This lesson is inspired from the Treaty Outcomes and Indicators guide for grade twelve. The social media platform needed for this lesson is YouTube. Students also need iPads or other devices used for recording. As students are creating videos for this lesson, it would also be beneficial for the teacher to have a Twitter account so they can Tweet the links to their students’ videos.
The outcome for this lesson is as follows: Investigate the values and beliefs of self, family, community, and society in relation to the importance of honoring the Spirit and Intent of treaties.
The indicator for this lesson is as follows: interview family, friends and community members to determine values and beliefs in relation to treaties.
First Nations and Metis peoples have followed the oral tradition when it comes to history and storytelling. The history of Treaty 4 has been passed down through to the generations of today from the ancestors who were at treaty signing or whom had an understanding of those times. In Aboriginal communities we honor and learn from the elders/old peoples who hold this knowledge.
The purpose of this lesson is for students to interview people that hold this knowledge and to present their learning through digital means. It is important for students to ask permission from any people they interview if it okay to videotape/audiotape/record any of the information they are told and if they feel comfortable with posting the recording on YouTube. It is also important for students to know traditional protocol as to approaching elders in the community. It is appropriate to provide elders with tobacco when asking them to share their knowledge.
The following YouTube video, As Long As the Rivers Flow provides a good backgrounder on treaties in Saskatchewan. Watch this video as a class and discuss some of the main points made throughout the video. It is important for students to note that it includes Indigenous language throughout the video which honors the languages spoken during treaty negotiations and signing.
Have students compile a list of questions they would like to know about treaties in their area. For example, if students live in Treaty 4 area they will compile a list of questions that are applicable to Saskatchewan. They will ask these questions to a person of interest in the community that has a knowledge base on treaties. These people can include elders, activists in the community and even family members. The questions can be as simple as what is a treaty?
Have students practice using the camera/video camera feature on the iPads. They will use this device to record those whom they interview. Once students feel comfortable with the iPads have them conduct their interviews.
Once the interviews have been recorded, students can utilize the iMovie app on the iPads for editing their footage. Show tutorials whole class or have students independently watch them so they can see the editing potential in this application. It would be beneficial for students in work in partner groups so they can help one another with ideas for editing.
This video shows an example of an individual whom used iMovie editing to upload an interview with an elder on education:
After students have edited their videos, dedicate time to watching each video and having a dialogue about what students learned. Discuss the impact of technology on recording treaty knowledge. Have each student upload their video to a personal YouTube account or create a YouTube account to upload all class videos.