File Type: Tabletop Role-Playing Game
Length: 2 (relevant) Pages (Legal stuff/license for educational use, game board)
Source: https://tinkertaylorpublications.itch.io/treaty-negotiation-simulator
Author: Taylor Daigneault
Quick conflict of interest note: I made this game and profit off purchases, so there is a bit of an awkward tension involved in my including it here.
Summary
This resource is a game for two players. One player takes on the role of a First Nations Chief while the other player takes on the role of a Treaty Commissioner for the Crown. The photocopy-friendly game board should be placed between the two students so that the instructions for their role face them. The Chief and Commissioner are given a set of goals that do not align with each other, and the students must negotiate with the goal of satisfying the needs of their nation. A numbered “trust track” in the center of the game board allows the student playing the First Nation Chief to communicate how willing they are to agree to the terms of the treaty and the commissioner can, at any point, choose to end the game – rolling a six-sided die and reading the result on their game board. Regardless of what is rolled, the Crown breaks, or manipulates treaty promises. Students should have the opportunity to unpack the “inevitability” of colonialism in the game and be given resources that provide context both before and after play.
Length: 2 (relevant) Pages (Legal stuff/license for educational use, game board)
Source: https://tinkertaylorpublications.itch.io/treaty-negotiation-simulator
Author: Taylor Daigneault
Quick conflict of interest note: I made this game and profit off purchases, so there is a bit of an awkward tension involved in my including it here.
Summary
This resource is a game for two players. One player takes on the role of a First Nations Chief while the other player takes on the role of a Treaty Commissioner for the Crown. The photocopy-friendly game board should be placed between the two students so that the instructions for their role face them. The Chief and Commissioner are given a set of goals that do not align with each other, and the students must negotiate with the goal of satisfying the needs of their nation. A numbered “trust track” in the center of the game board allows the student playing the First Nation Chief to communicate how willing they are to agree to the terms of the treaty and the commissioner can, at any point, choose to end the game – rolling a six-sided die and reading the result on their game board. Regardless of what is rolled, the Crown breaks, or manipulates treaty promises. Students should have the opportunity to unpack the “inevitability” of colonialism in the game and be given resources that provide context both before and after play.
