Big idea: Students describe treaties between Indigenous nations and the Crown, a focus named in the curriculum's B3 overall expectation, and explain their impact, comparing perspectives (B2).
Respectful framing: Present treaties as agreements between nations, and First Nations as active leaders, not passive victims. Use present tense for living nations (the Mississaugas of the Credit First Nation, the Saugeen Ojibway Nation, the Robinson-Huron and Robinson-Superior First Nations).
How to help: Revisit which treaty covers your home (the Grade 6 lesson, or a site like native-land.ca as a starting point, checked against First Nations' own websites). Do the "two versions" activity.
Common difficulties: Thinking treaties are old history with no meaning today; assuming the written text is the whole treaty.