatives of the Crown and certain Anishinaabe peoples. The treaty covers the north shore of Lake Ontario, beginning at the eastern boundary of the Toronto Purchase and continuing east to the Bay of Quinte, where it meets the Crawford Purchase.

This treaty was sometimes referred to as the "Gunshot Treaty" because it covered the land as far back from the lake as a person could hear a gunshot.
These lands were the subject of a confirmatory surrender in the Williams Treaties of 1923.

Current communities in the area include Oshawa and Cobourg.

Lake Simcoe Purchase
Treaty 16

A painting showing the Penetanguishene Road in 1838. The Penetanguishene Road - eventually Highway 93 - was one of many colonization roads. (Library and Archives Canada)

Treaty 16, or the Lake Simcoe Purchase, was signed in 1815 at Kempenfelt Bay by representatives of the Crown and certain Anishinaabe peoples. The territory described in the written Treaty covers approximately 100,000 hectares.

The Penetanguishene Road, which extended from Lake Simcoe to Georgian Bay, is contained in this treaty.

Current communities in the area include Orillia, Midland, and part of Barrie.
Images of the Lake Simcoe Purchase Transcript of the Lake Simcoe Purchase
London Township Purchase
Treaty 6

London in the 1840s. (Library and Archives Canada)

Treaty 6, or the London Township Purchase, was signed on September 7, 1796, by representatives of the Crown and certain Anishinaabe peoples. The territory described in the written treaty is approximately 30 km².

Some of the treaty payments included calico and serge cloths, cooking implements, rifles and flint, and vermillion.

Current communities in the area include the city of London.
Images of the London Township Purchase Transcript of the London Township Purchase
Long Woods Purchase
Treaty 21

A later copy of the Long Woods Purchase drafted in 1822 includes a map describing the Treaty area. (Library and Archives Canada)

Treaty 21, also known as the Long Woods Purchase, was signed on March 9, 1819 by representatives of the Crown and certain Anishinaabe peoples. The territory described in the written treaty covers approximately 220,000 hectares.

The River Thames, which was called Askanessippi in Anishinaabemowin, meaning the "antlered river," runs through this area.

Current communities in the area include Strathroy and Mt. Brydges.
Images of the Long Woods Purchase Transcript of the Long Woods Purchase
Manitoulin Island Treaty
Treaty 94

View near the foot of South Bay, Manitoulin Island by Robert Bell. (Library and Archives Canada)

Manitoulin Island was subject to Treaties in 1836 and 1862 but the peoples of Wikwemikong did not sign the latter, known as Treaty 94. Treaty 94 was signed on October 6, 1862 by representatives of the Crown and many First Nations residing on Manitoulin Island.

Treaty 94, which revised the previous 1836 Treaty, outlined that Manitoulin Island would be surveyed and divided into acres, with each head of a family on the island receiving 100 acres, and every single person at least 21 years of age receiving 50 acres.

Current communities in the territory described by the written Treaty include Little Current and Manitowaning.
Images of Treaty 94 Transcript of Treaty 94
McKee Purchase
Treaty 2

A federal historic plaque commemorating McKee's Purchase. This plaque is located in Blenheim Memorial Park, in the municipality of Chatham-Kent. (Alan L. Brown, ontarioplaques.com)

Treaty 2, or the McKee Purchase, was signed on May 19, 1790 by representatives of the Crown and various First Nations. It is the southernmost Upper Canada treaty. The territory described in the written treaty includes Point Pelee - Canada's southernmost point.

There were over 50 signatories to this Treaty, including settlers and Indigenous leaders. The treaty payments included cloth and linen, tools for hunting and cooking, looking glasses, combs, ribbons and laced hats.

Current communities in the area also include Windsor, Chatam-Kent and part of London.
Images of the Mckee Purchase Transcript of the McKee Purchase
Niagara Purchase
Treaty 381

A painting by C.W. Jefferys titled Loyalists Drawing Lots for their Land. 1784. (Government of Ontario Art Collection)

Treaty 381, better known as the Niagara Purchase, was signed on May 9, 1781 by representatives of the Crown and certain Anishinaabe peoples. The written treaty covers a 4 mile strip on the west side of the Niagara River, which connects Lake Ontario and Lake Erie.

The treaty was signed during the American Revolution and was one of the first land acquisitions in what would become Upper Canada.

Current communities in this area include Niagara Falls, Niagara-on-the-Lake and Fort Erie.
Images of the Niagara Purchase Transcript of the Niagara Purchase
North-West Angle Treaty
Treaty 3

One of the commemorative medals presented to the Chiefs who signed Treaty 3. (Library and Archives Canada)

Treaty 3, also known as the North-West Angle Treaty, was signed in 1873 by a number of First Nation Chiefs and representatives of the Crown. Each Chief who signed was given a medal and a flag.

Adhesions to Treaty 3 were signed by other First Nations chiefs later in 1873 and in 1874. In 1875, Nicholas Chatelaine signed an adhesion as a leader of Métis people living in the area.

Current communities in the area include Red Lake, Kenora and Sioux Lookout.
Images of North-West Angle Treaty Transcript of North-West Angle Treaty More information about the North-West Angle Treaty
Nottawasaga Purchase
Treaty 18

An 1837 sketch of the encampment of one of the signatories to Treaty 18. (Library and Archives Canada)

Treaty 18 was signed on Oct 17, 1818, by representatives of the Crown and certain Anishinaabe peoples. It is also known as the Lake Simcoe-Nottawasaga Treaty and was the first of three treaties signed between October and November of 1818. A fourth, Treaty 27, was signed in the Spring of 1819. The treaty details include a payment of goods at the "Montreal Price," because Montreal was the economic hub of Upper and Lower Canada.

