Grade 12 Curret Topics i First Natios, Métis, ad Iuit Studies A Foudatio for Implemetatio
G r a d E 1 2 C u r r E t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i E s a Foudatio for implemetatio 2011 Maitoba Educatio
Maitoba Educatio Cataloguig i publicatio data Grade 12 curret topics i First atios, Métis, ad iuit studies [electroic resource] : a foudatio for implemetatio. icludes bibliographical refereces isb-13: 978-0-7711-4831-6 1. ative peoples study ad teachig (secodary) Maitoba. 2. ative peoples study ad teachig (secodary). 3. ative peoples Maitoba Curricula. 4. idias of orth america Maitoba Curricula. 5. iuit Maitoba Curricula. 6. Métis Maitoba Curricula. i. Maitoba. Maitoba Educatio. ii. Curret topics i First atios, Métis, ad iuit studies : a foudatio for implemetatio. 971.00497 Copyright 2011, the Govermet of Maitoba, represeted by the Miister of Educatio. Maitoba Educatio school programs divisio Wiipeg, Maitoba, Caada Every effort has bee made to ackowledge origial sources ad to comply with copyright law. if cases are idetified where this has ot bee doe, please otify Maitoba Educatio. Errors or omissios will be corrected i a future editio. sicere thaks to the authors ad publishers who allowed their origial material to be used. all images foud i this documet are copyright protected ad should ot be extracted, accessed, or reproduced for ay purpose other tha for their iteded educatioal use i this documet. ay websites refereced i this documet are subject to chage. Educators are advised to preview ad evaluate websites ad olie resources before recommedig them for studet use.
C o t E t s Ackowledgemets vi Itroductio 1 Purpose of the Documet 3 Course Descriptio 9 Cultural Competecy ad Diversity Educatio 18 Dealig with Cotroversial Issues i the Classroom 20 Teachig Curret Topics i First Natios, Métis, ad Iuit Studies 21 Termiology 28 Cluster 1: Image ad Idetity 1 Learig Experiece 1.1: The Ghosts of History 5 Learig Experiece 1.2: From Time Immemorial 17 Learig Experiece 1.3: Worlds Collidig (from 1000 BCE) 33 Cluster 2: A Profoud Ambivalece: First Natios, Métis, 1 ad Iuit Relatios with Govermet 1 Learig Experiece 2.1: Settig the Stage: Ecoomics ad Politics 5 Learig Experiece 2.2: As Log as the Rivers Flow: The Numbered Treaties 19 Learig Experiece 2.3: Legislated Discrimiatio: The Idia Act 35 Learig Experiece 2.4: O-Tee-Paym-Soo-Wuk (The Métis): The People Who Ow Themselves 49 Learig Experiece 2.5: Defiig Our Place: Moder Treaties ad Rights 65 C o t e t s iii
Cluster 3: Toward a Just Society 1 Learig Experiece 3.1: Educatio 5 Learig Experiece 3.2: Health: Livig i Balace 23 Learig Experiece 3.3: Justice 37 Learig Experiece 3.4: Wîcehtowi: Ecoomic ad Resource Developmet 53 Cluster 4: Idigeous Peoples of the World 1 Learig Experiece 4.1: Oe World 5 Cluster 5: A Festival of Learig 1 Learig Experiece 5.1: Lookig Forward, Lookig Back 5 Appedices 1 Appedix A: Cluster Blacklie Masters Cluster 1 Learig Experiece 1.1 BLM 1.1.1: Historical Treaty Map (1 page) BLM 1.1.2: A Note o Termiology (3 pages) BLM 1.1.3: A Word from Commissioers (3 pages) BLM 1.1.4: Lookig Forward, Lookig Back (4 pages) Learig Experiece 1.2 BLM 1.2.1: Idetity Quotatios (2 pages) BLM 1.2.2: Childhood i a Idia Village (Prit Oly) BLM 1.2.3: First Natios, Metis, ad Iuit Orgaizatios: Overview (2 pages) Learig Experiece 1.3 BLM 1.3.1: Agai, I Was the Oly Idia (2 pages) BLM 1.3.2: Whose World Is It? (1 page) BLM 1.3.3: Moder Racism i Caada (7 pages) BLM 1.3.4: Commo Portrayals of Aborigial People (Prit Oly) BLM 1.3.5: Redski Jersey about Pride, Not Prejudice (Prit Oly) BLM 1.3.6: Seeig The Other : Europea Views of First Natios, Métis, ad Iuit Peoples (2 pages) BLM 1.3.7: First Natios ad British (Wester) Historical Worldviews (3 pages) iv G r a d e 1 2 C u r r e t T o p i c s i F i r s t N a t i o s, M é t i s, a d I u i t S t u d i e s
Cluster 2 Learig Experiece 2.1 BLM 2.1.1: First Peoples Traditioal Worldview: Word Splash (1 page) BLM 2.1.2: Europea Worldview True or False (1 page) BLM 2.1.3: Pre-Europea Cotact Map of North America (1 page) BLM 2.1.4: Rupert s Lad ad North America (1 page) BLM 2.1.5: The Fur Trade Game (2 pages) Learig Experiece 2.2 BLM 2.2.1: Treaty Areas ad Locatios of First Natios i Maitoba (1 page) BLM 2.2.2: Treaty Charades (1 page) BLM 2.2.3: The Crow Iitiated the Treaties: Says Who? (1 page) BLM 2.2.4: Report of the RCAP: Uderstadig Treaties ad the Treaty Relatioship (3 pages) BLM 2.2.5: Symbolism ad Sigificace i the Numbered Treaty Process (1 page) Learig Experiece 2.3 BLM 2.3.1: The Idia Act: Assimilatig First Natios (1 page) BLM 2.3.2: The Idia Act: Symbol of a Chaged Relatioship (1 page) BLM 2.3.3: Layig the Groudwork for the Idia Act: Legislative Precedets (5 pages) BLM 2.3.4: The Paradox of the Idia Act (2 pages) BLM 2.3.5: Trick or Treaty (1 page) Learig Experiece 2.4 BLM 2.4.1: Word Splash The Métis (1 page) BLM 2.4.2: What Do You Kow About the Métis? (1 page) BLM 2.4.3: Historic Métis Coflicts: Research Guide (1 page) BLM 2.4.4: Métis Scrip: Research Guide (1 page) Learig Experiece 2.5 BLM 2.5.1: Word Splash: Self-Determiatio, Moder Treaties, ad Rights (1 page) BLM 2.5.2: River Road by Ted Logbottom ad Greg Prude (1 page) BLM 2.5.3: People ad the Lad, A Reciprocal Relatioship (1 page) BLM 2.5.4: Map of Treaties ad Comprehesive Lad Claims i Caada (1 page) BLM 2.5.5: Lad Claims, A Laguage Not Our Ow (1 page) BLM 2.5.6: Comprehesive Lad Claim: Research Guide (1 page) BLM 2.5.7: Specific Maitoba Lad Claims: Research Guide (1 page) BLM 2.5.8: Alberta Métis Settlemets: Research Guide (1 page) BLM 2.5.9: Rights, Lad Claims, ad the Courts: Research Guide (1 page) BLM 2.5.10: Stadig Their Groud Protest ad Resistace: Research Framework (2 pages) C o t e t s v
Cluster 3 Learig Experiece 3.1 BLM 3.1.1: Eulogy for a Truat by Joae Bealy (1 page) BLM 3.1.2: Prime Miister Harper s Residetial Schools Apology (3 pages) BLM 3.1.3: Respose to Apology to Residetial School Survivors by Premier Doer (4 pages) BLM 3.1.4: Residetial Schools: Research Questios (1 page) BLM 3.1.5: Visitig a Residetial School Site (1 page) BLM 3.1.6: Residetial School Sites i Maitoba (1 page) BLM 3.1.7: Researchig a School: Guidelies (1 page) Learig Experiece 3.2 BLM 3.2.1: Stuck-o Cocept Maps (1 page) BLM 3.2.2: Dis-ease: Word Splash (1 page) BLM 3.2.3: Health: Word Splash (1 page) Learig Experiece 3.3 BLM 3.3.1: Judge Murray Siclair Speech ad Questios (15 pages) Learig Experiece 3.4 BLM 3.4.1: Creatig a Successful Commuity (2 pages) Cluster 4 Learig Experiece 4.1 BLM 4.1.1: Uited Natios Declaratio o the Rights of Idigeous Peoples (12 pages) Cluster 5 Learig Experiece 5.1 BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig (3 pages) Appedix B: Geeral Blacklie Masters BLM G.1: Media Scrapbook Aalytical Outlie (2 pages) BLM G.2: Issue-Based Article Aalysis (1 page) BLM G.3: Choosig a Service Learig Project (1 page) BLM G.4: Service Learig: Makig it Happe (1 page) BLM G.5: Reflectig o Our Service Learig (1 page) BLM G.6: Aalyzig Quotatios (1 page) BLM G.7: B-D-A Viewig Worksheet (1 page) BLM G.8: Aalyzig Visual Images (1 page) BLM G.9: Coductig a Iterview (1 page) BLM G.10: Coductig a Survey (1 page) BLM G.11: Reflectio Joural: Sample Questios (1 page) BLM G.12: Reflectio Joural Blak Page (1 page) vi G r a d e 1 2 C u r r e t T o p i c s i F i r s t N a t i o s, M é t i s, a d I u i t S t u d i e s
Appedix C: Teacher Notes TN 1: Creatig a Poster (1 page) TN 2: Service Learig (5 pages) TN 3: Causes of Racism (3 pages) TN 4: Coductig a Debate (3 pages) TN 5: Ik Blots (2 pages) TN 6: Elders i the Classroom (2 pages) TN 7: Coloialism Game (4 pages) TN 8: Role-Plays ad Simulatios (2 pages) TN 9: What Do You Kow about the Métis? Aswer Key (2 pages) TN 10: Legislatio ad Govermet Iitiatives Affectig Lad Claims (3 pages) TN 11: Rotatioal Graffiti (1 page) TN 12: Aborigial Cultural Cetres i Maitoba (2 pages) Appedix D: Iquiry Template Appedix E: Glossary Appedix F: Recommeded Learig Resources Bibliography 1 C o t e t s vii
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a C k o W l E d G E M E t s Maitoba Educatio gratefully ackowledges the cotributios of the followig idividuals i the developmet of Grade 12 Curret Topics i First Natios, Métis, ad Iuit Studies: A Foudatio for Implemetatio. Pricipal Writer Artist Susa Foesca Ted Logbottom Developmet Team Leigh Brow Childre of the Earth High School Maitoba Educatio Staff Rebecca Chartrad Holly Fotaie Louella Friese Sherry Pede Charles Scribe Louise Boissoeault Coordiator (after March 2010) Lee-Ila Bothe Coordiator (before March 2010) Al Friese Cosultat (before May 2010) Reée Gillis Cosultat Ly Harriso Desktop Publisher Lida Mlodziski Cosultat Grat Moore Publicatios Editor Cheryl Prokopako Project Maager Greg Prude Project Leader Wiipeg School Divisio Maitoba First Natios Educatio Resource Cetre Miles MacDoell Collegiate Brado Uiversity Elder Kiosao Sipi (Norway House) First Natio Documet Productio Services Uit Educatioal Resources Brach Documet Productio Services Uit Educatioal Resources Brach Developmet Uit Istructio, Curriculum ad Assessmet Uit Bureau de l éducatio fraçaise Divisio Documet Productio Services Uit Educatioal Resources Brach Developmet Uit Istructio, Curriculum ad Assessmet Uit Documet Productio Services Uit Educatioal Resources Brach Learig Support ad Techology Uit Istructio, Curriculum ad Assessmet Uit Learig Support ad Techology Uit Istructio, Curriculum ad Assessmet Uit a c k o w l e d g e m e t s ix
G r a d E 1 2 C u r r E t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i E s itroductio
p u r p o s E o F t h E d o C u M E t Guidig priciples Educatio for ad about First Natios, Métis, ad Iuit peoples builds bridges of uderstadig ad respect betwee Idigeous ad o- Idigeous Caadias promotes persoal ad social resposibility coects the learer to family ad to local, atioal, ad global commuities purpose Grade 12 Curret Topics i First Natios, Métis, ad Iuit Studies: A Foudatio for Implemetatio supports the empowermet of studets through the exploratio of the histories, traditios, cultures, worldviews, ad cotemporary issues of Idigeous peoples i Caada ad worldwide. Studets gai kowledge ad develop the values, as well as the critical thikig, commuicatio, aalytical, ad iquiry skills, that will eable them to better uderstad past ad preset realities of Idigeous peoples. Additioally, exploratio of topics such as self-determiatio, self-govermet, ad laguage ad cultural reclamatio allows studets to uderstad ad work towards the post-coloial future evisioed by Idigeous peoples. persoal Growth Learig experieces i Curret Topics i First Natios, Métis, ad Iuit Studies facilitate persoal growth through a balaced ad holistic approach to learig. All aspects of self are addressed through the physical, emotioal, spiritual, ad itellectual dimesios of the learer. Through the use of learig logs, reflectio jourals, talkig circles, graphic expressios such as witer couts, ad other strategies, learers are ecouraged to examie, record, ad share their covictios, thoughts, uderstadigs, ad behaviours. i t r o d u c t i o 3
Medicie Wheel illustratig the Four aspects of a idividual This diagram is based o the Aishiaabe medicie wheel. It represets a holistic model of the four itercoected aspects of a idividual. Learig strategies i Curret Topics i First Natios, Métis, ad Iuit Studies support a balaced approach to learig by addressig all four aspects. The followig passage, take from the Maitoba Educatio documet Itegratig Aborigial Perspectives ito Curricula, explais some of the history ad sigificace of the medicie wheel i Idigeous cultures. Medicie Wheel Traditioally, Aborigial peoples have see the coected ad iterdepedet ature of the may aspects of the world aroud them. The medicie wheel is a aciet symbol that reflects values, world views, ad practices, ad is used by may Aborigial peoples today (Bopp et al). I Cree, the medicie wheel is referred to by the word pimatisiwi, which meas life. The medicie wheel is based upo a circle ad the umber four, both of which are of special sigificace to may Aborigial peoples. The medicie wheel is used to represet the itercoected relatioships amog aspects of life ad to provide directio ad meaig to a idividual. The medicie wheel that is preseted here is a example. While there are commoalities to all medicie wheels, each perso s is uique to the teachigs he or she has received, his or her persoal experieces, ad his or her uderstadigs of the itercoectedess of the aspects of life he or she represets with the medicie wheel. 4 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
The medicie wheel is divided ito four parts or quadrats, each represetig oe of the four directios. Oe of the lessos that ca be leared from the medicie wheel is balace. For example, o the medicie wheel the four aspects of a idividual (spiritual, emotioal, physical, metal) are represeted. I order for a idividual to be healthy, he or she must have a balace of the four aspects withi him or herself. If oe of these aspects or areas is sufferig, the the other three will also suffer some ill effects. For example, if a perso is sufferig from a illess such as a bad cold (physical), he or she may be more short-tempered tha usual (emotioal), be less able to thik clearly (metal), ad may also feel less well spiritually. (Maitoba Educatio ad Youth. 2003, 9-10) Buildig relatioships Relatioality, a key cocept i Idigeous worldviews, is a recurrig theme i Curret Topics i First Natios, Métis, ad Iuit Studies. Idigeous teachigs stress the iterrelatioship ad iterdepedece of all life o earth, icludig humakid. Learig strategies i Curret Topics i First Natios, Métis, ad Iuit Studies ecourage studets to explore ad to urture relatioships ot oly betwee themselves ad others, but also betwee themselves ad the atural world. Studets examie the dyamics of the relatioship betwee Idigeous ad other Caadias, how that relatioship has affected ad cotiues to affect all Caadias, ad the ecessity to restore the relatioship o the basis of mutual respect ad uderstadig. Laws of Relatioships Aborigial cultures share a belief that people must live i respectful, harmoious relatioships with ature, with oe aother, ad with oe s self. The relatioships are govered by what are uderstood as laws, which are gifts from the Creator. The laws are fudametally spiritual, imbuig all aspects of life. As fudametal as this perspective may be, each Aborigial culture expresses itself i uique ways, with its ow practices, products, ad kowledge. As real life circumstaces shift over time, a challege for Aborigial people has bee to iterpret the laws to eable their cotiuig survival, ot just physically but as spiritually strog people. This challege exteds to Aborigial educatio as well. (Wester Caadia Protocol for Collaboratio i Basic Educatio 5) i t r o d u c t i o 5
