Grades: 9-12

  • History of Western Canada
  • British North American Colonial History
  • Aboriginal History
Key Topics
  • Aboriginal Treaties
  • European-Aboriginal relations in the second half of the 19th Century
  • Primary and secondary source analysis

Author: Lindsay Gibson
Editors: Roland Case, John Lutz and Jenny Clayton
Historical Researcher: Jenny Clayton, PhD, Department of History, University of Victoria
Developed by: The Critical Thinking Consortium (TC2)

Were the Douglas Treaties and the Numbered Treaties Fairly Negotiated?

Step 4: Introduce reading around the document

Encourage each team to use the questions on the activity sheet, #8 Reading Around a Document, as a pre-reading guide to each document. Ask younger students to answer the questions orally. With older students, ask each team collectively to provide a written copy of this activity sheet for each assigned document. Model for students how they might use the six questions to develop an overall sense of a document before analyzing its contents. Read a sample document as a class and invite students to offer their response and evidence for each question. Explain the need to identify details from the text (find evidence) to support a response that may involve drawing inferences. Direct student’s attention to the introductory description of the author and the citation after the text as sources of information about the document. Discuss their answers as a class.

Use the rubric, #9 Assessing Observations and Inferences, to introduce the criteria to guide students as they identify evidence and draw inferences for each question on the activity sheet.

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