Current communities in the area include Wasaga, Bradford and Collingwood.
Images of the Nottawasaga Purchase Transcript of the Nottawasaga Purchase
Penetanguishene Purchase
Treaty 5

A winter scene in Penetanguishene, 1837, near what the artist calls "Little Lake.". (Library and Archives Canada)

Treaty 5, or the Penetenguishene Purchase, was signed on May 22, 1798, by representatives of the Crown and certain Anishinaabe peoples.

This treaty was conducted out of a desire of Lieutenant Governor John Simcoe to acquire a harbour for British vessels on Lake Huron.

The current area includes Penetanguishene and Awenda Provincial Park.
Images of the Penetanguishene Purchase Transcript of the Penetanguishene Purchase
Proposed Algonquins of Ontario Settlement Area

Negotiations are in progress toward Ontario's first modern-day treaty. If successful, this will resolve a land claim that was formally submitted to Canada in 1983 and Ontario in 1985. Historic records related to the claim include a series of Algonquin petitions to the Crown that date back as far as 1772 and assert Algonquin rights to land and other natural resources.

An Agreement-in-Principle was signed on October 18, 2016 by Ontario, Canada and the Algonquins of Ontario. It identifies the Algonquins of Ontario Settlement Area, which covers 36,000 square kilometres in eastern Ontario.

The Algonquins of Ontario collective includes the following communities: Antoine, Algonquins of Pikwakanagan First Nation, Bonnechere, Greater Golden Lake, Kijicho Manito Madaouskarini (Bancroft), Mattawa/North Bay, Ottawa, Shabot Obaadjiwan (Sharbot Lake), Snimikobi (Ardoch), Whitney and Area.
More information about the Algonquin land claim
Rice Lake Purchase
Treaty 20

A sketch of part of the Rice Lake Indian Reserve. Today the area is part of Hiawatha First Nation. (Library and Archives Canada)

Treaty 20, also known as the Rice Lake Purchase, was signed on November 5, 1818 by representatives of the Crown and certain Anishinaabe peoples.

This is the last of three Upper Canadian treaties signed with Anishinaabe peoples in what is now central southern Ontario, in October and November of 1818. A fourth, Treaty 27, was signed in the spring of 1819. These treaties enabled the northward expansion of settlement in Upper Canada.

Current communities in the area include Peterborough and Lindsay.
Images of the Rice Lake Purchase Transcript of the Rice Lake Purchase
Rideau Purchase
Treaty 27 and 27 ¼

A miniature of Colonel William Claus. He was the Deputy Superintendant of Indian Affairs at the time of the Purchase. (Library and Archives Canada)

Treaty 27 and 27 ¼ , or the Rideau Purchase, was entered into on May 31, 1819, and confirmed in 1822 by representatives of the Crown and certain Anishinaabe peoples.

The Rideau Canal, a vital waterway in Upper Canada, was built through this territory after the Treaty was signed.

Current communities in the area include Marmora and Pembroke.
Images of the Rideau Purchase Transcript of the Rideau Purchase
Robinson-Huron Treaty
Treaty 61

A handwritten manuscript of the original Robinson-Huron Treaty. (Library and Archives Canada)

The Robinson-Huron Treaty was signed on September 9, 1850 in Sault Ste. Marie. Treaty Commissioner William Robinson signed on behalf of the Crown, and a number of chiefs signed on behalf of several First Nations. The territory described in the written treaty includes the land east of Georgian Bay and the northern shore of Lake Huron.

One of the signatories of the Robinson Huron Treaty was noted Anishnaabeg Chief Shinguakonse (Little Pine) (1773-1854), veteran of the War of 1812 who had helped establish Garden River First Nation.

Current communities in the area include Sault Ste. Marie, Kirkland Lake and North Bay.
Images of the Robinson-Huron Treaty Transcript of the Robinson-Huron Treaty
Robinson-Superior Treaty
Treaty 60

A painting of the Nipigon River where it connects to the north shore of Lake Superior. The Robinson-Superior Treaty turned 51 the year this painting was made. (Library and Archives Canada)

The Robinson-Superior Treaty was signed on September 7, 1850 in Sault Ste. Marie. Treaty Commissioner William Robinson signed on behalf of the Crown, and a number of chiefs signed on behalf of several First Nations. The territory described in the written treaty includes the north shore of Lake Superior.

The Crown's motivation for entering into the Robinson Treaties was partly to open up the Treaty territories to mineral resource exploration and potential mining.

Current communities in the area include Thunder Bay, Nipigon and Wawa.
Images of the Robinson-Superior Treaty Transcript of the Robinson-Superior Treaty
Saugeen Peninsula Treaty
Treaty 72

A portrait of Kahkewaquonaby (Reverend Peter Jones) taken around the time of the signing of the treaty. He was a well-respected chief of the Mississaugas of the Credit who advocated for many First Nations in Ontario and signed Treaty 72. The name Kahkewaquonaby means "Sacred Feathers." (Library and Archives Canada)

Treaty 72 was signed on October 13, 1854, by First Nations residing on the "Saugeen Peninsula" and representatives of the Crown. The Treaty area covers most of what is now known as the Bruce Peninsula.

At the time of signing, the peninsula was known as the Saugeen Peninsula. The treaty is sometimes today referred to as the Bruce Peninsula Treaty.