* adapted from the work of Garry robso, da thomas, ad Juliette sabot, ative Educatio directorate, Maitoba Educatio ad traiig, ad from dee kede Educatio: a dee perspective. Yellowkife: t. idigeous perspectives Curret Topics i First Natios, Métis, ad Iuit Studies promotes a diversity of perspectives ad ecourages teachers ad learers to further their uderstadig of Idigeous ways of seeig ad relatig to the world. It is importat for us, as Aborigial peoples, to advocate the value of lookig at thigs from a variety of perspectives, rather tha just through the eyes of the majority. Differet types of kowledge ca come together to iform society ad to promote the healig of our commuities. (Kowledge Traslatio: A Quest for Uderstadig, 41) 6 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Citizeship Democratic Citizeship Curret Topics i First Natios, Métis, ad Iuit Studies supports the elemets of the core cocept of citizeship: 1. Iformed egagemet i civic discourse ad the democratic process 2. Commitmet to the priciples ad ideals of democracy ad huma rights 3. Acquisitio of a iformed sese of Caadia idetity withi a global cotext 4. Commitmet to the future of Caada (Adapted from Maitoba Educatio. Grade 11 History of Caada: A Foudatio for Implemetatio (upublished), 2011.) Citizeship ad idigeous Caadias For Idigeous studets, the cocept of atioal citizeship may be cotetious due to the log history of coloialism that has repressed ad margialized Idigeous peoples i Caada ad the world. Util 1985, the Idia Act required First Natios to reliquish their status ad treaty rights i order to ejoy full participatio as citizes i Caadia society. Status wome who married a o-status parter automatically had their status revoked. The Métis have resisted the impositio of ecoomic, social, ad political chage by the Caadia govermet, twice takig up arms to defed their rights: i 1869-70 i Red River ad agai i 1885 i the territory that would become the provice of Saskatchewa. I commo with First Natios ad Métis, the Iuit have experieced coloialist assaults o their cultures ad commuities, icludig eforced relocatio of commuities, ecoomic exploitatio of resources by souther iterests with little beefit to themselves, ad residetial schools. The followig excerpt details other challeges to Idigeous citizeship i Caada. Citizeship issues are complex for Aborigial peoples. For example, the origial Idia Act defied ad legislated the term persos as ayoe other tha a Idia. Although this laguage has uofficially bee dropped from usage, the legislatio has ever bee repealed. I additio, First Natios peoples were ot efrachised to vote i federal electios util 1962. [I fact First Natios were grated the right to vote i federal electios i 1960.] This right to vote was coditioal o beig efrachised by the provice or territory of residece. The Aborigial group kow as the Métis combied their First Natios ad Europea cultures to form their ow uique cultures. They do ot have First Natios or Iuit status with the federal govermet. The cultures of the Métis people today are varied, with idividuals who are highly acculturated, those who are very traditioal, ad others who are ibetwee. I the recet past, certai evets such as isolatig Aborigial childre from their commuities led to their loss of traditioal skills, values, laguage, ad culture. This created a people who could o loger idetify their place i Caadia society. What had bee importat to Aborigial peoples i the past o loger had validity or importace, either withi their commuities or withi Caada. Educatio has cotributed to this erosio. (Wester Caadia Protocol, February 2000) i t r o d u c t i o 7
Goals Curret Topics i First Natios, Métis, ad Iuit Studies offers all Grade 12 studets, both Idigeous ad o-idigeous, a opportuity to ehace their uderstadig ad appreciatio of the cultures ad traditios, as well as the cotemporary realities ad aspiratios of First Natios, Métis, ad Iuit cultures i Maitoba, Caada, ad the world develop a kowledge of the history of First Natios, Métis, ad Iuit peoples i Caada i order to better uderstad the preset develop a sese of comfort ad cofidece i iteractios with First Natios, Métis, ad Iuit people develop a uderstadig that First Natios, Métis, ad Iuit peoples ad cultures are a itegral part of Caadia society recogize the ogoig role of First Natios, Métis, ad Iuit peoples i shapig Caadia history ad idetity Curret Topics i First Natios, Métis, ad Iuit Studies offers First Natios, Métis, ad Iuit studets a opportuity to explore fudametal questios (e.g., Who am I? Where have I come from? Why am I here? Where am I goig?). By doig so, they are better able to further their uderstadig of the issues facig their commuities ad cultures build upo ad exted kowledge of their cultures ad traditios develop pride i the cotributios of their cultures to Caadia society ad the world build upo ad ehace positive self-idetity fuctio effectively as members of their local, atioal, ad global commuities evisio their place i the future of their commuity ad coutry 8 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
C o u r s E d E s C r i p t i o objectives Curret Topics i First Natios, Métis, ad Iuit Studies: A Foudatio for Implemetatio is a full-credit course iteded for Grade 12 studets, which examies Idigeous realties withi cotemporary ad historic Caadia ad global settigs. The course is iclusive of the traditioal values ad worldviews of First Natios, Métis, ad Iuit peoples. The objective of Curret Topics i First Natios, Métis, ad Iuit Studies is to provide both Idigeous ad o-idigeous studets with kowledge of Idigeous cultures ad traditios, ad to ecourage Idigeous studets to take pride i the accomplishmets of their peoples. This kowledge will eable Idigeous studets to participate meaigfully as citizes of their cultural commuity, of cotemporary Caadia society, ad as active ad egaged global citizes. No-Idigeous studets will become kowledgeable of the worldviews, histories, cultures, ad accomplishmets of Idigeous peoples, ad thus be able to egage i a iformed ad empathetic maer i debates cocerig Idigeous issues at local, atioal, ad global levels. ratioale Accordig to the Aborigial Peoples Survey by Statistics Caada, i Maitoba the majority of Idigeous people live i a urba settig, icludig 44 percet of the more tha 90,000 First Natios ihabitats, 70 percet of the almost 60,000 Métis, ad the majority of the small (300 plus) Maitoba Iuit populatio. The clear implicatio of these statistics is the icreasig egagemet of Idigeous people withi the larger Caadia society. The combied kowledge of both maistream ad Idigeous cultures will eable Idigeous ad o-idigeous Caadias alike to live ad work together harmoiously to create a equitable society for the bettermet of all Caadias. educatio is fudametally about how we trasmit our values to the ext geeratio with regard to what it meas to live as huma beigs. Because may cultures have distict perspectives about what it meas to live as a huma beig, educators have a opportuity ad resposibility to expose studets ad commuities to these differet perspectives. (Villegas) i t r o d u c t i o 9
decoloizig Educatio. decoloized educatio is ot just for Idigeous studets, ot just about Idigeous studets, but for all studets. Educatio ca either maitai domiatio or it ca liberate. It ca sustai coloizatio i eocoloial ways or it ca decoloize. Every school is either a site of reproductio or a site of chage. (Battiste) This documet supports decoloizatio i educatio. Decoloized educatio beefits all studets, ot just First Natios, Métis, ad Iuit studets. Historically, public educatio i Caada has played a sigificat role i the coloizatio of Idigeous people by its failure to meaigfully iclude Idigeous kowledge, history, ad worldviews i curricula. Maitoba Educatio, i partership with parets, commuities, educators, Aborigial orgaizatios, ad govermet departmets, has made sigificat progress i redressig this omissio through the developmet of policies ad strategic iitiatives, curricula, ad resources to support teachig ad learig. Curret Topics i First Natios, Métis, ad Iuit Studies cotributes to the decoloizatio process by makig available to all studets the worldviews, histories, traditios, cultures, cotributios, ad ways of kowig of Idigeous Caadias. This documet was produced by Maitoba Educatio i collaboratio with Maitoba educators. It icludes the core cocept of citizeship, ad idetifies Edurig Uderstadigs, which may be uderstood as broadly stated learig outcomes. It provides ideas ad strategies to support the implemetatio of the curriculum. Curriculum desig Curret Topics i First Natios, Métis, ad Iuit Studies employs Edurig Uderstadigs ad Essetial Questios from Uderstadig by Desig, a approach to curriculum developmet by Grat Wiggis ad Jay McTighe. Edurig Uderstadigs represet big ideas havig edurig value beyod the classroom reside at the heart of the disciplie (ivolve doig the subject) require u-coverage (of abstract or ofte misuderstood ideas) offer potetial for egagig studets 10 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Edurig Uderstadigs i Curret Topics i First Natios, Iuit, ad Métis Studies Traditioally, First Natios, Métis, ad Iuit peoples share a worldview of harmoy ad balace with ature, oe aother, ad oeself. First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. Uderstadig of ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. May curret First Natios, Métis, ad Iuit issues are i reality uresolved historical issues. First Natios, Métis, ad Iuit peoples should be recogized for their cotributios to Caadia society ad share i its successes. Essetial Questios are ope-eded ad resist a simple or sigle right aswer are thought-provokig require studets to draw upo cotet kowledge ad persoal experiece ca be revisited throughout the learig experiece to egage studets i evolvig dialogue ad debate lead to other essetial questios posed by studets The Learig Process Curret Topics i First Natios, Métis, ad Iuit Studies supports citizeship as a core cocept ad egages studets i iquiry learig. Guided by Essetial Questios, studets explore topics that are sigificat to the study of the histories, cultures, ad traditios of Idigeous peoples. By examiig cotemporary issues ad their historical roots as well as the life ways, cultures, traditios, cotributios, ad worldviews of Idigeous peoples, teachers ad studets are better able to uderstad the evolvig ature of the relatioship betwee Idigeous ad o- Idigeous peoples. Through this process, teachers ad studets acquire kowledge ad uderstadig of the cotemporary ad historic realities, as well as the visio of a post-coloial future based o respect, uderstadig, ad equity. i t r o d u c t i o 11
Structure ad Time Allotmets i Curret Topics i First Natios, Métis, ad Iuit Studies Curret Topics i First Natios, Métis, ad Iuit Studies is structured aroud the followig five thematic clusters: I. Image ad Idetity (10%) II. Relatios with Govermet (40%) III. Social Justice Issues (30%) IV. Idigeous Peoples ad the World (10%) V. Celebratios of Learig (10%) orgaizatio of the documet overview of Clusters ad learig Experieces This curriculum is orgaized ito five clusters. Each cluster icludes from oe to five learig experieces (LEs), which allow studets ad teachers to explore particular aspects of the cluster theme. LEs iclude the followig: Targeted edurig uderstadigs Essetial questios to guide studet iquiry A backgroud essay featurig iformatio o the theme of the LE Teachig ad learig strategies for activatig, acquirig, ad applyig studet learig, icludig log-term, recurrig Acquirig ad Applyig Strategies Glossary terms relevat to the LE Suggested resources to support teachig ad learig strategies Cluster 1: image ad idetity I Cluster 1, studets begi to explore cotemporary Idigeous issues, their roots i the coloialist history of Caada, ad their sigificace to all Caadias. Cluster 1 cosists of three LEs: LE 1.1: The Ghosts of History This LE focuses o the coloialist history of Caada ad the impact of coloizatio o First Natios, Métis, ad Iuit peoples i Caada. Cotet icludes coloialism, termiology used to describe Idigeous peoples, ad the sigificace of Idigeous issues i cotemporary Caada. LE 1.2: From Time Immemorial This LE allows studets to explore Idigeous idetity from the viewpoit of First Natios, Métis, ad Iuit peoples. Cotet icludes worldviews, diversity, ad idetity. 12 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
LE 1.3: Worlds Collidig Studets examie cotemporary maistream Caadia society s perceptio of Idigeous people as the other. Cotet icludes racism, stereotypes, a compariso of Wester ad Idigeous worldviews, ad the role of media i creatig, perpetuatig, ad combatig stereotypical images of First Natios, Métis, ad Iuit people. Cluster 2: a profoud ambivalece: First atios, Métis, ad iuit relatios with Govermet I Cluster 2, studets examie the historic ad cotemporary relatioship betwee Caadia (ad later provicial ad territorial) govermets ad Idigeous peoples. Studets examie how the relatioship, which bega o a atio-to atio basis, chaged over time to reflect coloialist ideals ad aims, ad how, i the moder era, Idigeous Caadias are attemptig to move from coloialism to a post-coloial future through recogitio of their Aborigial ad treaty rights. LE 2.1: Settig the Stage: Ecoomics ad Politics Studets ivestigate the historic, political, ad ecoomic practices of Idigeous peoples i Caada, before ad after the arrival of Europeas. Studets lear that Idigeous peoples were orgaized i self-goverig societies of varyig degrees of sophisticatio ad complexity that iteracted o a atio-to-atio basis i various ways, icludig political, military, ad trade alliaces. I the early stages of the post- Europea cotact era, the relatioship betwee Europea traders ad settlers ad Idigeous peoples was characterized by similar atio-to-atio iteractio. LE 2.2: As Log as the Rivers Flow: The Numbered Treaties Studets explore treaty-makig betwee wester First Natios ad Caada begiig i 1871. Iquiry should yield the followig uderstadigs: There were sigificat differeces betwee First Natios ad the Caadia govermet s uderstadigs of the treaties The treaties were ot hooured by Caada after their sigig The wealth of Caada is derived from the lads ad resources acquired from First Natios through the treaties Treaties are livig documets that must be hooured ad reewed i the cotext of the preset The preferred relatioship betwee First Natios ad Caada is based o the terms ad spirit of the treaties i t r o d u c t i o 13
