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 Carlie Myke (Mohawk College) and Nathan Tidridge (Waterdown District High School).
The vision of Carlie Myke and Mr. Tidridge is that the course be fully team-taught. When possible, students will encounter elders, knowledge keepers and leaders 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 Carlie Myke (Mohawk College) and Nathan Tidridge (Waterdown District High School).
The vision of Carlie Myke and Mr. Tidridge is that the course be fully team-taught. When possible, students will encounter elders, knowledge keepers and leaders 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.
Click on the image to learn more about the Moccasin Identifiers in our room:
The 2019-2020 Book is "Moon of the Crusted Snow" by Waubgeshig Rice
Letters from Ontario First Nations (2019)
| Mohawk Council of Akwesasne |
| Wiikwemkoong Unceded Territory (Rupcic) |
| Wiikwemkoong Unceded Territory (Fair) |
Activities, Assignments and Rubrics:
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| Observation and Conversation Rubric (2019).pdf |
| Reflection Rubric |
| Bundling our Arrows Rubric |
Carlie's Assignments:
| Weekly Muses (2019-2020) |
| Photovoice Assignment #1 (2019-2020) |
| Great Law of Peace (2019-2020) |
| Photovoice Assignment #2 (2019-2020) |
| Canada's Dark Secret Response (2019-2020) |
| Reflection Activity (2019-2020) |
| Final Research Project (2019-2020) |
Culminating Activity:
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| Points of Contact on Turtle Island (Updated 2019) |
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| Indigenous Civilizations in Flamborough (Revised 2021) |
| Haudenosaunee Confederacy (Revised 2021) |
| Waterdown Land Grant 2019.pdf |
| Bison Herds on Turtle Island |
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| Indigenous Peoples Heading into the Confederation Era.pdf |
| What is a Reserve? |
| Second Reading of what would become the Indian Act.pdf |
Contacting a First Nation Assignment
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| 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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