Current communities in the area include Sauble Beach, Tobermory, and Southampton.
Images of the Saugeen Peninsula Treaty Transcript of the Saugeen Peninsula Treaty
Saugeen Tract Purchase
Treaty 45 ½

A manuscript of the original Treaty 45 1/2. (Library and Archives Canada)

Treaty 45 ½, or the Saugeen Tract Purchase, was signed on August 9, 1836 by representatives of the Crown and certain Anishinaabe peoples. The territory described in the written treaty covers approximately 1.5 million acres of land, and was a part of the Bond Head Purchases, along with Treaty 45 for Manitoulin Island.

The treaty was signed in Manitowaning in 1836 when an annual distribution of gifts for Indigenous peoples was taking place on Manitoulin Island.

Current communities in this area include Owen Sound and Hanover.
Images of the Saugeen Tract Purchase Transcript of the Saugeen Tract Purchase
Sombra Township Purchase
Treaty 7

A 1795 sketch of the proposed purchase area, prepared prior to the signing of the treaty. (Library and Archives Canada)

Treaty 7, also called the Sombra Township Purchase, was signed on September 7, 1796 by representatives of the Crown and certain Anishinaabe peoples. Three Ottawa Chiefs are listed as witnesses to the Treaty. Their names were Shemmeendock, Negug, and Mitchewas.

Some of the treaty payments included kettles of brass, tin, and copper, silk handkerchiefs, 1400 pounds of shot, and combs made of ivory and horn.

Current communities in the area include St. Clair and Sombra.
Images of the Sombra Township Purchase Transcript of the Sombra Township Purchase
St. Joseph's Island Purchase
Treaty 11

A close-up of signatures on the Treaty, with doodems and names visible. (Library and Archives Canada)

Treaty 11, or the St. Joseph's Island Purchase, was signed on June 30, 1798, by representatives of the Crown and certain Anishinaabe peoples. The territory as described in the written treaty covers approximately 360 km², or nearly all of St. Joseph Island on the Canada/US border.

St. Joseph's Island is known as Payentanassin in Anishinaabemowin.

The written treaty indicates payments of red, green, and blue cloth, vermillion, kettles, and cooking implements.
Images of the St. Joseph's Island Purchase Transcript of the St. Joseph's Island Purchase
St. Regis Purchase
Treaty 57

St. Regis (Akwesasne) Indian Village on the St. Lawrence River. William Henry Bartlett, 1838. NAC C-040312. (National Gallery of Canada)

Treaty 57, or the St. Regis Purchase was signed on June 1, 1847 by representatives of the Crown and certain Mohawk peoples.

The written treaty indicates that it covers a parcel of land that is also known as the "Nutfield Tract," a corridor of land running north of the St. Lawrence River towards the Ottawa River.

Current communities in the area include the city of Cornwall.
Images of the St. Regis Purchase
Toronto Purchase
Treaty 13

A painting showing the shore of Lake Ontario and part of Toronto, - then known as York. This piece was completed in 1804, a year prior to the Toronto Purchase. (Library and Archives Canada)

Treaty 13, also known as the Toronto Purchase, was signed on August 1, 1805, by representatives of the Crown and certain Mississauga peoples. The treaty covers approximately 250,800 acres.

The original Toronto Purchase of 1787 was revisited in 1805 with Treaty 13. A land claim regarding the 1805 Treaty was settled with Canada in 2010 for $145 million.

An 1805 map of the Toronto Purchase appears to show that the Toronto Islands were included within the boundaries of the purchase. Although the lands were originally connected to the mainland, they separated during a storm in the mid-19 th century.

Current communities include the city of Toronto.
Images of the Toronto Purchase Transcript of the Toronto Purchase
Treaty 5

The image of Queen Victoria on a medal presented to Chiefs who signed Treaty 5. On the other side of the medal is a Treaty negotiator shaking hands with a First Nations man. (Library and Archives Canada)

Treaty 5, signed in 1875, covers the northwest corner of Ontario and parts of Manitoba and Saskatchewan. This treaty had several later adhesions, which were signed in northern Manitoba between 1876 and 1910. The territory described in the written treaty covers approximately 345,500 km², only a small portion of which lies in Ontario.

Chiefs who signed were presented with the Queen Victoria medal. Many of the written treaty terms resemble the written terms of Treaty 3 and Treaty 9, including individual annuity payments and a formula for determining each First Nation's reserve lands.

Sandy Lake First Nation entered into Treaty 5 in 1910, but their current reserve is located in the territory covered by the Treaty 9 Adhesion.
Images of Treaty 5 Transcript of Treaty 5 More information about Treaty 5
Treaty 9 Adhesion

Members of Fort Severn First Nation, assembled for the signing of the Treaty 9 adhesion. (Library and Archives Canada)

The adhesion to Treaty 9 was signed in 1929 and 1930 by representatives of certain Cree and Anishinaabe peoples and representatives of the Crown. The adhesion to Treaty 9 extends from the Albany River to Hudson Bay.

After the adhesion, Treaty 9 became the largest treaty area in Ontario.

Current communities in the area include over 20 First Nations and the town of Pickle Lake.
Images of Treaty 9 Adhesion Transcript of Treaty 9 Adhesion
Treaty 35

Joseph White, Chief of the Wyandot of Anderdon, also known as Chief "Mondoron," signed Treaty 35. (Courtesy of the White family)

Treaty 35 was signed on August 13, 1833, by representatives of the Crown and the Huron-Wendat.

In the mid-seventeenth century, the Huron-Wendat were displaced from the territory between Lake Ontario, Lake Simcoe, and Georgian Bay after wars with other Indigenous peoples. Some Huron-Wendat moved to Lorette, near Quebec City. Others moved to the west and the south, including this treaty area.