LE 2.3: Legislated Discrimiatio: The Idia Act Studets examie the historic ad cotemporary sigificace of the act, icludig the paradox that it is at oce discrimiatory ad racist while it also preserves the sactity of reserve lads. Iquiry should yield the uderstadig that the Idia Act sigaled a fudametal shift away from the atio-to-atio relatioship that had hitherto existed betwee First Natios ad Caada. It marked the begiig of a pateral relatioship that characterized First Natios as wards of the govermet, ad replaced First Natios traditioal goverace with a imposed system of elected chiefs ad coucils with severely limited powers while reservig real power for Ottawa. LE 2.4: O-Tee-Paym-Soo-Wuk (the Métis): The People Who Ow Themselves Studets explore the history of the Métis from their origis i the fur trade, to the birth of the Métis Natio i Red River ad the coflicts that characterized Métis resistace to threats agaist their ecoomic, cultural, ad political traditios, edig with the defeat of the Métis at Batoche i 1885. Studets should uderstad that the Métis were a self-determiig Idigeous atio, culturally distict from their First Natios ad Europea acestors, ad that by 1885 they had become ecoomically, socially, ad politically margialized by the coloialist policies ad practices of the Caadia govermet. LE 2.5: Defiig Our Place: Moder Treaties ad Rights Studets explore the struggle by First Natios, Métis, ad Iuit peoples i Caada to regai the self-determiatio that was stripped from them by coloialist policies ad practices. Studets examie the legislative ad legal processes by which Aborigial ad treaty rights have bee deied or cofirmed, ad explore moder treaties ad lad claims sice the 1970s ad especially sice the recogitio of Aborigial ad treaty rights i the Costitutio Act of 1982. Studets explore the various meas, icludig resistace ad protest, by which Idigeous peoples have sought recogitio of their rights, icludig self-govermet. Studets also examie various models of self-govermet ad examples of moder lad claim agreemets. Iquiry focus icludes the followig: the meaig of treaty rights ad Aborigial rights the various types of lad claims ad the mechaisms by which they are egotiated the roles of govermets ad courts, both provicial/territorial ad federal the importace of lad to Idigeous peoples that Aborigial atios are attemptig to forge a equitable relatioship with Caada, wherei their rights, icludig the right of self-determiatio, are recogized ad respected 14 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Cluster 3: toward a Just society I Cluster 3, studets examie historical ad cotemporary features of social justice ad Idigeous people i the areas of educatio, health, justice, ad ecoomics. Studets explore the historic roots of issues i each of these areas ad explore their cotemporary maifestatios. LE 3.1: Educatio Studets research traditioal ad cotemporary Idigeous educatio ad the impact of coloizatio. Studets lear how treaty promises of reserve schools that would provide a bicultural educatio for First Natios studets were ever hooured, ad how, istead, a system of residetial schools was istituted to assimilate First Natios, Métis, ad Iuit studets, with devastatig cosequeces for Idigeous people ad commuities (as well as egative impacts o Caadia society) that persist today. Studets study schools that, i cotrast to the cotiued failure of the educatio system i geeral, have prove successful i meetig the eeds of Idigeous learers ad commuities. Studets propose models of educatio that would fulfill the eeds of moder Idigeous learers to succeed i cotemporary Caadia society while hoourig ad affirmig their cultures ad traditios. I commo with all LEs i this cluster, studets may choose to complete a practicum experiece that ivolves workig with a cooperatig teacher i a elemetary school settig or coductig actio research i a post-secodary istitutio. LE 3.2: Health: Livig i Balace Studets examie traditioal ad cotemporary Idigeous health ad the impact of coloizatio. Studets lear how the treaty promise of a medicie chest o each reserve has evolved ito the provisio of health services for cotemporary First Natios by the federal govermet. Studets explore the traditioal Idigeous, holistic coceptio of health that addressed all aspects of a idividual: spiritual, metal, emotioal, ad physical. They also explore the persistece of traditioal practices amog cotemporary Idigeous people. Studets look at the impacts of coloizatio o the health of Idigeous Caadias usig a model of health that icludes a healthy physical ad social eviromet. Studets research approaches to health care that have prove successful i meetig the eeds of Idigeous people ad commuities. Studets propose models of health care, combiig aspects of traditioal ad wester medicie to meet the eeds of moder Idigeous people ad commuities. I commo with all LEs i this cluster, studets may choose to complete a practicum experiece that ivolves workig with a health care practitioer or coductig actio research i a post-secodary istitutio. i t r o d u c t i o 15
LE 3.3: Justice Studets examie traditioal Idigeous cocepts ad practices of justice, as well as the impact of coloizatio ad the impositio of a wester judicial model o First Natios, Métis, ad Iuit peoples. Studets explore traditioal cocepts of commual harmoy that depeded o commoly uderstood ad accepted behaviour ad diverse practices of maitaiig harmoy withi Idigeous commuities. Studet examie the impositio of wester worldviews ad practices o Idigeous peoples through coloizatio, the resultat alieatio ad loss of idetity, ad the social dysfuctio ad destructive behaviours that plague may Idigeous commuities ad idividuals, which are maifestatios of the alieatio ad cofusio brought about by coloizatio. Studets research attempts to reform justice for Idigeous Caadias, icludig the recommedatios of the Aborigial Justice Iquiry (1999). I commo with all LEs i this cluster, studets may choose to complete a practicum experiece that ivolves workig withi the justice system, whether at a commuity or provicial level, or coductig actio research i a postsecodary istitutio. LE 3.4: Ecoomic ad Resource Developmet Studets explore traditioal ad cotemporary Idigeous ecoomies ad the impact of coloizatio. Studets research the chages to traditioal ecoomies brought about by the fur trade, o-idigeous settlemet, the oset of coloizatio, ad the itroductio of ecoomies based o agriculture ad resource exploitatio i which Idigeous people played, at best, margial roles. I additio to studyig promisig practices ad success stories, studets examie the curret ecoomic challeges facig First Natios, Métis, ad Iuit Caadias, icludig those facig future geeratios. They examie ecoomic models that balace ecoomic success with traditioal Idigeous values, icludig respect for the eviromet ad commuity well-beig. I commo with all LEs i this cluster, studets may choose to complete a practicum experiece i Idigeous ecoomy or coduct actio research i a post-secodary istitutio. 16 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Cluster 4: idigeous peoples ad the World I Cluster 4, studets explore the histories ad cotemporary realities of Idigeous peoples ad cultures beyod Caada. Studets explore the commoalities shared by First Natios, Métis, ad Iuit Caadias ad Idigeous peoples worldwide. Studets examie the effects of coloizatio o Idigeous populatios as well as efforts to meet the challeges imposed by coloizatio ad globalizatio. LE 4.1: Oe World By explorig the traditios, cultures, histories, achievemets, ad cotributios of global Idigeous cultures, studets address the questio, Why is the preservatio of Idigeous cultures vital? Studets examie the experiece of coloizatio ad its effects o cotemporary Idigeous peoples. Studets compare Caadia ad global Idigeous cultures to discover commoalities ad differeces i worldview, histories, ad cotemporary challeges. Studets research the threats of globalizatio agaist Idigeous cultures, as well as efforts to combat these threats ad to realize a equitable ad sustaiable future for Idigeous peoples. Cluster 5: a Festival of learig Cluster 5 offers studets a opportuity to share their learig with classmates, teachers, ad others by creatig ad presetig a project that addresses a visio for the future of Idigeous peoples. LE 5.1: Lookig Forward, Lookig Back Studets work idepedetly as idividuals or with a parter or small group to create a project focusig o a theme relevat to cotemporary Idigeous cultures. BLM 5.1.1 offers a rage of suggestios for projects, but this list is ot iteded to be prescriptive. Studets should be ecouraged to develop origial projects or to adapt suggestios based o their iterests ad abilities. Projects should iclude research ad presetatio. i t r o d u c t i o 17
C u l t u r a l C o M p E t E C Y a d d i v E r s i t Y E d u C a t i o Cultural competecy is a essetial aspect of buildig a more iclusive ad appropriate school ad classroom eviromet for all learers, icludig studets of Aborigial ad other cultural backgrouds. Therefore, it is importat that all educators are resposive to the eeds of diverse learers ad ca commuicate ad iteract appropriately with Aborigial learers ad their families. Aborigial ad o-aborigial learers beefit from school eviromets ad programs that welcome diversity ad provide opportuities for studets ad educators to lear about the cultural, liguistic, ad religious aspects of historical ad cotemporary commuities. (Maitoba Educatio, Citizeship ad Youth, March 2007) I order to be effective, teachers who teach about Idigeous topics as well as those who teach Idigeous studets eed to be kowledgeable about Idigeous worldviews ad cultural practices. Furthermore, they eed to be aware of their ow cultural worldviews. Such kowledge is a startig poit i a developmetal process that occurs over time ad requires persoal commitmet to the ideals of diversity, equity, ad social justice. Developig cultural competece requires self-reflectio i order to examie oe s ow values ad attitudes to cultural differeces. It ca be difficult to see beyod the parameters of oe s ow culture, especially that of maistream, Eurocetric Caadia society. Because of its pervasiveess, this wester worldview is very ofte regarded as the atural order by its practitioers. Wester values ad practices, icludig idividual rights, domiatio over ature, ad scietific method, are upheld as uiversal. Such values ad practices are i cotrast to the traditioal worldviews of First Natios, Métis, ad Iuit peoples. Commitmet to diversity, equity, ad social justice requires that teachers evaluate ad, if ecessary, adapt or modify their beliefs, values, ad behaviour i order to icrease their capacity to uderstad ad to teach appropriately ad effectively about Idigeous ways of kowig ad relatig to the world, ad to iteract capably with Idigeous studets, parets, ad commuity members. Cultural competece meas that a teacher develops values ad priciples, demostrates behaviours ad attitudes, ad sets i place classroom policies ad practices that eable effective teachig for ad about Idigeous people. Cultural competece should be reflected i every aspect of the school, icludig leadership, admiistratio, policy, ad service delivery, ad iclude the systematic ivolvemet of studets, families, ad commuities, as well all staff, icludig teachers, educatioal assistats, cousellors, admiistrators, ad caretakers. 18 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
The Aborigial Educatio Directorate offers a professioal developmet workshop for educators called A Jourey from Cultural Awareess to Cultural Competecy, which is iteded to facilitate the process of acquirig cultural competece. Cotact iformatio regardig the workshop is available at <http://web16.gov.mb.ca/ cotacts/cotactscotroller?actio=viewallresposibilities>. For additioal resources o cultural competecy, see Cultural Competecy Summit Proceedigs by the Orego Departmet of Educatio at <www.ode.state.or.us/ews/ccfullrprt.pdf>. i t r o d u c t i o 19
d E a l i G W i t h C o t r o v E r s i a l i s s u E s i t h E C l a s s r o o M A fudametal aspect of learig ad teachig about curret ad historical First Natios, Métis, ad Iuit topics is the cosideratio of cotroversial issues issues that ivolve ethics, priciples, beliefs, ad values. Teachers should ot avoid cotroversial issues. Diversity of perspectives, beliefs ad values, disagreemet, ad dissesio are all part of livig i a democratic ad diverse society. Furthermore, discussio ad debate cocerig ethical or existetial questios serve to motivate studets ad make learig more persoally meaigful. The classroom provides a safe ad supportig eviromet for studets to meaigfully explore such topics. The followig guidelies will assist teachers i dealig with cotroversial issues i the classroom: Approach all issues with sesitivity Clearly defie the issues Establish a clear purpose for discussios Establish parameters for discussios Esure that the issues do ot become persoalized or directed at idividual studets Protect the iterests of idividual studets by fidig out i advace whether ay studet would be persoally affected by the discussio (for example, teachers may ask studets to respod to a writte questioaire i advace of the learig experiece. Subsequetly, a iterview may be arraged with ay studet whose respose idicates that he or she may be persoally affected i order to discuss the studet s cocers ad to explore optios, such as a alterate or adapted learig experiece. The iterview might iclude a guidace cousellor or other staff, such as a trusted teacher or educatioal assistat, with whom the studet is comfortable. Moitor studet reactios i the classroom to gauge discomfort or stress. Formulate a policy ad procedures i collaboratio with studets for those studets uexpectedly affected by classroom discussios or learig/teachig materials: If you re feelig ucomfortable, what should be doe? ) Exercise flexibility by permittig studets to choose alterative assigmets Accept the fact that there may ot be a sigle right aswer to a questio or issue Respect every studet s right to voice opiios or perspectives or to remai silet Help studets clarify the distictio betwee iformed opiio ad bias Help studets seek sufficiet ad reliable iformatio to support various perspectives Allow time to preset all relevat perspectives fairly ad to reflect upo their validity Ecourage studets to share their thoughts ad feeligs with their families 20 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
