Aboriginal Literatures in Canada: A Teacher’s Resource Guide serves a double purpose: to encourage the teaching of Aboriginal literature in English high school curricula across the country because Aboriginal students deserve to be taught texts they can relate to and, because non-Aboriginal students should be educated about Aboriginal culture, history and contemporary life through the richness of Aboriginal writing with its innovative uses of the English language. Various works of Aboriginal literature are included.

The Buffalo: A Treaty of Co-operation, Renewal and Restoration.

This site offers the history of this Treaty, the relationships it involves, related films and news articles and access to the Buffalo Treaty blog.

Lesson plans to support learning about Canadian History.
Highlights:
- Treaties
- Treatment of minorities
- Expo '67
- World War I & II
- Gold Rush
- New France
- Historical Consequences
- Red River Settlement

Applicable for Grades 3–6 and Grades 7–12.

The lesson plans in Treaties and the Treaty Relationship: Educator’s Guide are framed on the Historical Thinking Concepts and offer teachers interactive instructional approaches that foster engaged student inquiry. They are fortified with maps, weblinks, and supporting Blackline Masters.

Lesson plan themes explore Treaties across Canada from time immemorial to the present, making a concerted link between the past and the future.

As well, each learning activity offers adaptions and/or activities based on the lesson theme for exploring Treaties in grades three to six.

It is with the greatest appreciation that we thank the many contributors and supporters of the Treaties and Treaty Relationship: Educator’s Guide.

Go to the website to download the pdf package.

The Grade 6 and 8 Social Studies classes will collaboratively create a display
demonstrating Canadian treaties. This will provide the students with an
opportunity to be engaged in a high-level task, discussing, making shared
decisions, and designing a product that demonstrates deeper learning.

Through Problem based learning the students will take the perspective of a fictional character from the mid 1800’s to gain a perspective on the external forces that pushed Canada towards Confederation. The students will be given disclosures that guide them to further enquiry regarding topics like the U.S. manifest destiny, the British Corn Laws, the Treaty of Reciprocity, the U.S. Civil War, and the Fenian raids into Canada. Through this enquiry process, the students will be challenged to use the historical thinking concepts of: historical significance, continuity and change, cause and consequence, and historical perspective. Once the students have completed their research around all of the disclosures they will then need to write a speech that outlines what they believe to be the best course of action for the elected assembly of Canada to take, considering all of the external pressures that are on the British colonies of North America at this point in history. The students are required to be creative in their speech as they do not have any information in the disclosures that tells the students that these events would contribute to Canada’s Confederation in 1867.

This online lesson provides perspectives from Native American community members and their supporters, images, news footage, an interactive timeline, and other sources about an important campaign to secure the treaty rights and sovereignty of Native Nations of the Pacific Northwest. Scroll to begin an exploration of the actions Native Nations took to address injustices.

This online lesson provides perspectives from Native American community members, images, objects, and other sources to help students and teachers understand the efforts of Native Nations of the Pacific Northwest to protect and sustain salmon, water, and homelands. Scroll to begin an exploration of the Pacific Northwest history and cultures.

This Treaty focus will be implemented in the Grade Four Social Studies quite well, and has been a part of the current curricula. My objective is to focus on the Treaty information and the impact that the Indian Act of 1876 had upon the First Nations of Saskatchewan. To do this, I plan to use the government Treaty Kit more, and obtain information from our liaison teachers in the school for materials, ideas and suggestions. In particular, there are Smartboard activities , and interactive websites from FNIM. Much of the Social studies content is on Saskatchewan, the Land, The People, interactions and interdependence of individuals, societies, cultures, and nations. Fitting specific Treaty information and essential learnings can mesh with this subject, though many FNIM topics are also in the Language Arts and Science. My goal is to focus study on the treaties themselves, the Indian Act of 1876, and its implications and results, and through various forms of evaluation, have results that show the students have a better understanding of this goal.

This document outlines all Grade 8 Arts Ed outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.

This document outlines all Grade 8 ELA outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.

Options are provided for I DO, WE DO and YOU DO for this very well-planned Grade 7/8 project.

The impact of treaty making in Canada has been wide-ranging and long standing. The treaties the Crown has signed with Aboriginal peoples since the 18th century have permitted the evolution of Canada as we know it. In fact, much of Canada's land mass is covered by treaties. This treaty-making process, which has evolved over more than 300 years between Aboriginal and non-Aboriginal people in Canada, has its origins in the early diplomatic relationship developed between European settlers and Aboriginal people. As the two parties made economic and military alliances, Canada began to take form. These diplomatic proceedings were the first steps in a long process that has led to today's comprehensive claims agreements between the Crown and Aboriginal groups.

In this LIVE Arts installment Kevin and Nyle explore Indigenous stories and storytelling. Students write their own stories and use them as the basis for a visual artwork that combines text, image and color.

Why were bison essential to people living on the plains, prior to the time of Treaty negotiations (1870s)? What does the bison represent today? This LIVE Arts broadcast features contemporary artwork and storytelling by Métis artist Leah Marie Dorion, based on her children's book, "Métis Camp Circle: A Bison Culture Way of Life." Leah reads from the book, discusses the importance of bison (past and present), explains the use of Métis symbolism and discuss the composition and design of the illustrations. Leah guides students through a live drawing activity where they learn to draw and paint a bison as inspired by Leah's particular style of creating and imagery.

This site houses great resources for teaching Government.

You can sort resources by grade (K-12), subject, or topic.

Topics include: relationships, mock trials, elections, government, treaties, families, law, youth criminal justice act, courts, drugs and alcohol, creating laws, democracy and more.

Reconciliation is about exploring the past and choosing to build a better future. Sharing stories of understanding helps one another to build trust. We want to hear about your moments of reconciliation.

Head to the "Education" Tab to access resources.

The following resource contains the assets (or resources) to accompany the Sask DLC Social Studies 8 course. Please note that this is not the content of the course, but the assets used to support and deliver it. The files are organized in a zip folder and a collection. 

This is a lesson designed to teach Elementary students about Treaty 6.

The script has been divided into four scenes, each taking place at a different location. To help students make sense of the locations, here is an outline map of Canada with capital cities.

I have listed the readers in each scene to allow you the opportunity to include all class members in the Reader’s Theatre experience.

New words and locations are identified by an asterisk * to give teachers an opportunity to stop the reading to discuss the term.

Photographs of the people involved in the Treaty process are included at the end of the script.

Resource by Jade Ballek

This is a unit that can be personalized. The lessons match the Storybook (which teaches kids about the past relationships between the First Nations people and the Europeans) where you can insert your students' names. There is also a Resource Booklet to help students learn

It could be I Do if you teach the material
It could be We Do if you provide the materials and students work at their own pace
It could be You Do if you provide the students with the outcomes and optional use of any of the materials to show what they know about the outcomes.