Current communities in the area include LaSalle and Amherstburg.
More information about the Huron-Wendat
Treaty 82

Nahnebahwequay (Catherine Sutton) was an Anishinaabeg woman who moved to live with the Newash band in Owen Sound in the 1840s. After an absence, she returned in the 1850s and discovered that her farm had been surveyed and laid out in town lots after the signing of Treaty 82. She spent much of the rest of her life fighting for the return of her land and for the rights of Indigenous peoples. She had a personal reception on June 19th, 1860 with Queen Victoria. (Grey Roots Archival Collection)

Treaty 82 was signed on February 9, 1857, by representatives of the Crown and certain Anishinaabe peoples. The territory described in the written Treaty is approximately 4,000 hectares, and covers a strip of land north of the contemporary community of Owen Sound.

The representatives of the Chippewas of Newash signed with their clan or "totem" signature.

Notable signatories to this treaty include R.T. Pennefather, Superintendent General of Indian Affairs, and Rev. Peter Jones, a Mississauga chief, author, and Methodist missionary who translated the Bible into Anishinaabemowin.

Current communities in the area include Kemble.

Treaty of Manitowaning
Treaty 45
Treaty 45, or the Manitoulin Island Treaty, was signed on August 9, 1836, by representatives of Upper Canada and certain Anishinaabe peoples. The territory described in the written Treaty covers most of Manitoulin Island and the islands along the north shore of Lake Huron.

Archaeological records provide evidence that Indigenous people lived on Manitoulin Island from 9,000 B.C.E. In 1836, the island became home to many more Indigenous peoples, some of whom had moved from other places in Upper Canada.

Current communities in the territory described by the written Treaty include Little Current and Manitowaning.
Transcript of Treaty 45
Williams Treaties

A written page of the Williams Treaty for the Mississaugas of Rice, Mud and Scugog Lakes and Alderville. (Library and Archives Canada)

The Williams Treaties were signed on October 31 and November 15, 1923, by seven Anishinaabe First Nations and representatives of the Crown. A commission was established by Canada and led by Treaty Commissioner A.S. Williams to address lands that had not been surrendered via treaty.

The territory covered by the Williams Treaties stretched from the northern shore of Lake Ontario to Lake Nipissing, and together cover approximately 52,000 km². The geography of the Treaties overlaps with several previous treaties.

Current communities in the area include Huntsville and Bracebridge.
Images of the October signing of the Williams Treaties Transcript of the October signing of the Williams Treaties Images of the November signing of the Williams Treaties Transcript of the November signing of the Williams Treaties
Reserves in Ontario

A reserve is an area of land set aside by the federal government for the use and benefit of a First Nation. You can find a full list of reserves in Ontario on the federal government website.

Limitations

This interactive map was designed for illustrative purposes for educators, students, researchers and the general public to gain a sense of Ontario's treaty history. Treaties and the treaty relationship are more than what is recorded in historical maps. This map and all accompanying materials are not intended to be a complete source of treaty history and do not replace engagement with local Indigenous peoples.

This map does not purport to reflect actual treaty boundaries and is provided for illustrative purposes only. It is not intended to reflect the position of Ontario nor to constitute any admission or limit Ontario's rights in any way, and should not be relied on to assess legal rights.

A map of the Provisional Algonquin Settlement Area is available on the Algonquin Land Claim page.

This map was created with data used under license from Geobase, Geogratis, the Ontario Realty Corporation, Indigenous and Northern Affairs Canada, and Members of the Ontario Geospatial Data exchange and data held by the Ministry of Indigenous Relations and Reconciliation. The treaty boundaries illustrated for Treaty 3, 1873, Treaty 5, 1875 and Treaty 94, 1862 are those shown on the First Nations and Treaties map produced by the Province of Ontario and the Government of Canada. The treaty boundaries illustrated for areas outside of Ontario are those shown on the Pre-1975 Treaties map produced by the Government of Canada. The remaining treaty boundaries illustrated are based on James L. Morris, Indians of Ontario (Toronto: Dept. of Lands and Forests, 1943).

Converting these maps into a digital map may have resulted in unintentional deviations. For example, Google Maps shows more geographic detail than the printed maps. The Government of Ontario and its ministers, agents and employees disclaim all responsibility for any errors, omissions and inaccuracies in any of these maps, accompanying materials or external links.

Related
Learn about treaties Videos: Indigenous Voices on Treaties Current land claims Algonquin land claim

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Learn about the treaties that cover where you live, go to school or work, and find reserves in Ontario.

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As a new season blooms across the country, after months of lockdown, Canadians are feeling the effects of the COVID-19 pandemic on their mental health.

Whether related to episodes of previous mental illness, or new feelings of waning self-worth, one of the country's top psychiatrists says the emotional toll on people will be ongoing.

"The real problem [that is] brewing, and some people are calling it the echo epidemic, is that there will be this sort of rising anxiety and depression now and after COVID," Dr. Kwame McKenzie told host Dr. Brian Goldman in an interview for White Coat, Black Art.

The director of health equity at the Centre for Addiction and Mental Health (CAMH) in Toronto says Canadians were already in a "mental health epidemic" before the pandemic began. The additional strains of job loss and financial insecurity are resulting in people starting to think more negatively about the future, McKenzie said.

The psychiatrist and CEO of the Wellesley Institute said generally, 15 to 20 per cent of people who have been exposed to traumas need extra support - in addition to their family - to cope.

