Begun in 2016 by Leah Hogan and Nathan Tidridge, the Treaty 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 relationships with Canada.
Essentially, this program involves two courses being taught simultaneously by an Indigenous Instructor and Nathan Tidridge (Waterdown District High School). Previous instructors of this course include Danielle VanEvery (2017), Leah Hogan (2018), Josh Dockstator (2019), Carlie Myke (2019-2021), Jordan Carrier (2022), and Rick Hill (2023).
Our vision is that the course be fully team-taught. When possible, students will encounter elders, knowledge keepers and Indigenous leaders throughout the semester.
Within the Ontario curriculum, this course is officially identified in the Ontario curriculum as NDA3M: Contemporary First Nations, Métis, and Inuit Issues and Perspectives, Grade 11, and NDW4M: Contemporary Indigenous Issues and Perspectives in a Global Context, Grade 12. Mohawk College identifies this course as INDS 10034: Indigenous Wholistic Practices.
Essentially, this program involves two courses being taught simultaneously by an Indigenous Instructor and Nathan Tidridge (Waterdown District High School). Previous instructors of this course include Danielle VanEvery (2017), Leah Hogan (2018), Josh Dockstator (2019), Carlie Myke (2019-2021), Jordan Carrier (2022), and Rick Hill (2023).
Our vision is that the course be fully team-taught. When possible, students will encounter elders, knowledge keepers and Indigenous leaders throughout the semester.
Within the Ontario curriculum, this course is officially identified in the Ontario curriculum as NDA3M: Contemporary First Nations, Métis, and Inuit Issues and Perspectives, Grade 11, and NDW4M: Contemporary Indigenous Issues and Perspectives in a Global Context, Grade 12. Mohawk College identifies this course as INDS 10034: Indigenous Wholistic Practices.
Click on the image to learn more about the Moccasin Identifiers in our room:
Letters from Ontario First Nations (2019)
| Mohawk Council of Akwesasne |
| Wiikwemkoong Unceded Territory (Rupcic) |
| Wiikwemkoong Unceded Territory (Fair) |
Activities, Assignments and Rubrics:
| Your Land Map Assignment (Fed 2024) |
|
| ||||
| Observation and Conversation Rubric (2019).pdf |
| Reflection Rubric |
| Bundling our Arrows Rubric |
|
| ||||||
| Reserves near Waterdown (2019) |
| Justification of a European Claim (2024) |
| Points of Contact on Turtle Island (Updated 2019) |
| The Book of Genesis |
| |||
|
| ||||
| Indigenous Civilizations in Flamborough (Revised 2021) |
| Haudenosaunee Confederacy (Revised 2021) |
| Waterdown Land Grant 2019.pdf |
| Bison Herds on Turtle Island |
|
| ||||
|
| ||||
|
| ||||
| Second Reading of what would become the Indian Act.pdf |
Contacting a First Nation Assignment
| |||||
| What makes Mr. Tidridge who he is |
| Local Act of Reconciliation |
| Attawapiskat Postcard Reflection |
Treaty Week Primers & Indigenous Map of Flamborough
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?
| The Text of Treaty No.3 (1792) |
| Treaty 3 Map |