t E a C h i G C u r r E t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i E s Note: May of the observatios ad suggestios i this sectio refer to the Idigeous learer, but may of the teachig practices ad priciples described are geerally applicable to all studets. Cultural Competecy The flexibility to move back ad forth betwee cultures is a defiite asset i Caadia society today. Some educators call this flexibility empowermet, others call it walkig alog two differet paths. (Aikehead Masakata Ogawa) Ideally, teachers of Curret Topics i First Natios, Métis, ad Iuit Studies are culturally competet, with kowledge of the history, worldviews, traditios, ad ways of kowig of Idigeous peoples i Caada. I additio, teachers eed to be aware of their ow cultural traditios ad how their worldviews may affect their uderstadig, perceptios, attitudes, ad decisio makig. No-Idigeous or acculturated Idigeous studets are cofroted by the same challeges facig a teacher with a similar cultural groudig. The reverse is true for those Idigeous studets who practise their cultural traditios ad view the world from a Idigeous perspective. These studets must also avigate across cultures. The challege is to maage cross-cultural educatio without erodig the Idigeous idetities of such studets. Effective teachig of this course requires teachers to thik ad act outside of the boudaries of their worldviews. Teachers, i effect, will act as cultural brokers by buildig bridges betwee the domiat ad Idigeous cultures for studets who must avigate betwee the two, ad by creatig a iclusive classroom climate that respects ad hoours Idigeous traditios ad kowledge ad is iclusive of both Idigeous ad Wester history ad culture. Pamela Toulouse advocates iformal ad flexible learig eviromets that ehace the learig of Idigeous studets, differetiated istructio ad evaluatio, the iclusio of Idigeous history ad culture i the classroom, ad strog parterships with the local Idigeous commuity. These practices offer a opportuity for the teacher to create a iclusive climate that will ecourage First Natios, Métis, ad Iuit studets to become egaged i learig. i t r o d u c t i o 21
positive teacher-studet relatioships Buildig trust ad respect It is also key that studets kow that their teachers care about them ad have the highest regard for their learig. Respect meas kowig that we are sacred ad that we have a place i this world. That is how we eed to foster ad support our Aborigial studets. (Toulouse) Research (Bell, Fulford, Hampto & Roy, Goulet, ad Swaso) has demostrated that the self-esteem of Idigeous studets is key to their success i school. Toulouse states that teachers ca make or break the school experieces of First Natios, Métis, ad Iuit studets, ad stresses the importace of a carig ad respectful relatioship betwee teachers ad studets. viewig idigeous kowledge, Ways of kowig as assets I our cross-cultural approach..., Aborigial kowledge ad laguages are treated as a asset i the sciece classroom. Rather tha adoptig a deficit model (i.e. a Aborigial backgroud puts a studet at a disadvatage i school sciece), we recogize the advatages that accrue to Aborigial studets who ca see the world from two differet perspectives (Aborigial ad Wester), ad who ca choose the oe that better fulfills their goals at ay give momet. (Aikehead) Historically, beig Idigeous has bee viewed as a drawback i public educatio, which has used Wester measures to determie the performace of Idigeous studets withi the school system. Low graduatio ad high drop-out rates amog Idigeous studets have egedered the belief that Idigeous studets are somehow deficiet ad eed to chage i order to succeed. Rather, the educatio system must serve the eeds of studets through appropriate curricula, teachig ad learig resources, ad istructio ad assessmet practices. Research has demostrated the coectio betwee academic success ad a strog sese of cultural idetity. I Motivatig Learers i Norther Commuities, Sharo Swaso otes that motivatio is the most critical igrediet i a literacy learer's success, ad the key factors that cotribute to motivatio are cultural awareess, culturally sesitive teachig processes, ad a sese of commuity. Although Swaso s statemet refers to literacy ad the North, it is applicable across subject areas ad geographic regios of Caada. Teachers of Curret Topics i First Natios, Métis, ad Iuit Studies should, as suggested i the above quote by Gle Aikehead, view studets Idigeous kowledge ad ways of kowig as a asset, most particularly i the cotext of Idigeous studies. 22 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Commuity ivolvemet The ivolvemet of commuity is a key aspect i the educatio of Aborigial peoples. Because of the fact that Aborigial people uderstad the world i terms of relatioships, the iclusio of commuity i the learig process of Aborigial people is fudametal. (Little Bear) Idigeous cultures are diverse, ad therefore teachers eed to adapt teachig ad learig strategies i Curret Topics i First Natios, Métis, ad Iuit Studies accordig to the history, traditios, ad kowledge of the commuity i which they teach. Teachers should egage parets ad family as active participats i the learig process, ad, perhaps equally importatly, build relatioships with family ad commuity members that exted beyod the school. Meaigful commuity ivolvemet also icludes the use of commuity Elders ad other kowledgeable people as teachers who ca erich studet learig by sharig local traditios, history, ad kowledge. Whe Elders ad other kowledge holders are icluded i the learig process, studets come to uderstad proper protocols for accessig commuity kowledge. The process also builds studet respect ad appreciatio of their Idigeous heritage. By meaigfully icorporatig the authetic kowledge ad ways of kowig of the commuity i the classroom, studets lear that Idigeous kowledge is a valid way to uderstad the world ad that Idigeous ad Wester kowledge are complemetary. Aikehead suggests that, i the case of coflict betwee Wester ad Idigeous kowledge, teachers should ecourage studets to seek a resolutio. holistic teachig ad assessmet success is best achieved whe studets' social, emotioal, itellectual, ad physical eeds are beig met ad that this holistic-balaced istructioal approach reflects FNMI philosophy of itercoectedess ad harmoy. (Wisema) First Natios, Métis, ad Iuit learig, as characterized by the Caadia Coucil o Learig (2007), is holistic, a lifelog process, rooted i Aborigial laguages ad culture, spiritually orieted, ad a commual activity ivolvig family, commuity ad Elders (5). Holistic learig addresses all aspects of the learer, icludig the spiritual. Teachig ad learig strategies i this course address the itellect of the learer, as well as his or her emotioal/spiritual ad physical aspects. May of the strategies are hads-o ad experietial, egagig the physical as well as the itellectual ad emotioal aspects of the studet. The use of reflectio jourals ecourages the studet to reflect upo ad to share emotioal/spiritual resposes to her or his learig experieces. Teachers should arrage with studets which joural etries they are willig to share ad which they wat to keep private. i t r o d u c t i o 23
Fairess i studet assessmet is about givig differet studets a equal chace at expressig what they uderstad ad ca do, rather tha treatig all studets idetically by assessig them the same way. (Aikehead) Curret Topics i First Natios, Métis, ad Iuit Studies offers teachers a wide rage of assessmet optios for ad as learig, icludig reflectio jourals, learig logs, ad portfolios that allow teachers to assess studet learig o a ogoig basis ad to demostrate studet learig i a variety of ways. Assessmet of learig (summative assessmet) may iclude quizzes ad tests as well as demostratio projects, which are a feature of each learig experiece. Cluster 5: A Festival of Learig allows studets to demostrate their mastery of the Edurig Uderstadigs that uderpi the course. Teachers may facilitate meaigful studet participatio i the assessmet process by allowig studets choice over which assigmets to iclude i their portfolios or by developig rubrics to measure their learig. I this way, studets assume more resposibility for their learig. Aikehead suggests that studets be allowed to express importat skills ad kowledge leared i their commuity, ad be rewarded i the assessmet process for doig so. Idigeous teachigs affirm that every child has a gift. By attemptig to discover these gifts, assessmet is made fairer ad, at the same time, reiforces studet selfidetity. Curret Topics i First Natios, Métis, ad Iuit Studies offers studets a wide choice of creative ways to demostrate their learig, icludig role-play, visual expressio such as posters ad witer couts, a diversity of o-academic writig opportuities such as script writig, poetry, ad lyric writig, ad musical expressios such as sog. The followig sites provide iformatio o the use of portfolios, learig logs, ad reflectio jourals: Seior 3 Eglish Laguage Arts: A Foudatio for Implemetatio: Overview: Seior 3 Teachig ad Learig i Eglish Laguage Arts Part 3 Maagig Results-Based Curricula through Literacy Portfolios www.edu.gov.mb.ca/k12/cur/ela/docs/sr3teach3.html Portfolio Guidelies www.edu.gov.mb.ca/k12/cur/ela/docs/sr3teach3.html Learig logs i Success for All Learers (SFAL), 6.56, 6.57 Reflectio jourals www.utextesio.utk.edu/4h/sos/whatisit/reflectio/reflectio_joural.htm The teachig practices described here form the basis of a respectful studet-teacher relatioship ad promote success for all studets. Through this process, teachers discover that learig is a reciprocal process, ad that, as well as sharig their kowledge with studets, teachers may lear from the kowledge ad experiece of studets ad commuity. 24 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Best practices for teachers of First atios, Métis, ad iuit studets Istructioal Methods Use hads-o learig strategies Use experietial teachig ad learig whe possible ad appropriate Use culturally appropriate materials Iclude traditioal kowledge, histories, values, ad cultures of Idigeous peoples Create a climate of collaboratio Ecourage reflective learig Maitai high ad realistic expectatios of studets Ecourage collaborative (group, pair) work Ecourage studets to gradually assume resposibility for their learig Use a variety of istructioal models icludig music, demostratios, ad kiesthetic activities Ways of Learig Develop a holistic perspective where teachig ad learig strategies address the itellectual, physical, emotioal, ad spiritual aspects of the learer Ecourage reflective meaig-makig Use visual learig modes, icludig pictures, illustratios, ad graphic orgaizers Use oral traditios ad storytellig Allow studets to demostrate their learig i a wide variety of ways Assessmet Maitai ogoig assessmet practices Have studets demostrate learig through authetic products ad processes Use assessmet strategies that demostrate each studet s progress Use a wide rage of tools Use peer ad self-assessmet i t r o d u c t i o 25
Culturally Appropriate Practices Ecourage paret, commuity, ad Elder ivolvemet Utilize oral traditios ad storytellig Itegrate Idigeous kowledge, practices, traditios, protocols, ad values Classroom Eviromet Esure that all studets are treated with digity ad respect Recogize that all studets have gifts that should be shared with others Create a iformal, flexible learig eviromet Ecourage persoal goal-settig ad future focus Ecourage developmet of values ad life skills Ecourage developmet of leadership, ad allow for decisio makig ad other opportuities for meaigful participatio Emphasize creativity 26 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
appreciatig the learig styles of the aborigial studet Appreciatig the Learig Styles of the Aborigial Studet: From supportig aborigial studet success: self-esteem ad idetity, a livig teachigs approach by pamela rose toulouse. reprited with permissio from the otario Miistry of Educatio. available olie at <www.edu.gov.o.ca/eg/research/toulouse.pdf>. i t r o d u c t i o 27
t E r M i o l o G Y Who are the Idigeous peoples of Caada? The 1982 Costitutio Act recogizes three groups of Aborigial peoples: Idias, Métis, ad Iuit. The term Idia is widely regarded as iaccurate ad iappropriate, ad, outside of legal ad govermetal usage, is ofte replaced by the term First Natios i Caada. Other terms, such as Native Americas (used mostly i the USA) ad Ameridias, are used by some writers. I this documet, the term First Natios is preferred. The term Aborigial came ito geeral usage i Caada followig the 1982 Costitutio Act as a umbrella term for First Natios, Métis, ad Iuit peoples. While the use of the term Aborigial is widespread, there has bee a icreasig tred towards the term Idigeous to describe these groups. I this documet, both terms are used. Teachers should be aware of the cootatios of these terms. The term Aborigial is icreasigly regarded as havig bee imposed o First Natios, Métis, ad Iuit peoples by the Caadia govermet, cootig a miority withi the atio state. Amog First Natios, Métis, ad Iuit peoples i Caada egaged i the process of decoloizatio ad the struggle for rights, there is a emergig cosciousess of ad idetificatio with the global struggle by other coloized peoples to assert their idetities as peoples with uique cultures ad rights of citizeship. There is growig recogitio of Idigeous populatios as distict peoples by the Uited Natios, the Iteratioal Labour Orgaizatio, ad other world bodies. The defiitio of Idigeous peoples that follows has bee adopted by the Uited Natios Ecoomic ad Social Coucil, Commissio o Huma Rights: Idigeous populatios are composed of the existig descedats of the peoples who ihabited the preset territory of a coutry wholly or partially at the time whe persos of a differet culture or ethic origi arrived there from other parts of the world, overcame them, ad, by coquest, settlemet or other meas, reduced them to a o-domiat or coloial situatio; who today live more i coformity with their particular social, ecoomic, ad cultural customs ad traditios tha the istitutios of the coutry of which they ow form a part, uder a state structure that icorporates maily the atioal, social, ad cultural characteristics of other segmets of the populatio that are predomiat (Cobo). 28 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
I Idigeous Kowledge ad Sciece Revisited, Gle S. Aikehead ad Masakata Ogawa defies Idigeous peoples as follows: Idigeous peoples, accordig to a UN perspective, are the descedets of the first people to ihabit a locality, who self-idetify as members of a collective, who are recogized by other groups or by state authorities, ad who wish to perpetuate their cultural distictiveess i spite of coloial subjugatio ad pressures to assimilate (Battiste ad Hederso 2000, pp. 61 64). They geerally share a collective politic of resistace arisig from commoly shared experieces of oppressio that is, margializatio, ecoomic servitude, ad socio cultural geocide (Nieze 2003, p. 246). Withi the UN paradigm of Idigeeity, McKiley (2007), a Mäori scholar ad sciece educator, ackowledged differet types of Idigeous peoples, icludig: (1) those whose coloial settlers/ivaders have become umerically domiat (e.g., Mäori of Aotearoa New Zealad, First Natios of Caada, the Quechua atio of Peru, ad the Amei atio of Taiwa); (2) those i Third World cotexts whose coloial settlers/ivaders ever reached a majority but left a legacy of coloizatio (e.g., Africa ad Idia); ad (3) those who have bee displaced from the locality from which they oce drew their cultural self-idetity (e.g., immigrat Hmog commuities i the USA ad Chia, origially from Thailad). I additio, McKiley wared, Idigeeity is a heterogeeous, complex cocept that is cotextually boud (2007, p. 202). The qualificatio cotextually boud meas there is o uiversal defiitio of Idigeous. Idigeous peoples worldwide ted to reject a uiversal defiitio for fear it might create a outsider-imposed Idigeous idetity, thereby coloizig them all over agai (Nieze 2003). (Aikehead, Masakata Ogawa 554-555) i t r o d u c t i o 29
