This source describes in detail what the doctrine of discovery is, how it has shaped Canada's relationship with Indigenous Peoples (legally, politically, economically, and socially) and why it must be formally renounced in Canada in order to achieve reconciliation and decolonization. This is a useful source for teachers who may need some background knowledge about how the Canadian government and settlers more broadly tend to write, think, and talk about Canada as a place that was "discovered" by explorers or pioneers. For teachers beginning to introduce the concept of Treaties, a first step may be to internally reflect upon how we have, generally, historically been taught or are expected to teach Canada's history of settlement. This is an incredible resource for dismantling any preconceived notions of Canada as a "blank space" or terra nulius before European settlement, and a source that provides many justifications for overruling doctrine of discovery pedagogy with new paradigms.

A brief interview with John B Zoe, a Tłı̨chǫ citizen from Behchokǫ̀, was a chief negotiator of the Tłı̨chǫ Agreement in 2005. The interview provides context about the signing of Treaty 11 and is helpful for hearing proper pronunciation of place names. The setting is an exhibit in Yellowknife's Prince of Wales Northern Heritage Centre, tracing 100 years since the 1921 signing of Treat 11. Among the items shown in the interview and in the exhibit are Chief Monfwi's treaty jacket, a copy of the treaty, and the Tłı̨chǫ treaty medal The Treaty 11 – 100 Years exhibit, staged by the museum, the Tłı̨chǫ Government and Tłı̨chǫ citizens, traces the history and impacts of the treaty in the Tłı̨chǫ region, where it was signed by Chief Monfwi on August 22, 1921.

Treaty Tales is an original trilogy that makes learning about the treaties and their history fun and engaging. In the series, Neepin and her kookoo as they share stories and learn about friendship, respect, honouring agreements and the history of Turtle Island. The three titles in the trilogy are The Handshake and the Pipe, The Friendship and We Are All Treaty People.

From the publisher: "Compete with your friends to build an accurate timeline of the laws and treaties made, altered, and broken between the Indigenous People and the U.S. and Canadian governments.

This game covers the history of indigenous laws and treaties from 1778 to 2013. For 2 to 8 players ages 8 and above".

Children of the Broken Treaty exposes a system of apartheid in Canada that led to the largest youth-driven human rights movement in the country’s history. The movement was inspired by Shannen Koostachin, a young Cree woman whom George Stroumboulopoulos named as one of “five teenage girls who [rocked] in history.” Based on extensive documentation assembled from Freedom of Information requests, Angus establishes a dark, unbroken line that extends from the policies of John A. Macdonald to the government of today. He provides chilling insight into how Canada--through breaches of treaties, broken promises, and callous neglect--deliberately denied First Nations children their basic human rights.

This source provides the text for Treaty 11, explaining that "Treaty 11, the last of the Numbered Treaties, was an agreement established between 1921 and 1922 between King George V and various First Nation band governments in what is today the Northwest Territories. It outlined the exchange of land ownership rights for monetary value, various amenities and hunting rights."

An incredible resource for teachers in Treaty 6, this website contains dozens of grade-specific lesson plans, activities, and other resources for K-12. As the website explains, "Four Treaty Education K-12 goals have been identified as the basis for building understanding and nurturing appreciation. These goals are based upon the Treaty Essential Learnings (2006) and are intended to be addressed through various subject areas. These goals are:

• Treaty Relationships;

• Spirit and Intent of Treaties;

• Historical Context of Treaties, and

• Treaty Promises and Provisions.

While they are presented separately, the goals for Treaty Education can best be understood when considered as parts of a whole, integrated into other curriculum in meaningful ways. The outcomes and indicators at each grade level are designed to engage learners on a journey of inquiry and discovery. When meaningfully and thoughtfully incorporated into subject areas, Treaty Education moves beyond an idea to become actualized as a belief that benefits all learners." Content profoundly covers topic areas of Treaty Six Basics, The Story of Treaty Six, Treaty Perspectives, Contemporary Issues of Treaty, Curriculum and Instructional support, Living Histories project documentation, an Interactive game on Treaty 6 Territory, and additional resources and links.

An accessible article with references, direct quotes, and images describing Treaty 11 in great detail. By clicking on the author's name, readers can access the author's other articles on Treaty 7, Treaty 8 and Treaty 10.

This oral autobiography of two remarkable Cree women tells their life stories against a backdrop of government discrimination, First Nations activism, and the resurgence of First Nations communities. Nellie Carlson and Kathleen Steinhauer, who helped to organize the Indian Rights for Indian Women movement in western Canada in the 1960s, fought the Canadian government's interpretation of treaty and Aboriginal rights, the Indian Act, and the male power structure in their own communities in pursuit of equal rights for Indigenous women and children. After decades of activism and court battles, First Nations women succeeded in changing these oppressive regulations, thus benefitting thousands of their descendants. Those interested in human rights, activism, history, and Native Studies will find that these personal stories, enriched by detailed notes and photographs, form a passionate record of an important, continuing struggle.

An academic resource that defines "treaty" in the first paragraph, while discussing in detail subjects such as pre-Treaty conditions in Canada, the historical processes of Treaty implementation, oral terms of the Treaties both by Treaty comissioners and First Nations representatives. Treaties discussed are 1, 2, 3, 4, and 6. The main purpose of the article is to analyze the written and oral agreements regarding the rights of Indigenous peoples in Manitoba to health care.