• During fall semester several years ago, Dr. Mike Cappello received an email from an intern asking for help. Here’s part of it: “As part of my classes for my three week block I have picked up a Social Studies 30 course. This past week we have been discussing the concept of standard of living and looking at the different standards across Canada . I tried to introduce this concept from the perspective of the First Nations people of Canada and my class was very confused about the topic and in many cases made some racist remarks. I have tried to reintroduce the concept but they continue to treat it as a joke. The teachers at this school are very lax on the topic of Treaty Education as well as First Nations ways of knowing. I have asked my Coop for advice on Treaty Education and she told me that she does not see the purpose of teaching it at this school because there are no First Nations students. I was wondering if you would have any ideas of how to approach this topic with my class or if you would have any resources to recommend.”
• This is a real issue in schools. As you listen to Dwayne’s invitation/challenge, as you listen to Claire’s lecture and as you read Cynthia’s narrative – use these resources and your blog to craft a response to this student’s email, being sure to address the following questions:
  • What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples?
  • What does it mean for your understanding of curriculum that “We are all treaty people”.

Email response:

Dear Educator,

I hope this email reaches you well. It upsets me to hear of your situation and the students’ and teachers’ stance on Treaty Education. I am sorry to hear about your struggles in attempting to teach Treaty Education for your Social Studies 30 class. I empathize with your struggles and would like to encourage you to persist in your efforts to teach this important subject matter. It is crucial for both students and teachers to understand the significance of Treaty Education.

The purpose of teaching Treaty Education or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples is to create an understanding of history and culture that is actively present today and issues from the past. For example, residential schools and the effects of intergenerational trauma. It also promotes classroom diversity and equity, building relationships and creating reconciliation. In Claire’s video, she explains that there are mostly white students in the school where she teaches, with very few Indigenous students. She explains that because of this, it is crucial to teach teary education. She then explains that teaching Treaty Education is about “learning the benefits and responsibilities that come with sharing this land and is about honoring the long history”.       

Recognizing and explaining to students that we are all treaty people and live on treaty land is essential. Chamber states in We Are All Treaty People that “the treaties formalized a shared relationship from which both parties benefit and for which both bear responsibilities”. This quotation highlights how treaties create relationships and how everyone is responsible for knowing about treaties. It also highlights that treaties and Treaty Education are important to teach because it is not just in the past, but in the present and the future, treaties are ongoing. It is also important to teach Treaty Education to recognize the issues of the past and how all people can move toward truth and reconciliation. We Are All Treaty People also points out that we all must respect each other and must work together. 

I encourage you to continue in your commitment to teaching Treaty Education, as it has the power to create awareness, understanding, and positive change among your students. Your efforts contribute to building a more inclusive and informed society.

Thank you,

Rae.