Treaty Timeline Relay
Equipment list
Cones or markers to designate relay start and end points
2 sets of envelopes or sealable waterproof sheet protectors or Ziploc bags with clues and answers for each group
Clues and answers (laminated if possible)
Clipboard for teachers to keep track of answer key and discussion questions
Explanation
This activity will serve as a foundational review of a larger unit that explores the historical impacts of the denial of Treaty Rights on the Indigenous People of Canada leading into the 20th and 21st century, inclusive of aspects of national policy such as the Indian Act and residential schooling. Learners should grow in their understanding of the history of Indigenous peoples in Canada. They will investigate the disintegrating recognition of Treaty Rights by non-Indigenous peoples, understanding the intent of decisions and their impacts, as well as the responses of the Indigenous peoples.
Step 1: Break the class into teams that evenly disperse the class.
Step 2: Each team will be given an envelope containing a cut-up worksheet containing the timeline of clues/events. The relevant answers will be placed a reasonable distance away at the designated cones/stations set up.
Step 3: Players will take turns running/walking to collect 1 treaty/date/act from their envelope and returning to their team with it. The team will then discuss and match the answer to a relevant clue/event.
Step 4: One player from the team runs/walks to share their answer with the teacher. If the answer is correct, the play continues. If the answer is incorrect, the team must try again. Play continues until all questions in each envelope have been answered.
Step 5: Students will create a timeline after successfully matching all relay answers.
Step 6: Students will be asked to reflect on the significance of understanding the timeline of treaty rights within Canada, and will participate in a discussion guided by the teacher as part of a culmination of the review.
Variation/progression
Depending on group needs and group sizes, you can encourage more movement for all by allowing students to relay in pairs or as a whole group to retrieve answers and maximize participation, or students can work on multiple questions at a time in pairs within a group setting.
To be weather conscious, if possible, laminate clues and answers for future use. Instead of paper envelopes, you can use ziploc bags or another type of sealable plastic sheet protector to store clues/answers in.
Clues can be adapted to make them easier or harder depending on your class and their learning needs.
If weather does not permit being outside, the relay could be instead turned into a station relay where students work in teams in a timed setting to find answers and create their timeline.
Participants’ feedback on activity
Participants enjoyed the relay, and felt it was insightful and could help build a good understanding of treaty rights and their impact on Indigenous peoples in Canada. They agreed that given the weather and environmental factors, it would be extremely beneficial to laminate clues and answers to preserve materials for future use. Keeping materials contained in a sealable bag or sleeve could also help to prevent them from blowing away. Participants also enjoyed the idea of then taking their answers and creating a timeline, which provides a good visual understanding of the material.
ASK ID 2024-02-28-073-E