30 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Image ad Idetity by Ted Logbottom
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s Cluster 1: image ad idetity
The Ghosts of History by Ted Logbottom
L e a r i G e x p e r i e C e 1. 1 : t h e G h o s t s o F h i s t o r y edurig uderstadigs q Uderstadig of ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret Idigeous issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio What are the issues facig First Natios, Métis, ad Iuit peoples i Caada today, ad why should they matter to Caadias? Focus Questios 1. What are the ghosts of history (e.g., dishooured treaties, theft of Aborigial lads, suppressio of Aborigial cultures, abductio of Aborigial childre, impoverishmet ad disempowermet of Aborigial peoples) as idetified i the Report of the Royal Commissio o Aborigial Peoples? 2. What have bee the cosequeces of these ghosts (i.e., how have these issues affected the quality of life of First Natios, Métis, ad Iuit peoples, as well as the relatioship betwee Aborigial ad o-aborigial Caadias?)? 3. Why should these ghosts matter to all Caadias? C l u s t e r 1 : i m a g e a d i d e t i t y 1 7
Backgroud The ladmark Report of the Royal Commissio o Aborigial Peoples, released i 1996, refers to four historic stages i the relatioship betwee o-aborigial ad Aborigial Caadias (see Backgroud, LE 1.3). The third stage is characterized by a radical shift i relatios, from equality, peace, ad friedship to domiatio, pateralism, ad attempted assimilatio of First Natios, Métis, ad Iuit peoples. These chages have cotributed to the ofte straied relatioships that exist today betwee Idigeous atios ad the domiat Caadia society. The ghosts of this less tha hoourable history, i the words of the report, haut us still. First Natios, Métis, ad Iuit peoples i Caada are dealig with the legacy of early 500 years of coloizatio. Sice the arrival of Europeas o Turtle Islad (North America), Idigeous lads ad atural resources have bee expropriated. The educatioal, health, legal, ad political traditios of Idigeous peoples have bee replaced by imposed Europea models. First Natios, Métis, ad Iuit commuities have bee damaged by war, disease, pollutio, systemic racism, discrimiatio, dislocatio ad relocatio, ad a history of govermetal attempts at assimilatio. First Natios, Métis, ad Iuit childre have also bee removed from their homes ad commuities. As a result, Idigeous peoples have struggled ad cotiue to struggle with issues of poverty, health, commuity ad family violece, geder iequity, iadequate housig, ad evirometal, educatioal, ad justice issues. It is ot oly the welfare of Idigeous peoples that has bee affected by the ghosts of coloialism ad coloizatio. These issues affect all Caadias. Caada s reputatio as a just society has bee called ito questio, both withi its borders ad iteratioally, over its treatmet of First Natios, Métis, ad Iuit Caadias. Relatios betwee Idigeous ad other Caadias have ofte bee straied, ad this has, at times, resulted i protracted, costly, ad sometimes violet disputes, such as the Oka crisis of 1990. Aborigial Caadias are ecoomically margialized; as a result, they cotribute less to the wealth of the coutry. There are eormous fiacial costs to providig remedial services, such as health care, social assistace, ad the justice system, to peoples who are victimized by coloialist practices. The ogoig process of decoloizatio (the struggle by First Natios, Métis, ad Iuit peoples, as well other Caadias, to free themselves from the oppressio of repressive policies ad practices, ad to re-establish Idigeous self-determiatio) will be achieved oly whe Caadia society has exorcised the spectres of coloialism that cotiue to haut us all. 1 8 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Witer Couts The witer cout was a traditioal form of record-keepig practised by some prairie atios, icludig the Piikai (Peiga), the Siksika (Blackfoot), ad the Dakota (Sioux). A witer cout cosisted of a sigle image, typically paited o hide, which represeted a sigificat, memorable, or widely kow evet that had occurred over the course of a year. Witer couts were supplemeted by more extesive oral histories. The image o hide was iteded as a memoic device (recall aid) to trigger the memory of the record keeper. This cout is iteded as backgroud iformatio. It icludes some of the major evets relevat to the focus of this learig experiece (LE). May of these evets are explored i subsequet clusters. Like a witer cout, this list does ot iclude every evet of sigificace that could be listed. Teachers may choose to share ad discuss the list with studets as a Activatig Strategy. I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The followig are sample issues that they may choose to explore. assimilatioist Measures Idia Act of 1876 ad subsequet revisios Residetial Schools 1960s adoptio scoop Broke promises Numbered treaties igored ad dishooured from 1871 to 1921 Métis scrip: fraud ad abuse i the 1870s ad 1880s Fatal Cosequeces Mortality as a result of disease ad epidemics Beothuk Extictio, Newfoudlad, early 1800s Legislatio Idia Act of 1876 ad subsequet revisios British North America Act of 1867 Costitutio Act of 1982 Bill C-31 restores status to First Natios wome who married o-idias (1985) C l u s t e r 1 : i m a g e a d i d e t i t y 1 9
relocatios Relocatio of Métis commuity of Ste. Madelie, Maitoba (1938) Relocatio of Port Harriso, Quebec Iuit to Resolute Bay ad Grise Fiord (1953) Relocatio of Sayasi Deé to Churchill, Maitoba (1956) Relocatio of Chemawawi Cree, Maitoba (1964) resistace ad protest Red River Resistace of 1870 Northwest Resistace of 1885 Oka crisis of 1990 Ipperwash protest ad the death of Dudley George of 1995 Burt Church, New Bruswick fisheries dispute of 2000 Caledoia, Otario occupatio of 2006 poitig the Way Forward Report of the Royal Commissio o Aborigial Peoples (1991) Uited Natios Declaratio of the Rights of Idigeous Peoples (1995) Report of the Aborigial Justice Iquiry of Maitoba (1999), i respose to the deaths of Hele Betty Osbore (The Pas, 1971) ad J.J. Harper (Wiipeg, 1998) how to select Cotet for this Le Teachers may select cotet for this LE from the above list, or they may begi with a curret issue or evet. Note: Teachig strategies are optioal. Teachers should select the most effective ad appropriate strategies to egage studets. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct a iquiry ito a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic prit ad audio-visual resources suggested i the strategies are listed at the ed of each LE. 1 10 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Glossary Appedix E: Glossary defies may of the terms that are itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. For vocabulary strategies, see Sectios 6.31 6.36 of Success for All Learers (SFAL) (Maitoba Educatio ad Traiig, 1996). Upo completio of this LE, studets will have ecoutered the followig terms: Aborigial assimilatio coloialism Costitutio cotact cultural cotiuity (cultural trasmissio) diversity First Natios Idia Iuit Métis Native atio o-status Idia pateralism self-determiatio sovereigty Status Idia Treaty Treaty Idia otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig strategies. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are prited i bold ad idetified with the symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. I small groups, studets braistorm a list of issues facig First Natios, Métis, ad Iuit peoples. (Note: You may prompt studets by providig examples of issues, such as childre i foster care, suicide, diabetes, etc.) Groups preset their lists to the class. O a flip chart, a master list is created icludig all of the ideas from each group. Studets decide which three issues they feel are the most importat. Studets record the three issues i their learig logs. (Note: See Acquirig Strategy No. 3 for a follow-up activity.) C l u s t e r 1 : i m a g e a d i d e t i t y 1 11
2. Studets view a video about the Royal Commissio o Aborigial Peoples (RCAP) such as No Turig Back: The Royal Commissio o Aborigial Peoples by the Natioal Film Board. I a talkig circle, studets discuss their thoughts ad feeligs about the video. Studets complete a reflectio joural etry. (Note: See Acquirig Strategy No. 5 ad Applyig Strategy No. 7 for follow-up activities.) 3. Studets examie BLM 1.1.1: Historical Treaty Map, which idicates territories i Caada acquired from First Natios through treaties, the geerate a list of the possible impacts o First Natios of the loss of traditioal territories, ad record the list i their learig logs. (Note: Through the process of lad cessatio treaties, such as the Numbered Treaties i wester Caada, Caada acquired title to the traditioal territories of First Natios. I retur, First Natios were settled o reserved lads that were a small fractio of the traditioal territories that they had lost. It is importat that studets realize the magitude of territories that were acquired from First Natios through the Numbered Treaties.) 4. Workig i parters, studets view a Columbus Day cartoo (see Suggested Resources o page 1-15) ad record their resposes to the questios i their learig logs. As a class, studets discuss the celebratio of figures such as Columbus, Jacques Cartier, ad Samuel de Champlai as heroes who brought the gift of Europea civilizatio to the New World. Studets complete a reflectio joural etry. (Note: Columbus Day is celebrated i the USA to commemorate Europea discovery of the Americas. Oppositio to Columbus Day celebratios gaied iteratioal attetio i 1992 as protestors, icludig Idigeous peoples from across the Americas, called the plaed evets a celebratio of coloialism. They suggested reamig the holiday Idigeous Peoples Day, a occasio for expressig solidarity with Idigeous peoples ad their resistace to coloialism. See Applyig Strategy No. 2 for a follow-up activity.) suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. With a parter, studets read BLM 1.1.2: A Note o Termiology ad discuss the usages ad cootatios of the terms Idia, o-status, Native, Aborigial, Idigeous, First Natios, people/peoples, maistream Caadias, ad domiat society. Studets create defiitios of the terms i their ow words, post the defiitios i the classroom, ad record them i their learig logs. (Note: You may wish to refer studets to Appedix E: Glossary or the supportig websites.) 1 12 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
2. Studets read BLM 1.1.3: A Word from Commissioers from the Report of the Royal Commissio o Aborigial Peoples. Studets the share their resposes to the readig i small group discussios, ad complete a reflectio joural etry. (Note: This Royal Commissio was created i respose to the Oka crisis of 1990, which was a armed stad-off betwee Kaie kehaka [Mohawk] protestors of Kaehsatake [Oka], the Quebec Sûreté [police], ad the Caadia army. See Applyig Strategy No. 3 for a follow-up activity.) 3. Studets read BLM 1.1.4: Lookig Forward, Lookig Back ad compare the issues discussed i this readig with the issues they geerated i Activatig Strategy No 1. Studets add additioal issues to the previously created list ad to their learig logs. (Note: See Applyig Strategy No. 1 ad No. 2 for follow-up activities.) 4. Studets use prit ad electroic resources, such as Aborigial People i Maitoba or Statistics Caada Cesus iformatio, to research ad collect statistical data o selected issues affectig First Natios, Métis, ad Iuit people. Studets preset these data to the class i text or graphic form, ad add this material to their portfolios. (Note: Aborigial People i Maitoba is also available i prit through Service Caada. See Applyig Strategy No. 2 ad No. 3 for follow-up activities.) recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 5. Biographies: Studets use prit ad electroic resources to research a Aborigial commissioer of the Royal Commissio o Aborigial Peoples. Studets may choose oe of the followig: Paul Chartrad, George Erasmus, Viola Robiso, or Mary Sillett. Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 4 for a follow-up activity.) 6. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalysis Outlie.) 7. Witer Couts: Studets use prit ad electroic resources to research a evet that is sigificat to this LE, ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 8 for a follow-up activity.) C l u s t e r 1 : i m a g e a d i d e t i t y 1 13
suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets reread BLM 1.1.4: Lookig Forward, Lookig Back, ad complete BLM G.2: Issue-Based Article Aalysis. Studets add their aalysis to their portfolios. 2. Studets select oe issue facig First Natios, Métis, ad Iuit peoples that they have previously discussed ad create a editorial cartoo, poster, or other visual represetatio illustratig the issue. Studets add their creatios to their portfolios. (Note: See TN 1: Creatig a Poster.) 3. After rereadig BLM 1.1.3: A Word from Commissioers, studets discuss why these issues matter to them, to their commuity, ad to Caada, ad create ad preset a poem, short story, rap sog, or ewspaper article aswerig the essetial questio, Why should these issues matter to Caadias? Studets add their creatios to their portfolio. recurrig Log-term applyig strategies The followig strategies recur i every LE: 4. Biographies: Studets preset their research iformatio i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. Studets add their presetatios to their portfolios. 5. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 6. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig; plaig; puttig ito actio; or reviewig, reflectig, ad demostratig. (Note: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 1 14 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