Last month, an Angus Reid survey found half of Canadians described feeling more worried and anxious, and a worsening of their mental health. The national survey found job loss, negative financial impacts, and distanced relationships have had a great impact.

"Now, we're in a situation where everybody has been exposed to this in one way or another," McKenzie said, "and that exposure means that the actual number of people who are at risk of developing mental health problems because of it is huge and unprecedented in our lifetimes."

Moving past keeping calm and carrying on

McKenzie, an international expert on the social causes of mental illness, said we can find examples in history of how we've recovered from collective traumas, such as world wars, 9/11 and residential schools.

"Some of the things that came out of the Holocaust and others was this idea of coherence, that if there's a plan that makes sense and helps people ... then they're even more likely to stay healthy throughout the trauma," McKenzie told Goldman.

At the same time, he says it's important that Canadians in 2020 move away from outdated notions about mental health that might have been considered healthy in wartime and during the baby boom of the middle of the last century.

"The same sort of stiff upper lip type messages - 'keep calm and carry on' - that they may have used in wars of 50, 60, 70 years ago may not be as applicable to [Canadians] now," McKenzie says. "There's much more introspection and self-reflection than there was at that time."

The CAMH psychiatrist also said we shouldn't expect the worst and suggested there are ways to mitigate the impact on our mental health.

"If you give everybody trauma counselling, you increase the number of people traumatized, but if you try to promote people's resilience, and you make sure that you identify the people who are struggling, and then you give them the support they need, you get better outcomes for all."

McKenzie also noted there was a bump in anxiety, depression, and suicide after SARS, an epidemic of a much smaller scale that had major coverage in the media. He believes this correlation from the past may help reveal how people are doing when it comes to their mental health right now.

"When the media goes full frontal on a particular issue, when it's happening night after night, and when you're in a situation where there's a lockdown, and that lockdown means that every day you're reminded of the danger, and when you go for testing and you see people who look like they're in space suits - these are incredibly triggering situations," McKenzie said. "You cannot escape COVID-19, and that is a significant issue for people's mental health."

Personal grief

McKenzie believes more work needs to be done to explore and help support people find new ways of coping in a physically distanced world.

"A lot of the support you get in grief is about being able to talk. It's about being able to emote. It's about being given licence to grieve and to let that emotion out in the way that you see fit," the psychiatrist said.

He told Goldman he is personally navigating the issue, having lost his mother, who died from COVID-19 in the U.K.

"I don't know how to grieve during COVID-19, and I'm not sure anybody does," he told Goldman.

"It's something that feels like it is not real, it's temporary, and it's not complete," he added. "I'd love to be saying that there have been studies which say this is how you do it. I have not been able to find them, I'm afraid."

Grief over deaths of loved ones in the recent past is something that listeners of White Coat, Black Art have reported feeling during the pandemic.

Dawn Kelly, a teacher of grades 8-12, lost her husband last year, and feels as though her own grief flowed into COVID-19.

"No break. No line in the sand. The ebb and flow ... I thought, and sometimes said [to people who experienced other kinds of loss from the pandemic] ... welcome to my grief life," Kelly wrote in an email to the show.

There is a oneness, a loneliness, a disconnect in grief. There is in COVID-19, too. - Dawn Kelly

One of the lessons she's learned as she identifies "grief tools" that have helped her get through this time is the presence of others who will witness and spend time with her, but not attempt to change how she's feeling.

"So few people are open to knowing how challenging the grief walk is. They are afraid to walk beside me. No fixing. No happying out of my sad. Just [be] with me in my 'darkest hours.' There is a oneness, a loneliness, a disconnect in grief. There is in COVID-19, too. How ill-prepared and fearful we are, to sit in and with ourselves."

McKenzie agrees.

"Allowing you to grieve and cry and do stuff the way you need to, in order to remember and mark the passing, is going to be vital," he said.

How to build resilience during a pandemic

Be in touch
Keep connected with people. That connection is better if it's verbal, or via Skype or Zoom rather than text, says Dr. Kwame McKenzie.

Move your body
Exercise because that helps neurogenesis, says McKenzie.

Stay in the present moment
Practise mindfulness.

Engage
Learn new things, take up hobbies, read books.

Be kind
Give back to your community.

Schedule
"Have a scheme and a schedule for the day," says McKenzie. "Having a shape to the day makes an important difference."

Watch your media diet
"Be careful about how much media [you] consume and what types of media [you] consume," says McKenzie.

"Trying to find messages of things you can do something about, it's going to be ... much better for you."
[Sources: Dr. Kwame McKenzie, Centre for Addiction and Mental Health, U.K. National Health Service (NHS)]
Written by Arianne Robinson.

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Keep calm and carry on? Promote resilience for better outcomes amid COVID-19 crisis, says CAMH psychiatrist | CBC Radio

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As a new season blooms across the country, after months of lockdown, Canadians are feeling the effects of the COVID-19 pandemic on their mental health. Whether related to episodes of previous mental illness, or new feelings of waning self-worth, one of the country's top psychiatrists says the emotional toll on people will be ongoing.

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New Zealand Resource on Return to School after Traumatic Event

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New Zealand Resource on Return to School after Traumatic Event

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"ONE RECURRING THEME ACROSS ALL MY STUDIES was that schools are not just places of education but very often, especially in small communities, a hub of their communities. Communities look to schools as places of support and at principals and teachers as people who know what to do (even

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When these students begin the 2020-2021 school year, we should welcome them with wonder and assume they have learned immeasurable and previously unknowable things.

