The Land Beneath My Feet
I am from a place called Curve Lake First Nation. It’s located deep in the nether regions of the Kawartha Lakes area in Ontario. In some ways, my home is an odd place.
I am from a place called Curve Lake First Nation. It’s located deep in the nether regions of the Kawartha Lakes area in Ontario. In some ways, my home is an odd place.
Teaching junior elementary school students about treaties can be a daunting task for even the most experienced educators.
As we reflect on the Williams Treaties, their history, and their impact on the communities they affected, we grapple with issues of colonialism, land rights, and healing.
All people living collectively in Canada are “treaty people,” meaning that we all have rights and responsibilities for this land we call home.
In 1923, three parcels of land in southern Ontario were the subject of a legal process that defined how they could be used and who would control them.
Treaties are agreements between Indigenous nations and the government. They provide a potential framework for co-existence on the land that is now called Canada.
In my experience with teaching the Charter, a great way to connect the priorities of fifteen-year-olds with the values of this significant document is by thinking like a teen.
By engaging critically with the Canadian Charter of Rights and Freedoms, newcomer students develop more than just a broader vocabulary or sharper analysis skills.
Is the Charter of Rights and Freedoms truly universal in the human rights it promises to protect?
The Canadian Charter of Rights and Freedoms guarantees the basic rights to democratic and free life, but what about the right to nature?