7. Talkig Circle: Studets discuss what has chaged sice the 1996 Report of the Royal Commissio o Aborigial Peoples. Studets complete a reflectio joural etry. 8. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 7, icludig a explaatio of the evet ad why they chose it. Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the Call Number for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio. For more iformatio o IRU, visit <www.edu.gov.mb.ca/k12/iru>.) Activatig Strategy No. 2 No Turig Back: The Royal Commissio o Aborigial Peoples. Natioal Film Board of Caada. Directed by Gregory Coyes. Narrated by Tia Keeper. Studio Oe: the Aborigial Studio of the Natioal Film Board of Caada, 1996 (47 mi 23 s). This documetary is a itroductio to the work of the RCAP. I 1990, Caada ad the iteratioal commuity were made aware of Aborigial issues through the evets at Oka, Quebec. Seve moths later, Prime Miister Bria Mulroey established RCAP, which travelled to more tha 100 commuities to hear submissios from over 1000 Aborigial represetatives. Through testimoy from these groups ad idividuals, documetary ad archival footage, ad iterviews with commissio members, viewers lear of the history of the relatioship betwee First Natios peoples ad the Caadia govermet, ad of the issues ad problems that First Natios peoples are dealig with today. IRU #2082 Grade 10 (age 15) ad up. Activatig Strategy No. 3 Natural Resources Caada. Historical Idia Treaties Map. The Atlas of Caada, 2003. Available olie at <http://atlas.rca.gc.ca/site/eglish/ maps/historical/ idiatreaties/historicaltreaties?mapsize=600+466&scale =42051275.911682&mapxy=431453.9620327102+1853447.5411515473&mode =zoomi&layers=>. Activatig Strategy No. 4 Off the Mark.com. Columbus Day Cartoo. 2005-10-10. Available olie at <http://offthemark.com/search-results/key/columbus+day/>. C l u s t e r 1 : i m a g e a d i d e t i t y 1 15
Acquirig Strategy No. 1 Edig Deial: Uderstadig Aborigial Issues. A Note o Termiology. Warry, Waye. Broadview Press, 2004: 9-11. ISBN 978-1-55-111-692-1. Idia ad Norther Affairs Caada. Words First A Evolvig Termiology Relatig to Aborigial Peoples i Caada, 2004. Available olie at <www.aic-iac.gc.ca/pr/pub/wf/idex_e.html>. Govermet of Saskatchewa, Aborigial Commuity Glossary, 2008. Available olie at <www.fmr.gov.sk.ca/commuity/glossary/>. Acquirig Strategy No. 2 INAC. Report of the Royal Commissio o Aborigial Peoples. A Word from Commissioers. Miister of Supply ad Services Caada, 1996. Available olie at <www.aic-iac.gc.ca/ap/pubs/rpt/rpt-eg.asp#chp2>. Acquirig Strategy No. 3 INAC. Report of the Royal Commissio o Aborigial Peoples. Lookig Forward, Lookig Back. Miister of Supply ad Services Caada, 1996. This article highlights may of the issues curretly facig First Natios, Métis, ad Iuit i Caada. Available olie at <www.aic-iac.gc.ca/ap/pubs/rpt/rpt-eg.asp#chp2>. Acquirig Strategy No. 4 Service Caada. Aborigial People i Maitoba (icludes 2006 stats plus backgroud/aalysis). Prepared by Bruce Hallett of Service Caada, with research assistace from Nacy Thorto. Available olie at <www.gov.mb.ca/aa/pdf/apm2006.pdf>. Aborigial People i Maitoba. Hallet, Bruce, ad Maitoba Aborigial ad Norther Affairs. Provice of Maitoba, 2006. IRU 971.2700497 A26. Statistics Caada, Aborigial peoples (2006 cesus stats plus backgroud/ aalysis). Available olie at <http://casim2.statca.ca/cgi-wi/csmcgi.pgm? Lag=E&SP_Actio=Theme&SP_ID=10000>. Applyig Strategy No. 6 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Aborigial Services Brach, ad Learig ad Teachig Resources Brach. Alberta Educatio, 2005: Chapter 5, pp. 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords.asp>. (Note: See BLMs G.3 G.5 i Appedix B ad TN 2 i Appedix C.) 1 16 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
From Time Immemorial by Ted Logbottom
L e a r i G e x p e r i e C e 1. 2 : F r o M t i M e i M M e M o r i a L edurig uderstadigs q First Natios, Métis, ad Iuit peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig ad respect for First Natios, Métis, ad Iuit peoples begis with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio Who are the First Natios, Métis, ad Iuit peoples of Caada? Focus Questios 1. What are the elemets that defie Idigeous idetity? 2. How are Idigeous peoples distict from other Caadias? 3. What commo values/priciples ad/or beliefs do First Natios, Métis, ad Iuit peoples share? 4. What have bee the cosequeces of govermetal attempts to defie Idigeous peoples? 5. Why is the restoratio ad reewal of Idigeous cultures importat to all Caadias? C l u s t e r 1 : i m a g e a d i d e t i t y 1 19
Backgroud From time immemorial, thousads of years before the arrival of Europeas o Turtle Islad (North America), the acestors of today s First Natios, Métis, ad Iuit peoples ihabited every regio of the lad that would become Caada. From the Wakasha, Salisha, ad Peutia west of the Rocky Moutais to the Algokia ad Iroquoia of the Atlatic; from the Eskaleut ad Athapaska of the Arctic ad sub-arctic to the Sioua of the Great Plais: there was a great diversity of laguage families. Withi each laguage family, there were may distict laguages ad dialects. Equally diverse were the social customs, ecoomies, political practices, ad spiritual beliefs of First Peoples. Commuities raged i size from sigle-family hutig groups typical of Arctic peoples to the multi-atio cofederacy that was the achievemet of the Haudeosauee (Iroquois) peoples. Whatever their size or political sophisticatio, First Peoples social orgaizatios were based o the family. Itegral to the health of a commuity was the stregth of the wome. Wome were respected as the bearers ad urturers of life. Their talets ad abilities were crucial to the existece of the commuity. I a hutig society, the hut for big game might fail, but the ability of the wome to sare small game or to prepare ad store witer food could mea the differece betwee life ad death. I some societies (e.g., the Haudeosauee), the wome chose the leaders ad determied the course of actio i times of coflict. While customs differed amog First Peoples, respect betwee me ad wome was uiversal. I some societies, work was clearly delieated: me were huters. I militat societies, youg me were warriors ad peacekeepers. I some societies, geder roles were less distict ad certai tasks were shared by me ad wome. Child-rearig was the resposibility of both males ad females. The Cla system is a logstadig feature of (ad across) certai societies. The Cla system trasceds idividual atios, ad all members of a cla are brothers ad sisters. While the roles of the cla exted beyod this, oe of the fuctios of the system has bee the promotio of peace ad harmoy amog atios. Oe does ot wage war o oe s ow brothers ad sisters. Withi the multiplicity of traditios ad worldviews amog First Peoples, there existed certai commoalities. The laws that govered their existece were those of the Creator ad the atural world. Sice all of creatio o Turtle Islad, icludig the lad itself, was a sacred gift of the Creator, idividuals did ot ow the lad they lived upo. Rather, humas were stewards with a obligatio to maitai ad preserve the lad for future geeratios. Likewise, the purpose of humakid was ot to rule over the atural world. I the worldview of First Peoples, everythig i ature, icludig such thigs as stoes, stars, ad the earth itself, was imbued with spirit ad life. All life was joied i a great web of iterdepedecy. Nature operated o priciples of harmoy ad balace. Through ritual ad sog ad by livig a good life, First Peoples maitaied ad reewed their coectio to all livig thigs ad esured the cotiuatio of harmoy ad balace with ature, amog themselves ad withi each idividual. Whether they were huter-gatherers 1 20 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
whose traditioal territories ecompassed a large area or more settled agraria or fishig/whalig-based societies such as existed o the Pacific coast, First Peoples had a deep attachmet to the territories ad places that were their homelads. First Peoples were self-determiig atios who respected the sactity of other atios ad their right to live accordig to their customs ad traditios withi their territories. This did ot mea that coflict did ot exist but that o people sought to subjugate aother. Geerally, leadership amog First Peoples was occasioal ad o-absolute. Decisios affectig the etire commuity were arrived at through cosesus. The wisdom of Elders was respected ad their deliberatios carried cosiderable weight i ay decisio affectig the commuity. Ay idividual might assume leadership to meet certai coditios or situatios. Leaders arose as occasio demaded based o their gifts ad abilities. Thus, i a time of coflict, a perso with a warrior s gifts might assume temporary leadership. Similarly, i a society based o the hut, the best huter would take o the role of leadership. Sice every idividual was autoomous, the fuctio of a leader was ot to accrue persoal power or domiio over others but to maitai harmoy ad welfare withi the commuity ad to assure its log-term survival. By the early years of the 19th cetury, settler populatios bega to outumber those of Idigeous atios. The Europea coloizers o loger viewed Idigeous peoples as equals ad allies, but icreasigly saw them as obstacles to the spread of civilizatio (characterized by Christiaity, agraria settlemet, ad Europea models of goverace ad educatio). Thus bega a log period of coloizatio of Idigeous peoples whe atios were stripped of their autoomy ad subjugated, their status as self-determiig atios progressively eroded by policies of assimilatio ad domiatio. Today, as First Natios, Métis, ad Iuit peoples attempt to throw off the shackles of coloialism ad to regai the status of self-determiig atios, the issue of idetity is cetral. I oppositio to the govermet practice of settig idetity criteria for Idigeous peoples is the otio that Idigeous atios have the right to determie their ow idetities, rooted i their aciet traditios, practices, ad worldviews. Despite ceturies of coloizatio, First Natios, Métis, ad Iuit peoples sese of who they are has edured. Idigeous idetity is grouded i commuity, place, traditio, autoomy, iterdepedece of all livig thigs, ad balace ad harmoy with oe aother, with all of creatio, ad withi oeself. Idetity caot be separated from political aspiratios. Self-determiatio must be built o traditioal otios of idetity. First Natios, Métis, ad Iuit peoples are ot advocatig a retur to the past. Although certai traditioal priciples are uchagig, traditio i itself is ot sacrosact. Cultures ad societies must adapt to chagig times. Moder Idigeous atios must ot oly reflect the values of their members but also address their eeds i the cotemporary world. C l u s t e r 1 : i m a g e a d i d e t i t y 1 21
The re-emergece of Idigeous atios based o traditioal values is importat ot oly to First Natios, Métis, ad Iuit peoples. Idigeous kowledge ad practices offer philosophical ad practical alteratives to the destructive practices of globalizatio ad cosumer capitalism. Aborigial cultural idetity is ot a sigle elemet. It is a complex of features that together shape how a perso thiks about herself or himself as a Aborigial perso. It is a cotemporary feelig about oeself, a state of emotioal ad spiritual beig, rooted i Aborigial experieces (Royal Commissio o Aborigial People, Chapter 7). Traditio is the cotemporary iterpretatio of the past, rather tha somethig passively received (Lieki ad Poyer 152). Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. history of First peoples of turtle islad Acestors of First Natios peoples become first ihabitats of Turtle Islad (North America) Acestors of Iuit settle Arctic 5000 years ago Métis peoples appear i Easter, cetral Caada prior to 1750 Begiig of Métis atioalism i Red River c. 1800 Medicie Wheel sites First Natios Plais cultures costruct Medicie Wheels 2000 4500 years ago. Sites are located i moder-day Alberta ad Saskatchewa. Costitutioal recogitio Costitutio Act defies Idia, Iuit, ad Métis as Aborigial peoples of Caada ad recogizes their Aborigial ad treaty rights (1982) 1 22 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
how to select Cotet for this Le Teachers may select cotet for this LE from the above list, or they may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct a iquiry ito a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. Glossary Appedix E is a glossary that defies may of the terms itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers (Maitoba Educatio ad Traiig, 1996) for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: Aborigial rights Costitutio Act 1892 Sectio 35 culture diversity First Natios idetity iheret rights Iuit laws of relatioships medicie wheel Métis pre-cotact self-determiatio sovereigty worldview C l u s t e r 1 : i m a g e a d i d e t i t y 1 23
otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig strategies for assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets begi a KWL o First Natios, Métis, ad Iuit societies ad cultures. Studets add their KWL to their portfolios. (Note: See Acquirig Strategy No. 3 for follow-up activities.) 2. Studets read BLM 1.2.1: Idetity Quotatios cocerig First Natios, Métis, ad Iuit peoples. Workig i pairs ad usig BLM G.6: Aalyzig Quotatios, studets aalyze two or more quotatios ad add their aalyses to their portfolios. 3. Studets liste to a Elder who has bee ivited to the class to discuss First Natios, Métis, or Iuit family relatioships. I pairs, studets discuss their family structure with referece to the roles of males ad females, parets ad childre, exteded family, ad commuity. Studets complete a descriptio of their ow family ad the roles of their family members to be icluded i their reflectio jourals. (Note: See Acquirig Strategy No. 2 for a follow-up activity.) 4. Studets view all or parts of a video about life i the far orth ad the Iuit people, such as Ataarjuat (The Fast Ruer) or Amarok s Sog. Studets complete BLM G.7: B-D-A Viewig Worksheet, ad add it to their portfolios. 5. Studets visit the Four Directios website ad liste to the teachig of the worldviews of the five First Natios discussed i the itroductio. Studets compile a list of commo ad distictive elemets of the worldviews preseted i the site ad record them i their learig logs. (Note: The Four Directios Iteractive Teachigs defie the term worldview as a society s philosophy, history, culture ad traditios. See Acquirig Strategy No. 1 for a follow-up activity.) 6. Studets read Through the Eyes of the Cree ad Beyod: The Art of Alle Sapp: The Story of a People by Alle Sapp. After readig, studets discuss Sapp s portrait of Cree society, ad complete a reflectio joural etry. (Note: This book portrays Cree culture through Sapp s paitigs ad writig ad icludes the reflectios of may Elders.) 1 24 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