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Ballet student Eugene Ochieng, 12, center, and others join a class taught remotely via videoconferencing at Dance Centre Kenya in April. (Brian Inganga/AP)

You've probably read a number of articles by now about educators' fears of severe learning loss for millions of students during the coronavirus pandemic.

School districts are scrambling to find ways to remediate vulnerable kids to "catch them up" on curriculum so they don't fall permanently behind.

And you hear very little, if anything, about what kids actually are learning - even if it isn't from a traditional school lesson.

This post takes a very different, unusual look at that dynamic. It was written by Rachael Gabriel, an associate professor of literacy education at the University of Connecticut. She has written or edited five books for literacy teachers, leaders and education researchers, as well as numerous articles, and teaches courses for educators and doctoral students pursuing specialization in literacy.

Since schools shut down, students have been called the "hobbled" generation and the "covid class." They have been told they have or will experience covid-related slides, losses, gaps and other deficiencies that are " disastrous." They have been told that they are frying their brains by using phones, tablets and other devices to stay connected to friends, culture and a sense of normalcy, and that they are learning less than they should or close to nothing at all.

They should be told the opposite.

When these students begin the 2020-2021 school year, we should welcome them with wonder and assume they have learned immeasurable and previously unknowable things. We should assume they have been tested, stretched and challenged in new ways. We should imagine that even the youngest have been through a refining fire and have emerged with some kind of hard-won wisdom we may not yet see.

Students are learning how to reset the rhythms and structures of their days. They are learning different patterns and modes of communication. They may be taking on different roles in their homes and learning how to complete new tasks, engage in new games and develop or sustain new and different activities.

Some are learning from the outdoor world on walks that go slower and last longer than before. Others are watching nature change day-by-day out their window, in their gardens, and along trails and bodies of water. Some are spending more time in their imaginations because it's the only place to go, but this is not unimportant work.

Students cannot help but learn about themselves, others and the world around them in this time when solitude has steadily increased alongside disconnection and uncertainty. Even those who are too young to verbalize their understandings understand their world has changed, and are changing right along with it.

If we use words such as "slide," "loss," "waste," "pause," "gap" and "cliff" to describe their learning, literacy and achievement, what will they conclude about their own intelligence, potential and ability to learn independently?

If we use words such as "welcome" and "wonder," and if we acknowledge and appreciate the learning they must have done, how will they orient to new learning challenges?

University of California at Berkeley education researcher Kris Gutierrez has coined the term "re-mediation" - as opposed to the standard "remediation" - to signify the need to rethink how educators approach helping students seen to be behind academically.

Student learning is affected by place, context, cultural experiences - such as living through covid-19 - language and identity. This is a time to "re-mediate" for all students and approach each one as a "corona kid": a special status that defies grade-level boundaries. We must acknowledge that all students, without exception, will return to school buildings having learned something important, and carrying enormous potential to continue learning.

If not, the recent hand-wringing about "learning loss" and "covid slide" will reinforce existing inequities by subjecting some students to impoverished forms of instruction and review under the banner of "remediation" (no hyphen involved) while others receive enrichment designed to engage, inspire and empower them.

Some students will be told they need to "accelerate" and "cover content" to be on "grade level." But others will be busy setting their own goals, engaging in shared inquiry and learning at their own pace with the confidence that their learning is valued and valuable to the adults around them.

Support and enrichment should not be an either/or scenario, but the history of education in the United States suggests that we segregate based on presumed competence and then increase perceived differences by providing differential treatment.

We cannot have a warm welcome and robust curriculum only for those students who had the means to easily participate in all forms of distance learning and whose families traditionally provide what is understood as summer enrichment (e.g., travel, camp, tutors, etc.). We cannot assume those who could not be reached via distance learning, those who disengaged, and even many who dutifully slogged through the transition and long haul of emergency online learning this spring have lost significant ground, forgotten skills and failed to cover content.

We often rationalize alarm about "learning loss" by pointing to already dismal standardized test scores and implying that students must attend school in order to achieve and test well. However, we have evidence that, far too often, scores and achievement have little to do with what students learn in school.

Students increase scores on standardized tests by engaging in out-of-school tutoring and test preparation so often that these have blossomed into multibilliondollar industries. Peddling fear about the loss of school hours creating a gap between expected and actual learning is a great way to prop up these industries while simultaneously setting public schools up for failure.

Meanwhile, parent education and socioeconomic status are consistently predictive of student test scores, and students who participate in summer reading programs consistently outperform those who go to mandatory summer school. This year, it will be no different, but that does not mean those who underperform on tests have not learned.

School is not the only source of curriculum and content knowledge, and attendance is not the only way to increase achievement. However, school is sometimes a vital source of nutrition and therapeutic services that increase quality of life for students and their families. Those who have lost access to such services are owed a profound debt by the society as a whole. They have made an enormous sacrifice by sheltering in place and making do with often inadequate remote supports. They will continue to live in a world where their vital services are interrupted, diminished and delayed rather than guaranteed. On some level, even the youngest and most challenged know this.

If nothing else, students have learned from our responses to the crisis, our interactions with them during the crisis, and the way we have talked about returning to school. They have also learned from things we have and will say about them. Therefore, we need not siphon public dollars into the hands of testing, tutoring and textbook industries but instead find new ways to engage a generation of learners like no other.

We can use this disruption in business as usual to disrupt the stratification of learning opportunities in school settings. It is an opportunity to bridge the gap between learning opportunities offered to those we assume are gifted, talented, creative, geniuses and those we assume are average, grade-level, bubble kids - or worse, low-level, below-grade level, behind, delayed, disabled. Those who slide, lose, plateau and fall rather than climb, rise and soar.

