# data[].attributes.body
Bytown or Bust . (2013, 05 24). First Nations History in the Ottawa, Ontario, Canada Area. Retrieved from Bytown or Bust : http://www.bytown.net/nativehist.htm

Government of Ontario . (2017). First Nations and Treaties . Retrieved from Treaties Map : https://files.ontario.ca/treaties_map_english.pdf

Government of Ontario. (2019, February 20 ). Crawford's Purchases. Retrieved from Map of Ontario treaties and reserves: https://www.ontario.ca/page/map-ontario-treaties-and-reserves#t2

JOHNSTON, M. (2010, February 23 ). The Gunshot Treaty . Retrieved from Active Rain: https://activerain.com/blogsview/1510606/the-gunshot-treaty

Robertson, R. (2015). Hiawatha and the Peacemaker. New York: Abrams Books for Young Readers.

The Canadian Encyclopedia . (2018, October 9). Algonquin . Retrieved from The Canadian Encyclopedia: https://www.thecanadianencyclopedia.ca/en/article/algonquin

The Canadian Encyclopedia. (2019, March 11). Ottawa. Retrieved from The Canadian Encyclopedia: https://www.thecanadianencyclopedia.ca/en/article/ottawa-ont

Whose Land . (n.d.). Crawford's Purchase, 1783. Retrieved from Whose Land : https://www.whose.land/en/treaty/crawford-purchase-1783

# data[].attributes.headline
Learning Material  - Podcast and Inquiry Activities 

# data[].attributes.subject
Learning Material  - Podcast and Inquiry Activities 

# data[].attributes.body
Another important group of nations that are essential to this narrative are the Algonquin nations located mainly in Ontario and of the Ottawa area. The accounts and stories of this local area assist in understanding the Algonquin peoples sentiments and relationship to their land, particularly in the Ottawa region. When reading through the blog, it was neat to learn and hear the particular elements of land that shaped the histories of the Algonquin people and the settler societies. Furthermore, the pictures and other resources really provide a unique collection of pictures and stories that provide a deeper understanding and encourage one to research more context and resources.

In 1789 Frederick Haldimand, Governor of Quebec issued an agreement which stipulated that lands along the st Lawrence River and Lake Ontario be handed to the loyalist for settlements. Historical accounts suggest that this was an amicable treaty were gifts of blankets, clothing, guns and ammunition were given to the Mississaugas. However, the Mississaugas recall a different perspective. By losing their land, Mississaugas were obliged to follow foreign laws that would time after time deny them of their rights and way of living. Some even argue that over time, the stop receiving the benefits of what their treaty stipulated. As we engage with primary and secondary resources, it is vital to critically examine the perspective that they encapsulate. Losing or sharing has consequences, for one party it could mean innovation and progression but for another, it could mean regression. By examining both perspectives, students are able to understand the significance of land disputes and treaties.

# data[].attributes.headline
Learning Material 3 - Video and Gym Lesson 

# data[].attributes.subject
Learning Material 3 - Video and Gym Lesson 

# data[].attributes.body
The objective of this lesson is to summarise the material covered above. To accomplish this, narratives are summarized, territories are represented on maps, and a gym activity is provided to engage students in deep learning. The gym activity will provide students with an experience to relate their learning and inquire to. It also provides inspiration for inquiry-based learning. Thus, this module seeks to not only conclude the model but also to encase the learning within a physical activity.

Gym Lesson
In this game, students learn about the basics of the fur trade. Using different tiers, they will see how colonialism had a negative impact on the environment, but also developed a complex fragmented network of nation to nation relationships. Youth may also see the formation of alliances, price manipulations, and other strategies that were apart of the fur trade era.