7. Studets view a video describig Métis culture, such as I Was Bor i Ste. Madeleie. Studets complete BLM G.7: B-D-A Viewig Worksheet, ad add it to their portfolios. (Note: See Acquirig Strategy No. 3 for a related activity.) suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets liste to a Elder who has bee ivited to the class to speak about the Medicie Wheel. If a Elder is uavailable, studets may research ad compile iformatio from the iteractive website Four Directios about the use of the Medicie Wheel, as well as the use of other models to illustrate the worldview of the Cree, Ojibwe, ad oe other culture. Studets record their fidigs i their learig logs or complete a reflectio joural etry. (Note: Studets may choose to liste to the iformatio or they may click o the HTML or PDF versio if they prefer writte text. See Applyig Strategy No. 2 for a follow-up activity.) 2. Studets read BLM 1.2.2: Childhood i a Idia Village by Wilfred Pelletier. With a parter, studets the compare the commuity customs described by Pelletier to their ow experieces ad complete a reflectio joural etry. (Note: This BLM is oly available i the prit versio of this documet. See the Suggested Resources of this LE for a olie source for this article.) 3. Studets read The Heritage ad Legacy of the Métis People by Lawrece Barkwell et al., ad complete the Métis sectio of the KWL (from Activatig Strategy No. 1) ad add it to their portfolios. (Note: See the Suggested Resources sectio i this LE for a lik to this article.) 4. Studets view a video based o First Natios, Métis, ad Iuit humour such as Redskis, Tricksters ad Puppy Stew, Aborigial Humour or Qalluaat! Why White People are Fuy. Studets discuss the followig questios, usig examples from the above. Does the humour appeal to both Aborigial ad o-aborigial audieces? Would the humour be as effective if delivered by o-aborigial comics? Studets complete a reflectio joural etry. (Note: Humour is a saliet feature of First Natios, Métis, ad Iuit cultures. Humour ad teasig ofte act as a form of social cotrol i Aborigial commuities by ridiculig uacceptable or destructive behaviour. Udereath this humour lie very serious issues. For example, i his act, Cree comedia Do Burstick asks the questio, What is the most cofusig day o the reserve? The aswer... Father s Day. This will always draw a chuckle from reserve residets, where there may be may sigle-paret families i which the father is abset from the family, or where there may be bleded families. While the absece of a father is o laughig matter, First Natios people have leared to use humour to cope with some of the darker aspects of life. C l u s t e r 1 : i m a g e a d i d e t i t y 1 25
Aother Burstick routie is based o the popular redeck jokes, but adapted to You may be a redski if... [e.g., You may be a redski if you use your parole officer as a referece. You may be a redski if you kow how to fillet baloey. ]. Burstick trasforms the racist term redski, by humour, makig it ridiculous ad o-threateig, somethig oly possible ad permissible because the speaker is Aborigial. Beeath Burstick s humour lie serious issues of justice ad poverty.). 5. Studets use prit ad electroic resources to research tales of trickster figures (e.g., The Oe About Coyote Goig West, by Thomas Kig, from All My Relatios), such as Coyote, Naabush, Glooscap, Rave, ad Napi. The, they do a graphic represetatio of oe or more of these trickster figures or compile a list of their attributes. Studets add their represetatio or list to their portfolios. 6. I small groups, studets use prit, electroic, or huma resources to research idetity from the viewpoits of oe or more of the followig First Natios, Métis, ad Iuit orgaizatios. Studets record their fidigs o BLM 1.2.3: First Natios, Métis, ad Iuit Orgaizatios: Overview, ad add it to their portfolios. Assembly of First Natios (atioal) Assembly of Maitoba Chiefs (provicial) Cogress of Aborigial Peoples (atioal) Iuit Tapiriit Kaatami (atioal) Maitoba Metis Federatio (provicial) Métis Natioal Coucil (atioal) Mother of Red Natios (provicial) Native Wome s Associatio of Caada (atioal) (Note: See Applyig Strategy No. 1 for a follow-up activity.) 7. I pairs, studets use prit ad electroic resources to research First Natios, Métis, ad/or Iuit musicias ad sogwriters by collectig lyrics that speak to the idetity ad worldview of Aborigial peoples. Suggested artists iclude Susa Aglukark, C-Weed, Eagle ad Hawk, Little Hawk, Logbottom, Ray St. Germai, ad Shigoose (Curtis Joie). Studets aalyze ad discuss the lyrics usig the followig questios: Is the focus of the sog cotemporary or historical? What is the toe of the sog (e.g., hopeful, resiged, agry, sad)? What are the themes/ideas, cocers, or hopes that emerge from the lyrics? Are there commo themes that emerge amog the sogs? Do the lyrics speak oly to the siger s cultural group or are they uiversal? Studets complete a reflectio joural etry. 1 26 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
(Note: A more complete appreciatio of the sogs would iclude listeig to the recorded performace. If possible, arrage for studets to hear a recordig or performace of the sog after discussig the lyrics. Local artists may be available to perform at the school or a studet musicia may elect to perform. A listeig experiece may lead to further questios: Ca the music be classified uder a certai gere [e.g., cotemporary pop, rock, hip hop, jazz, world, folk, etc.]? Does the music iclude traditioal elemets [e.g., drums, rattles, chats, etc.]? Is the toe of the music cosistet with the toe of the lyrics? How does listeig to the music affect the listeer s respose to the sog?) (Note: See Applyig Strategy No. 3 for a follow-up activity.) recurrig Log-term acquirig strategies The followig strategies recur i every LE: 8. Biographies: Studets use prit ad electroic resources to research a well-kow First Natios, Métis, or Iuit figure. Studets may choose oe of Fracis Pegahmagabow, Thomas Price, Bill Reid, Norval Morrisseau, Douglas Cardial, Thomso Highway, Jae Ash Poitras, Sheila Watt Cloutier, Zacharias Kuuk, Drew Hayde Taylor, Do Burstick or a well-kow First Natios, Métis, or Iuit idividual of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 4 for a follow-up activity.) 9. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 10. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record the iformatio i their learig logs. (Note: See Applyig Strategy No. 8 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets preset the fidigs of their research ito First Natios, Métis, ad Iuit orgaizatios through a role-play. I their small groups, studets role-play two jouralists iterviewig the leader of the orgaizatio. Studets add their script to their portfolios. C l u s t e r 1 : i m a g e a d i d e t i t y 1 27
2. Usig iformatio from their study of the Medicie Wheel, studets, workig idividually or i pairs, aalyze the balace amog the physical, itellectual, emotioal, ad spiritual aspects i their ow lives. Studets create a visual represetatio of their self-aalysis usig a Medicie Wheel model. Studets add their model to their portfolios. 3. Studets create a poster illustratig the lyrics of oe of the musicias researched i Acquirig Strategy No. 7. Studets add their poster to their portfolios. recurrig Log-term applyig strategies The followig strategies recur i every LE: 4. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 8 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. Studets add their presetatios to their portfolios. 5. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 6. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig; plaig; puttig ito actio; or reviewig, reflectig, ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 7. Talkig Circle: Studets discuss the implicatios of various terms used by govermet to idetify First Natios peoples (e.g., Idia, Treaty Idia, Status, o-status, Aborigial). Studets complete a reflectio joural etry. (Note: Studets should recogize the importace of a people s right to ame themselves ad to have that ame respected by others. For example, Aborigial is a widely used umbrella term that icludes First Natios, Métis, ad Iuit people. Its use became widespread after its iclusio i the Costitutio of 1982. It is see by may Native people as a term like Idia, imposed o them by others. The terms First Natios, Métis, ad Iuit are preferred because these are terms that the peoples use to describe themselves. As a further expressio of self-determiatio ad cultural pride, may atios ow refer to themselves by their traditioal ames. For 1 28 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
example, members of the Fort Churchill Deé Chipewya Bad who relocated to Tadoule Lake ow refer to themselves as the Sayisi Deé First Natio.) 8. Witer Couts: Studets create a witer cout (a symbolic, pictorial represetatio) of the evet researched i Acquirig Strategy No. 10, icludig a explaatio of the evet ad why they chose it. Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the Call Number for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 4 Ataarjuat (The Fast Ruer). Paul Apak Agillirq. Igloolik Isuma Productios Ic., 2000. A dramatized adaptatio of a aciet Iuit leged of love, jealousy, murder, ad revege, which focuses o two brothers, Ataarjuat ad Amaqjuaq. Evil i the form of a ukow shama has created coflict ad divisio i the small commuity of Igloolik. Years pass ad two brothers emerge to challege the evil order. Ataarjuat, a charismatic youg huter, lives with his brother Amaqjuaq, ad is i love with Atuat, who is promised to Oki, the so of Aauri, the chief of the commuity. Oki s hatred, ager, ad jealousy cotiue to grow whe he evetually loses Atuat to Ataarjuat, who has also married Oki s sister Puja. Evets culmiate i Oki s murder of Amaqjuaq ad Ataarjuat s miraculous escape over the sea ice. He is restored to health by a small bad of Iuit huters with whom he returs to Igloolik to cofrot Oki ad to restore the commuity s spirit ad balace. Grades 10-12, adult, professioal developmet. IRU #6672. Amarok s Sog: Jourey to Nuavut. Ole Gjerstad ad Marti Kreelak. Natioal Film Board of Caada ad the Iuit Broadcastig Corporatio, Words & Pictures Video 2745054 Caada Ic., 1998. Through archival footage ad iterviews ad documetary iterspersed with leged ad music, this program explores the lives of three geeratios of Iuit who were Caada s last omads. It examies the hardships of life o the tudra as experieced by 80-year-old Amarok ad his wife Betty, ad shows how Marti Kreelak s geeratio, who are i their 40s ad 50s, is dealig with the impact of souther society o their lives ad its challege to their Iuit idetity. As well, through short video segmets shot by studets at Baker Lake High School, tees ad youg adults describe issues of cocer to them today. Grades 9-12, adult, professioal developmet. IRU #9032. C l u s t e r 1 : i m a g e a d i d e t i t y 1 29
Activatig Strategy No. 5 ad Acquirig Strategy No. 1 Four Directios Teachigs celebrates Idigeous oral traditios by hoourig the process of listeig with itet as each Elder or traditioal teacher shares a teachig from their perspective o the richess ad value of cultural traditios from their atio. I hoour of the timelessess of Idigeous oral traditios, audio arratio is provided throughout the site, complimeted by beautifully aimated visuals. I additio, the site provides free curriculum packages for Grades 1 to 12 to further explore the vast richess of kowledge ad cultural philosophy that is itroduced withi each teachig. The curriculum is provided i dowloadable PDF ad ca also be read olie through the Teacher s Resources lik. The Elders ad traditioal teachers who have shared a teachig o this site were approached through a Natioal Advisory Committee of Idigeous people cocered with the protectio ad promotio of Idigeous kowledge. This committee was formed to esure a commuity-based approach that is respectful ad accoutable. (Departmet of Caadia Culture ad Natioal Idigeous Literacy Associatio. Four Directios Teachigs Itroductio. Available olie at <www.fourdirectiosteachigs.com/mai.html>) Activatig Strategy No. 6 Through the Eyes of the Cree ad Beyod The Art of Alle Sapp: the Story of a People. Sapp, Alle, ad Dea Bauche. Office of the Treaty Commissioer, Cetax Books, a divisio of PritWest Commuicatios Ltd., 2005. ISBN 1-897010-14-1. This book depicts the life of the Norther Plais Cree through the artwork of Alle Sapp. It captures the beauty, warmth, pai, ad sadess of their history. (Saskatchewa Educatio) Activatig Strategy No. 7 I was bor here... i Ste. Madeleie. Laceley, A. Saskatchewa Music Educators Associatio, Brado, MB: Brado Productio House Ic. [distributor], 1991. Desiged to itroduce viewers to a commemoratio of a Métis commuity i Wester Maitoba evicted from the lad i 1938 by the Prairie Farm Rehabilitatio Admiistratio. Part 1 tells how the commuity of Ste. Madeleie came to exist. Former residets, ow Elders, discuss the commuity s activities i their parets time ad what happeed whe the people were told they could o loger live there. I part 2, the Elders share stories about the fu their parets had, the commuity s cohesiveess, ad the difficulties the residets faced. Part 3 describes the religious practices of Ste. Madeleie ad poits out that despite the commuity s disappearace i 1938, the Métis retaied their cultural ties, laguage, music, ad faith ad passed these traditios o to their childre ad gradchildre. Part 4 looks at the importace of square dacig to the people of Ste. Madeleie ad icludes a iterview with a caller. Grades 7 to Grade 12, adult. IRU #6904. 1 30 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Acquirig Strategy No. 2 Childhood i a Idia Village. Pelletier, Wilfred. From The NESA Activity Hadbook for Native ad Multicultural Classrooms, Vol. 3. Sawyer, Do, ad Waye Ludeberg (Eds.) Tillacum Library, 1993, 92-97. IRU 371.9797 S39.3. Available olie at <www.belcourt.et/source/childhoodiaidiavillage.ac>. Acquirig Strategy No. 3 The Heritage ad Legacy of the Métis People. Barkwell, Lawrece, Audree Hourie, ad Ed Swai. Métis Legacy Volume II: Michif Culture, Heritage, ad Folkways. Lawrece Barkwell, Lea M. Dorio, ad Audree Hourie (Eds). Gabriel Dumot Istitute, 2006: 2-6. Available olie at <www.metismuseum.ca/resource.php/03948>. Acquirig Strategy No. 4 Qalluaat! Why White People are Fuy. Sadiford, Mark, ad Zebedee Nugak. Beachwalker Films ad The Natioal Film Board of Caada, 2006. Aborigial Humour. Meeches, Lisa, ad Do Burstick. Meeches Video Productios, Ic. 2004, from The Sharig Circle, Seaso 13. Alterate title: What s so fuy i Idia coutry? A televisio documetary series desiged to itroduce viewers to issues of cocer to Aborigial people. This program examies the uiqueess of Aborigial humour, ad shows how some comedias ad spirtualists use it to help First Natios people come to terms with paiful circumstaces i their lives, as part of a healig jourey. Icludes iterviews with comedias Do Burstick, Dave McLeod, Gerry Barrett, Do Kelly, ad Leoard Dick, ad with Cree spiritualist ad sudacer Lya Hart. Grades 9-12, adult, professioal developmet. IRU #2983. Redskis, Tricksters ad Puppy Stew. Taylor, Drew Hayde. Motreal, PQ: Natioal Film Board of Caada, 2000. Desiged to itroduce viewers to the world of Native humour through iterviews with six First Natios idividuals who work i this field: Do Kelly, Tom Kig, Do Burstick, Herbie Bares, Sharo Shorty, ad Jackie Bear. As they are show speakig of their thoughts, feeligs, ad experieces, as well as performig, viewers come to uderstad the importace of ad eed for humour i Aborigial culture, the iflueces that led these performers to choose comedy as a meas of commuicatio, ad the impact that their humour has had o Native ad o- Native audieces alike. Ages 15+, Grades 10-12, adult, professioal developmet. IRU #5496. C l u s t e r 1 : i m a g e a d i d e t i t y 1 31