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Perspective | Can we stop telling the 'corona kids' how little they are learning?

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You've probably read a number of articles by now about educators' fears of severe learning loss for millions of students during the coronavirus pandemic. School districts are scrambling to find ways to remediate vulnerable kids to "catch them up" on curriculum so they don't fall permanently behind.

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WHO Resource from Education International

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WHO Resource from Education International

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As a growing number of countries are considering easing restrictions and gradually resuming onsite education, Education International stresses a set of five dimensions that should be considered by governments, in dialogue with educators and their unions, when planning this next phase of the response to the COVID-19 crisis in education.

The World Health Organisation (WHO) has highlighted six conditions that should be met before governments start to lift current restrictions on social and physical movement related to the spread of COVID-19:

1. Disease transmission is under control.

2. Health systems are able to "detect, test, isolate and treat every case and trace every contact".

3. Hot spot risks are minimised in vulnerable places, such as nursing homes.

4. Schools, workplaces and other essential places have established preventive measures.

5. The risk of importing new cases "can be managed".

6. Communities are fully educated, engaged, and empowered to live under a new normal.

With schools and education institutions closed in a majority of countries, there are critical issues for governments to take into consideration, as countries gradually begin to re-open early childhood institutions, schools and higher education institutions. It is imperative that governments communicate transparently and continuously about the plans for reopening onsite education and the extent to which they are informed by the advice of health experts. Continuous social and policy dialogue with educators and their unions is the cornerstone of any successful education strategy.

1. Engage in Social and Policy Dialogue
Public authorities engage in continuous social and policy dialogue with educators and their representative unions and organisationsto assess needs and agree on health and safety measures for students and staff as well as the framework and resources for transitioning back to onsite teaching and learning. Consideration is given to the additional workload arising from the parallel requirement of face-to-face and online teaching during the gradual re-opening of schools. The labour rights of teachers and education support personnel are respected and decent working conditions are maintained.

2. Ensure the Health and Safety of Education Communities
There is agreement and clarity on the hygiene measures necessary for keeping children, students and staff safe and healthy as well as preventative measures for containing the spread of the virus. All schools and education institutions are equipped to ensure and sustain enhanced hygiene and cleaning practices and all staff is informed and trained to follow new guidelines. Education workers have guaranteed access to Personal Protective Equipment where necessary, and additional funds and staffing are ensured by public authorities to ensure health and safety requirements. In addition, the situation of at-risk and vulnerable students, staff and their families is taken into consideration.

3. Make Equity a Top Priority
Equity is front and centre of all transition plans, recognising that the impact of the pandemic is not equal and that already vulnerable students and education workers have been and may continue to be the most affected. A support structure is put in place for all vulnerable students and staff, for those who are enduring increased hardship and for students who have not been able to participate in online or home-based learning. A strategy is developed for addressing possible increases in drop-out rates, paying particular attention to girls and women, and those at risk of child labour.

4. Support Physical and Emotional Wellbeing and Recovery
Systems are in place to support the wellbeing and mental health of children, students and education staff, including through dedicated psychosocial support and counselling. In addition to the pandemic causing ongoing stress and anxiety, many children, students and education staff will also find it difficult to return to school and adapt to new routines as well as restrictions to social interaction. Dedicated support is available to those who may have suffered bereavement, abuse, violence, or other emotional trauma.

5. Trust the Professionalism of Educators
Education authorities engage with educators and their unions to determine and assess the impact of the school closures on teaching, learning and student wellbeing. Any framework for transitioning back to onsite education is built on trust in the professionalism and pedagogical practice of the education workforce. Clarity on any assessment requirements is reached in dialogue with educators and their unions to ensure fair and equal treatment of all students and the continued professional autonomy of educators.

Click here to download the Guidance.

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as a growing number of countries are considering easing restrictions and gradually resuming onsite education

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education international stresses a set of five dimensions that should be considered by governments

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in dialogue with educators and their unions

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when planning this next phase of responding to the covid-19 crisis in education.

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Education International Guidance to Reopening Schools and Education Institutions

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As a growing number of countries are considering easing restrictions and gradually resuming onsite education, Education International stresses a set of five dimensions that should be considered by governments, in dialogue with educators and their unions, when planning this next phase of responding to the COVID-19 crisis in education.

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We are in the transition period between "Learning at home" and returning to our education settings. It's messy and we're managing change across multiple contexts daily. One probable constant is that blended teaching approaches, combining distance and in-person learning will be the new normal for a while.

This post:

highlights some of the practices that can help us inclusively design distance learning options

draws attention to approaches that can create barriers to learning and ways to minimise them.

Learning from our own experiences

Let's begin by considering our own distance learning experiences and reflect on what we value in an online environment.

Most of us have probably had a distance learning experience in our teaching career. We've taken a course, attended a webinar or participated in post graduate study where we've had to navigate Moodle's multiple spaces, participate in discussion forums and submit work in unfamiliar formats.

Reviewing our experience of distance learning as adults, we'd probably give quite mixed feedback.

Some of us will have relished open-ended assignments, others will have ached for structure and exemplars. Some of us will have been comfortable posting into an online forum, others will have rewritten a reply to a post ten times before daring to press send.

As we participated in online learning, our home contexts will have impacted on our study. We may have juggled care of children, work pressure, a health crisis within our whānau and/or our own mental health. Most of the time we will have managed the juggle, but sometimes we may have had to step back from the study, negotiate extensions or have a heart-to-heart with a tutor.

