In September, the Grade 9 French Immersion students of Campbell Collegiate did an inquiry project that allowed them to compare, contrast and analyse the negotiation of treaties from Canada and around the world, principally in Australia. By the end of the project, the students still had only a historical and somewhat superficial understanding of Treaties. When they asked me (Leia) why they themselves are Treaty people, what their role entitles and what responsibilities they have toward treaties, I realised that although I understood the historical concepts, I was at a loss to offer more than a simplified answer.
I (Naomi) was facing similar problems. After 4 years of creating authentic learning experiences with this group of Grade 12 French Immersion students, I discovered that, although the students understood the idea of both points of view, they rarely adopted a changed, inclusive viewpoint themselves. The students still struggle to understand why treaties were signed between the Canadian government and the First Nations people and how the spirit and intent in which they were signed meant different things for both parties.
So what else could we do? How could we create an authentic learning experience that would stay with our students for the rest of their lives? This lead us to organise Treaty 4: The Next Generation Project, a Youth Conference for the Grades 9 and 12 French Immersion students from Campbell Collegiate and approximately 100 students from one or more other Regina Public Schools (participating schools TBA).
The project’s principal aim is for students to explore the concept of Treaty citizenship in order to understand their generation’s role in Saskatchewan’s Treaty 4, today and in the future. We aim to achieve this goal by organizing a youth conference at First Nations University of Canada on April 28-29, 2015. The project will bring together our Elder, a First Nation Artist, and an abundance of resources into the classroom in order to provide our students with a strong foundation of knowledge enabling them to tackle this very complex idea.
During the first day of the conference, the students will be able to choose workshops lead by professors, activists and Education students from the First Nations University of Canada. Based on their learning experiences, from both, the classroom beforehand and at the conference workshops, the students will be asked to imagine what ideal citizenship in Treaty 4 looks like.
On the second day of the conference, students will collaborate with renowned artist Ray Keighley on two art pieces inspired by that specific question of ideal treaty citizenship. The pieces will be displayed publicly before being permanently displayed in a location, yet to be announced.
The Witness Blanket - Credit photo: Monique Bowes
We officially began our journey with a visit to the The Witness Blanket, where our students contemplated, discussed and reflected on the atrocities of the Indian Residential Schools and on what needs to happen in order for true reconciliation to take place. Our students also learned about activism. They discussed the Siksika reserve school closure in January and the ongoing fightfor funding for First Nations schools. Our students then sent #HaveaHeartDay cards to the Prime-Minister containing personalized messages asking Mr. Harper to “Have a heart” and act in order to change these injustices.
Have a Heart Day cards - Credit photo : Naomi Frecon
The students’ engagement and interest was palpable during these first two experiences. We have great optimism that this project will reinforce inclusive viewpoints about Saskatchewan’s history while promoting the development of student ideas and actions of what ideal treaty citizenship should be in our society. Today our groups took their first steps and we, as their teachers, can only hope that each and every one to come will continue to be an enriching learning experience for everyone involved.
Leia & Naomi
