Begun in 2016, the Indigenous Studies Program at Waterdown High School is a dual-credit course (students receive a credit toward Mohawk College and their OSSD) that explores current Indigenous Issues with Canada.
Essentially, this program involves two courses being taught simultaneously by Leah Hogan (Mohawk College) and Nathan Tidridge (Waterdown District High School). Ms. Hogan will join our class every Tuesday and Thursday to provide 44 hours of instruction (meeting the requirements for a credit at the post-secondary college level). Mr. Tidridge will ensure the course meets the requirements of an Ontario secondary course (110 hours of instruction).
The vision of Ms. Hogan and Mr. Tidridge is that the course be fully team-taught. When possible, students will encounter elders and knowledge keepers throughout the semester.
Within the Ontario curriculum, this course is officially identified in the Ontario curriculum as Current Aboriginal Issues in Canada, Grade 11, University/College Preparation (NDA3M). Mohawk College identifies this course as Indigenous & Western Perspective.
Essentially, this program involves two courses being taught simultaneously by Leah Hogan (Mohawk College) and Nathan Tidridge (Waterdown District High School). Ms. Hogan will join our class every Tuesday and Thursday to provide 44 hours of instruction (meeting the requirements for a credit at the post-secondary college level). Mr. Tidridge will ensure the course meets the requirements of an Ontario secondary course (110 hours of instruction).
The vision of Ms. Hogan and Mr. Tidridge is that the course be fully team-taught. When possible, students will encounter elders and knowledge keepers throughout the semester.
Within the Ontario curriculum, this course is officially identified in the Ontario curriculum as Current Aboriginal Issues in Canada, Grade 11, University/College Preparation (NDA3M). Mohawk College identifies this course as Indigenous & Western Perspective.
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The Extraordinary History of Flamborough Readings, Semester Two (2017)Pages 2-29, 77-82
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Reflection Rubric
| Reflection Rubric |
Arrow Rubric
| Bundling our Arrows Rubric |
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Blog Topics#1. Jordan Wabasse. Select five pictures that evoke Jordan's story - provide a brief rational for why you selected each picture.
#2. Clans. Pick one of the young people we have encountered and pick the clan that you think they would be a member of. Using examples from the book (descriptions by people that knew and cared about them), please provide explain why you selected the clan that you did for that person. Stories we have heard: Jordan Wabasse, Chanie Wenjak, Jethrow Anderson, Curran Strang, and Paul Panacheese. #3. Read the news item about Vern Harper and discuss why elders like him are so important for the Indigenous community. Is there someone that we have encountered in "Seven Fallen Feathers" that reminds you of Vern Harper? Who and Why? |
Five Oaks Reflection
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Question:
What was the value of our experience together at Five Oaks (June 6-7, 2018)? How did it help you to: 1. Recognize and explain the significance of oral traditions? 2. Understand Indigenous ideologies/perspectives? 3. Explain the significance of connection to the land? 4. Explore Treaty relationships? (Did the way you understand Treaty relationships manifest themselves during this trip?) |
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Activities & Assignments:
| Describing your most important Relationship.pdf |
| Labels in Indigenous Studies |
| Points of Contact on Turtle Island (Updated 2019) |
| Some Local Indigenous Nations - 1600 |
| Bison Herds on Turtle Island |
| Understanding Treaty (updated May 2018) |
| Wampum |
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| Indigenous Peoples Heading into the Confederation Era.pdf |
| Second Reading of what would become the Indian Act.pdf |
| What makes Mr. Tidridge who he is |
| Local Act of Reconciliation |
| Attawapiskat Postcard Reflection |
What Treaty is Flamborough part of? (Remember that written text does not capture "spirit and intent")
Some things to consider when looking at a Written Treaty:
- What is a Treaty from an Indigenous perspective?
- What was the spirit and intent of the Treaty? What does this phrase mean?
- Was this Treaty rooted in the Treaty of Niagara (1764) and Silver Covenant Chain of Friendship?
- What were the oral interpretations and descriptions that came with the written document?
- How were complex terms and concepts translated and explained to the Indigenous delegates?
- How were complex terms and concepts translated and explained to the Crown's delegates?
- Is it even possible to surrender a specific area of land, with fixed boundaries, if you are a society that does not believe in a world-view where just a transaction can exist?
- Does purchasing land include purchasing sovereignty?
- Who were the people signing on behalf of the Crown? Indigenous Nations?
- Why was only the Mississauga Nation engaged?
- As people who live on this land, what do we do with Treaty No. 3?
| What Treaty is Flamborough part of? |
| The Text of Treaty No.3 (1792) |
| Treaty 3 Map |
2016 Culminating Assignment
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