Tier One

Split the gym into two sections. Explain that one group represents the various Algonquin First Nations of Ontario. The other group represents the 6 Nation Confederation in parts of Ontario, Quebec, New York, and surrounding areas. Pick about half of these groups to represent wildlife. In both halves of the gym place hula hoops to act as safe zones for the wildlife. Give each wildlife 3 popsicle sticks. The wildlife can only stay in a hoop for a count of ten before they must run from hoop to hoop. The First Nations teams’ job is to tag wildlife for sticks. Once they get three sticks, they bring them to the teacher for imaginary points. Once the wildlife loses their sticks, they can do three jumping jacks to get the sticks back from the teacher. Wildlife may move freely about the gym, but First Nations people must stay in their territories. (Have students divide the gym to resemble that these territories were agreed upon by the Indigenous people.)

Tier Two

Half of the wildlife should now be broken into two settler groups. The settlers will get three clothespins each. They can trade these with the First Nations for popsicle sticks. Wildlife can again access the whole gym, start with three popsicle sticks, and have safe spaces. Only First Nations can get popsicle sticks from wildlife. First Nations and Settlers must wear their clothespins on their sleeves, and they can be stolen by other teams. To keep the game going, have a points keeper who can record points and redistribute sticks and pins. First Nations get one point for sticks and two points for pins. Settlers get two points for sticks and one point for pins. The gym is not split into two sections for this game. Also, consider letting the settlers set their own price for the popsicle sticks.

# data[].attributes.headline
Learning Material 1 - Hiawatha and the Peacemaker Read Aloud 

# data[].attributes.subject
Learning Material 1 - Hiawatha and the Peacemaker Read Aloud 

# data[].attributes.body
This book tells the story of the Iroquois Nation (6 Nation Confederacy). To me, understanding this story is essential to understanding Indigenous and Settler history in Ottawa and along the St. Lawrence. This group was largely focused on protecting their culture and land from settlers and resisted colonial influence. Although manipulated into the colonial project, they have a very interesting and important background about forming a community and creating peace. Thus, providing some reason behind their desire to protect their communities.

Integrating Indigenous stories in the classroom is an excellent way to help students and educators gain a deeper understanding of First Nation History and the interrelationship that existed among them. Hiawatha and the Peacemaker is a story that focuses mostly on reuniting the warring Six Iroquois Nations. Reading this book in the classroom is essential because it gives the students a broad view of some of the conflicts and how devasted they were to the natives. The illustrations in the books are significant as they honour and respect indigenous culture by bringing together the land, spirituality, traditions and music which are some of the main factors that these groups were protecting from one another. Also, the Great Law message of peace from the Peacemaker, that Hiawatha is communicating in his journey of reconciliation “Fighting among each other must stop. We must come together as one body, one mind, and one heart. Peace, Power, and righteousness shall be a new way.” (page 7) is also significant, and as educators, we must spread it in the classroom during Sharing Circle in order to promote collaboration, respect, equity and unity among our students.

# data[].attributes.headline
Overall Rational for Digital Learning Module

# data[].attributes.subject
Overall Rational for Digital Learning Module

# data[].attributes.body
This model will help educators and students gain a deeper, yet still very limited, understanding of First Nation and settler communities and their national relationships. Specifically, we will examine the Algonquin and 6 Nation Confederacy groups of nations. These groups played a tremendous role in the development of the fur, the settlement of Canada, and social activity among the St. Lawrence Seaway and Ottawa River. Thus, to understand the development of Canada it is essential to gain at least a bit of content about these groups of nations, and then how they were affected, manipulated, and engaged in colonial activities. These modules give students the opportunity to examine the significance of First Nations history in the development of Canada, and the interrelationships that existed between First Nations and settler communities during this time. Students will additionally be introduced to another important group of nations, the Algonquin nation, which will deepen student understanding of Canada’s history, by examining Indigenous perspectives. Through this module, students will be able to apply different strategies to demonstrate their learning, including the inquiry process, and spatial skills. The podcast and inquiry component of this module allows students to exercise the inquiry process by formulating questions, analyzing information, drawing conclusions, and communicating findings. The use of maps in this module permits students to implement spatial skills, exercising their ability to analyze visual information. Integrating cross-curricular connections with physical education curriculum in this module enables the learner to demonstrate their acquired knowledge and skills in ways that are engaging and organic, broadening students overall understanding.