Now consider your ongoing use of familiar online environments, such as TradeMe, Facebook, Netflix, or an online supermarket or newspaper website:

What do you value in an online environment you use regularly?

What kinds of things put you off using a website?

Also reflect on your experience of being part of a teaching team during lock down:

What kinds of communication approaches worked well for you?

What approaches or tools have you found useful?

What was frustrating or tiring?

Designing for humans

If you're a designer of a distance learning experience, you know that the humans you are planning for will vary in:

how they are engaged (what captures their attention, keeps them interested and motivated and maintains their wairua)

how they process, make sense of and use information

the ways they communicate, collaborate, create and express their thinking.

Planning for this level of variability is an art and also the bread and butter of teaching. As we plan for young humans in distance learning contexts, many of the approaches we use face-to face translate easily (if taking a universal design approach is already part of our practice). There are, however, some additional thoughts worth considering to ensure what we are offering will work for all our learners.

So, to support you in your review of your distance learning options so far, here are:

two guiding thoughts

a table of practical considerations

a learning conversation (a video of Chrissie Butler interviewing Linda Ojala about using a UDL lens to review a lesson or activity).

Guiding thoughts

Learning support is for everyone

In the context of designing online learning environments, I'd recommend we think of learning support like air or water or food, it's a necessity and a human right.

If we turn the words around and call it "support for learning", we can see that it's something for everyone.

As experienced kaiako, we know every young human learns differently and learning from home looks and feels different for everyone. We also know that emotion and learning are interconnected (Boekaerts, 2010) and our COVID 19 context and its consequences are having an impact on our individual and collective wellbeing and mental health. We appreciate being able to reach for the support or tools we need, when we need them, be they a pair of scissors, a how-to-video or someone to talk to.

So let's:

build supports, including useful tools, into the way we design our online offerings and make them available to everyone

have ongoing conversations with our support staff, teacher aides, deans, whānau leads, guidance counsellors, SENCOs, RTLB, Learning Support Coordinators, specialist colleagues and allow their insights to influence what we design

create spaces and opportunities where those who work closely with tamariki can maintain connection

seek regular and ongoing feedback from tamariki and whānau regarding what helps and what gets in the way of learning.

Walk in the shoes of your learners

Before you press send, take a walk in the shoes of your learners. Imagine being on the other end of your activities or assignments. What will be your learners' first impressions?

Will each learner think:

Cool, I can connect to these activities, see why they are important and they are doable.

Yay, the instructions are presented clearly in video, text and image. With no waffle!!!!!

Great, I have options and the teacher has included everything I need to be able to get started.

Inclusive design considerations

Here are some considerations aligned to the three principles of the Universal Design for Learning (UDL) framework. You can find out more about each principle by following the link in the left hand column.

Communicate in ways that engage culture, are mana enhancing and build community.

REPRESENTATION
Support access and understanding of information and instructions

Keep the organisation of your online space laid out in a logical predictable way.

ACTION and EXPRESSION
Supporting communication, action and expression

Position supports next to each activity so they can be easily accessed.

A learning conversation

The video below introduces how we can review a lesson or activity with a UDL lens using the UDL thinking cycle. It is an informal interview between myself and colleague Linda Ojala. It is 14 minutes long.

Downloads

Summary

Over the last couple of months, the learning curve has been immense as we have adjusted to teaching and learning over distance.

Hopefully this learning curve will continue to expand as together with whānau and tamariki we seek feedback, discuss and reflect on:

practices and ways of working we want to keep from our learning at home experience

old ways of working we don't want to repeat or revisit

how to innovate a blended approach to teaching and learning that allows and supports every child and their whanau to access, influence and participate in learning experiences and environments that work for them.

I can imagine some of the richest discussions will be around maintaining and supporting learner agency and continuing to support close collaboration with whānau.

I also hope that we can take into the new normal some of our new learning about planning for variability, utlising digital tools and employing creative solutions, to ensure every child has access to learning in a way that works for them.

Finally, all the thoughts shared above translate directly to blended practice. They reflect a people-centred, systematic approach to design and are informed by the framework Universal Design for Learning.

Get in touch if we can help in any way or you would like to learn more about Universal Design for Learning, web accessibility and inclusive design principles and practices.

Acknowledgements

Vonnie Jones for uttering the phrase "before you press send".

Linda Ojala for the interview and constant collaboration and innovation.

The UDL and inclusive design team at CORE.

The Aroha Harris quote can be found in the introduction to Anderson, A. (2016). The First Migration Māori Origins 3000BC - AD1450 . Bridget Williams Books Ltd.

Boekaerts, M. (2010). Chapter 4: The crucial role of motivation and emotion in classroom learning. In H. Dumont, D. Istance & F. Benavides, The Nature of Learning: Using Research to Inspire Practice . OECD Publishing. Retrieved 12 May 2020, from https://www.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en.

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Distance learning - thoughts on inclusive design.

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We are in the transition period between "Learning at home" and returning to our education settings. It's messy and we're managing change across multiple contexts daily. One probable constant is that blended teaching approaches, combining distance and in-person learning will be the new normal for a while.

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Increasing reliability and validity... and EQUITY through triangulation of data.

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What did the teacher mean with this question?

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What did the teacher mean with this question?

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What did the student understand? How do you know?

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Below are the links to various "virtual breakout rooms" (collaborative Google docs). Please copy one of the blue links into another tab to access that activity.

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Please click to open and fill out the survey - thank you for your honest feedback!

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Ontario's VLE - Community e-Learning Ontario D2L Capture Portal