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.

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:

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."

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

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).