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Treaty Education Resources

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Grade 3 – Table of contents

  • Teaching Notes and Approaches
  • Note to Readers
  • Lesson A – Where did we come from?
    Tami wejita’ywkw?
    Tama kilun ktutapeksultipon?
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1- How Klu’scap Keluwoskap Created People
    • References
  • Lesson B – All things are related: Interrelationships are celebrated
    Msit koqowe’l akutultikl
    Psonakutomuwakon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – About Wolastoq
    • Activity 2 – The Creation of Wolastoq
    • Activity 3A – Mapping Wolastoqey Communities
    • Activity 3B – Mapping Mi’kmaw Communities
    • Activity 4A – Wolastoq (Saint John River) is Renamed
    • Activity 4B – The Sipoq River Song (Listuguj)
    • References
  • Lesson C – We are of the Earth
    Kinu na wskwitqamulti’kw
    Nutapeksipon Nkitahkomikumon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Flag Symbols
    • Activity 2 – Flags to Create Solidarity
    • Activity 3 – Create Your Own Flag
    • References
  • Lesson D – All My Relations
    Ta’n Te’sit No’kmaq
    Psi-te Ntolonapemok
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Who Are You?
    • Activity 2 – Extended Family
    • References
  • Lesson E – Life as we knew it
    Mimajuaqn ta’n tel-nenmekip
    Pomawsuwakon Eli-Kcicihtuweqpon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – The Many Functions of Water
    • Activity 2 – Keluwoskap (Gal-oo-wos-gob) and the Water Creature
    • Activity 3 – To Dam Or Not To Dam
    • Activity 4 – Mactaquac Dam
    • Activity 5 – Ugpi’ganjig Eel River Bar First Nation
    • References
  • Lesson F – Coming Together
    Mawita’nej
    Mawessultipon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Storytelling
    • Activity 2 – What Is In A Name?
    • Activity 3 – Creating a Landform of your Community
    • Activity 4 – Researching an Indigenous Community
    • References
  • Lesson G – What is a Treaty?
    Koqowey net Ankukumkewey?
    Keq nit lakutuwakon?
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Sharing and Showing Respect
    • Activity 2 – Wampum
    • Activity 3 – Create Your Own Message
    • References
  • Lesson H – Your Treaty
    Ktankukumeweymuow
    Ktolakutuwakon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Classroom Treaty
    • Activity 2 – Create a Fair Classroom Treaty
    • Resources
  • Lesson I – We Are All Treaty People
    Kinu na Ankukumkeweye’k Mimajuinu’k
    Psi-te kilun Lakutuwakonicik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – We are all Treaty People
    • Resources
  • Resources
  • Interactive Activities
You are here: Home / Lesson G – Background Notes for the Teacher

Lesson G – Background Notes for the Teacher

These next three lessons are designed to help students understand what a treaty is and why there are still negotiations about their implementation.

Student Learning

I will:

  • Explain the difference between a promise and a treaty
  • Demonstrate respect
  • Explain an Indigenous ceremony that honours a treaty and agreement
  • Demonstrate a non-verbal agreement

Remind students that they talked about promises in lesson D in the Who Are You? workbook. A promise is a pledge made between two people or groups. A treaty is like that only it takes the form of an agreement and is between nations. Treaty-making included making promises to share and cooperate. Today, it often looks like a contract and is signed legally.

A treaty is an agreement among nations. When it was signed, it became a document recognized by law.

Before European contact, Mi’kmaq, Passamaquoddy and Wolastoqewiyik created alliances and agreements with other Indigenous nations. The most important of these were recorded on wampum belts and were retold by Nutoniket Wapapiyil (wampum carrier and interpreter). Nutoniket Wapapiyil within the Grand Council, represented wisdom and were the keepers of the wampum and the people who remembered the treaties. In many instances the elements in one treaty were built upon in the next treaty, creating a “chain of treaties.” These treaties were built on mutual respect and cooperation and were sacred in nature.

The later treaties with Europeans, as far as the Indigenous people were concerned, were built on the same principles. For example, the Treaty of 1725 was re-introduced three times, in three places and over 27 years. First, the Treaty was signed in 1725 by Penobscot, Passamaquoddy and Wolastoqewiyik representing the Waponahki (Wabanaki) Confederacy in Boston. Then in 1726, it was ratified by Mi’kmaq in Annapolis Royal. Then in 1749, it was signed at Chebuctou (now Halifax) although Governor Cornwallis refused to comply. Finally, it was signed in 1752 between Grand Chief Jean Baptiste Cope and Governor Hobson for the renewal of peace. As a result, it was agreed to by more than one generation.

The Mi’kmaq Rights Initiative (www.mikmaqrights.com) explains treaties this way: “An Indian treaty is an exchange of promises between an Indian group (Nation) and the Crown, done with a certain level of formality. It usually takes the form of a written, signed document, but can include oral agreements.”

In Mi’kmaq, Wolastoqey (Maliseet) and Passamaquoddy treaties, both written documents and oral representations are included.

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