Acquirig Strategy No. 5 The Oe About Coyote Goig West. Kig, Thomas (Ed). From All My Relatios: A Athology of Cotemporary Caadia Native Fictio. McClellad & Stewart, 1990: 95-106. ISBN 0-07-7106706-2. Acquirig Strategy No. 7 INAC Maitoba Regio. Available olie at <www.aic-iac.gc.ca/ai/scr/mb/idex-eg.asp>. Assembly of Maitoba Chiefs. Available olie at <www.maitobachiefs.com/>. Assembly of First Natios. Available olie at <www.af.ca/article.asp?id=3>. Cogress of Aborigial Peoples. Available olie at <www.abo-peoples.org/>. Maitoba Métis Federatio. Available olie at <www.mmf.mb.ca>. Métis Natioal Coucil. Available olie at <www.metisatio.ca/>. Native Wome s Associatio of Caada. Available olie at <www.wac-hq.org/e/idex.html>. Mother of Red Natios. Available olie at <http://mor.cimet.ca/cim/92.dhtm>. Applyig Strategy No. 6 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Edmoto, AB: Alberta Educatio, 2005: Chapter 5; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords.asp>. (Note: See BLMs G.3 G.6 ad TN 2.) 1 32 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Worlds Collidig (from 1000 BCE) by Ted Logbottom
L e a r i G e x p e r i e C e 1. 3 : W o r L d s C o L L i d i G ( F r o M 1 0 0 0 B C e ) edurig uderstadigs q Uderstadig ad respect for First Natios, Métis, ad Iuit people begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit people wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio What is the popular image of Idigeous people i cotemporary Caada? Focus Questios 1. What are some of the effects of egative stereotypes of Idigeous peoples? 2. What ca you do to combat racism agaist Idigeous peoples i Caada? 3. Why do racism, prejudice, ad discrimiatio persist i Caada ad elsewhere i the world? C l u s t e r 1 : i m a g e a d i d e t i t y 1 35
Backgroud The Report of the Royal Commissio o Aborigial Peoples idetifies four stages i the relatioship betwee Idigeous ad o-idigeous peoples i Caada: Stage 1: Separate Worlds Stage 2: Natio-to-Natio Relatios Stage 3: Respect Gives Way to Domiatio Stage 4: Reewal ad Reegotiatio Stage 1: Separate Worlds refers to the milleia before Europeas laded o the shores of Turtle Islad (North America) whe the oly ihabitats of this cotiet were the acestors of today s First Natios, Métis, ad Iuit people. Stage 2: Natio-to-Natio Relatios bega with the arrival of the first Europeas o Turtle Islad i the 16th cetury. Durig this stage, the relatioship betwee Idigeous ad Europea peoples was oe of equality. Without the aid of the Idigeous peoples of Turtle Islad, the ewcomers would ot have bee able to survive i what was to them a ofte-hostile eviromet. First Natios, Métis, ad Iuit people were tradig parters ad military allies of the Europea settlers. Stage 3: Respect Gives Way to Domiatio bega after the War of 1812 whe the military services of Idigeous peoples were o loger required by the settler society. As the ecoomic focus of the Europea ewcomers shifted from the fur trade to farmig ad atural resource extractio, the respect that the settler society had hitherto show towards Idigeous atios gave way to a coloial midset characterized by attitudes of superiority ad domiace. Idigeous peoples were ofte see as obstacles to the pursuit of the ew ecoomies. Durig this stage, Idigeous populatios livig i the territories coveted by Europeas were displaced, relocated, or had their territories expropriated to accommodate the eeds of settler societies. Lad cessatio treaties cofied First Natios to reserves that were a fractio of their traditioal territories. Coloial ad later Caadia govermets pursued a policy of assimilatio. Measures, such as attempts to extiguish Aborigial title to lad, the Idia Act, residetial schools, relocatios, ad efrachisemet, were iteded to eradicate Idigeous cultures. Stage 4: Reewal ad Reegotiatio shows how reewal of Idigeous cultures i Caada gaied impetus i the secod half of the 20th cetury, especially i respose to the 1969 govermet White Paper that attempted to do away with the Idia Act, reserves, ad the treaty relatioship betwee Ottawa ad First Natios. First Natios, Métis, ad Iuit people bega to orgaize politically i a attempt to forge ew relatioships with Caada. I the 1970s, First Natios bega egotiatig moder treaties (comprehesive lad-claims settlemets) with Caada. I 1982, the Costitutio Act recogized Idia, Métis, ad Iuit people as Aborigial peoples of Caada who had special rights as Idigeous ihabitats of the coutry. I 1999, the Iuit of the easter Northwest Territories achieved de facto self-govermet with the creatio of Nuavut. 1 36 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
The begiigs of a cultural reewal followed the political re-awakeig of Idigeous peoples i Caada as First Natios, Métis, ad Iuit artists, writers, filmmakers, academics, ad other professioals broke through the buckski curtai to gai atioal ad iteratioal recogitio ad acclaim. By returig to their ow traditios, First Natios, Métis, ad Iuit people have begu to rebuild their atios ad to reclaim their rights as self-determiig people. Despite these steps forward, Idigeous peoples today cotiue to struggle with the devastatig cosequeces of coloizatio, icludig poverty, health ad justice issues, racism, ad discrimiatio. While the Report of the Royal Commissio o Aborigial Peoples characterizes the preset era as oe of reewal ad egotiatio, may Idigeous scholars ad activists would argue that the relatioship betwee Idigeous atios ad govermets (both federal ad provicial) remais a coloial oe. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. stereotypes, prejudice, ad racism through history Norse settlers characterize Natives as skraeligs (i.e., wretches) (1000 CE) Columbus misames Idigeous Carib people Idias (1492) Thomas Hobbes characterizes Idigeous people of Turtle Islad as savage people of America (1651) Joh Dryde s Noble savage (1670) Hollywood portrayals of Idias romatic stereotypes Paul Kae paitigs (1840s 1850s) Edward Curtis stages photographs of Idias (1900 1930) Edmud Morris paitigs (1905 1913) extreme prejudice Beothuk Extictio Newfoudlad (early 1800s) C l u s t e r 1 : i m a g e a d i d e t i t y 1 37
official discrimiatio Idia Act (1876) Hayter Reed (1893 1897), Deputy Superitedet of Idia Affairs eforced policy of peasat farmig whereby First Natios farmers must use primitive tools ad techiques to farm reserve lads Duca Campbell Scott (1913 1932), Deputy Superitedet Geeral of Idia Affairs oversaw developmet of residetial schools as a meas to assimilate First Natios ad Aborigial childre how to select Cotet for this Le Teachers may select cotet for this LE from the above list, or may begi with a curret issue or evet. Based o studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct a iquiry ito a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. 1 38 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Glossary Appedix E: Glossary defies may of the terms that are itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit people. See sectios 6.31 6.36 of Success for All Learers for vocabulary strategies (Maitoba Educatio ad Traiig, 1996). Upo completio of this LE, studets will have ecoutered may or all of the followig terms: coloialism/coloizatio demoizatio Euro-cetrism idividual, istitutioal, ad systemic racism romaticizatio stereotypig by omissio otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. I small groups, usig a search egie such as Google, studets search images for the followig terms: Idias Native Americas Aborigial First Natios Idigeous Pocahotas Studets characterize the images that result from the search, ad discuss the implicatios. Studets complete a reflectio joural etry. C l u s t e r 1 : i m a g e a d i d e t i t y 1 39
2. Studets read BLM 1.3.1: Agai, I was the oly Idia from For Joshua by Aishiabek writer Richard Wagamese, ad discuss Richard s attempt to create a idetity that would impress his ew frieds. I their reflectio jourals, studets record their resposes to the followig questios: Why do you thik it was so importat for Richard to be thought of as a authetic Idia? What could you tell other people about your ow culture ad traditios? Where did you get your iformatio? 3. Studets complete the teacher-led activity Causes of Racism. (Note: Refer to TN 3: Causes of Racism from The NESA Activities Hadbook for Native ad Multicultural Classrooms Volume Three.) 4. I a talkig circle, studets discuss their experieces of discrimiatio or prejudice, either persoal or observed, while shoppig, applyig for a job, walkig through the mall, ecouterig a authority figure, ridig o a bus, etc. Studets record their resposes i their learig logs. 5. Studets complete BLM 1.3.2: Whose World Is It? ad complete a reflectio joural etry. (Note: Studets should be ecouraged to add their ow statemets to the list.) suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets complete BLM 1.3.3: Moder Racism i Caada ad add the aalysis to their portfolios ad record their resposes to the questio i their learig logs. 2. Studets complete BLM 1.3.4: Commo Portrayals of Aborigial People. Studets record their fidigs i their learig logs. (Notes: See Applyig Strategy No. 3 for a follow-up activity. This BLM is oly available i the prit versio of this documet. See the Suggested Resources of this LE to fid a Iteret source for this article.) 3. Studets read BLM 1.3.5: Redski Jersey about Pride, Not Prejudice ad write a letter to the editor with a respose agreeig or disagreeig with the headlie ad supportig their poit of view. Studets add the letter to their portfolios. (Notes: See Applyig Strategy No. 4 for a follow-up activity. This BLM is oly available i the prit versio of this documet. See the Suggested Resources of this LE to fid a Iteret source for this article.) 4. Studets work i pairs to aalyze two or more of the quotatios from BLM 1.3.6: Seeig The Other, usig BLM G.6: Aalyzig Quotatios, ad discuss their aalyses i small groups. Studets add their aalyses to their portfolios. 1 40 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 6. Biographies: Studets use prit ad electroic resources to research a artist whose work explores the iterface betwee Idigeous ad o-idigeous reality. Studets may choose oe of the followig: Rita Joe, Richard Wagamese, Gregory Scofield, or a artist of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 6 for follow-up strategy.) 7. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 8. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 10 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets complete BLM 1.3.7: First Natios ad British (Wester) Historical Worldviews ad add their Ve diagrams ad their aswers to their portfolios. 2. Studets choose ad study a poem by a First Natios, Métis, or Iuit poet (e.g., Rita Joe, Gregory Scofield) dealig with the effects of racism or discrimiatio ad perform the poem for the class. Studets add the poem to their portfolios. 3. Studets view excerpts from films such as Jeremiah Johso, Stagecoach (1939 versio), Broke Arrow, The Searchers, Black Robe, Disey s Pocahotas, or similar Hollywood films with stereotypical portrayals of First Natios, Métis, or Iuit people. Studets write a movie review focusig o the use of stereotypes ad add it to their portfolios. 4. Studets prepare ad egage i a debate o the followig premise: Be it resolved that team ames such as Redskis or Eskimos are racist. Studets iclude their debate otes i their portfolios. (Note: See TN 4: Coductig a Debate.) C l u s t e r 1 : i m a g e a d i d e t i t y 1 41
5. Studets aalyze excerpts from literary works (e.g., The Idia i the Cupboard [Lye Reid Baks], The Last of the Mohicas [James Feimore Cooper], The Fecepost Chroicles [W.P. Kisella]) or historical texts like Louis David Riel: Prophet of the New World [Thomas Flaiga]). Studets write a persuasive letter to a publisher or a author explaiig the harmful effects of writig from a stereotypical poit of view with specific referece to oe or more texts. Studets iclude their letters i their portfolios. recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 6. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 5 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. Studets add their presetatios to their portfolios. 7. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 8. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig, plaig, puttig ito actio, or reviewig, reflectig, ad demostratig. (Notes: See TN 2: Service Learig ad BLM G.3: Choosig a Service Learig Project, BLM G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 9. Talkig Circle: Studets discuss their ow experieces or observatios of stereotypig of or racism ad/or discrimiatio towards First Natios, Métis, or Iuit people. Studets complete a reflectio joural etry. 10. Witer Couts: Studets create a witer cout (a symbolic, pictorial represetatio) of the evet researched i Acquirig Strategy No. 8, icludig a explaatio of the evet ad why they chose it. Studets add the witer cout to their portfolios. 1 42 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
suggested resources (Note: The IRU umber that follows the descriptios of the resources idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 2 For Joshua. Wagamese, Richard. Doubleday Caada, 2002: 51-55. ISBN 0-385- 25712-0. Activatig Strategy No. 3 Causes of Racism. The NESA Activity Hadbook for Native ad Multicultural Classrooms, Volume 3. Sawyer, Do, ad Waye Ludeberg (Eds.) Tillacum Library, 1993: 59-63. IRU 371.9797 S39 v.3. Acquirig Strategy No. 1 Moder Racism i Caada. Fotaie, Phil. The 1998 Doald Gow Lecture, Quee s Uiversity, 1998. Available olie at <www.queesu.ca/sps/cofereces_evets/lectures/ doald_gow/98lecture.pdf>. Acquirig Strategy No. 2 Commo Portrayals of Aborigial People. Media Awareess Network, 2008. Available olie at <www.media-awareess.ca/eglish/issues/ stereotypig/aborigial_people/aborigial_portrayals.cfm>. Acquirig Strategy No. 3 Redskis Jersey about Pride ot Prejudice. Redekop, Bill. Wiipeg Free Press. February 9, 2008. Available olie at <www.wiipegfreepress.com/historic/32711129.html>. Applyig Strategy No. 1 First Natios ad British (Wester) Historical Worldviews. Teachig Treaties i the Classroom. Iro, Ida, Sadra Bellegrade, Susa Beaudi, ad Sue Derager. Office of the Treaty Commissioer of Saskatchewa, pp. 459-460. Applyig Strategy No. 2 Native Voices. Aheakew, et al. (Eds.) McGraw-Hill Ryerso Limited, 1993. ISBN 0-07-551448-6. Icludes prose ad poetry by various Native authors. C l u s t e r 1 : i m a g e a d i d e t i t y 1 43
Applyig Strategy No. 3 Black Robe. Beresford, Bruce (Director). Vidmark/Trimark, 2001. Broke Arrow. Daves, Delmer (Director). 29th Cetury Fox, 1950. Jeremiah Johso. Pollack, Sydey (Director). Warer Brothers, 1972. Pocahotas. Gabriel, Mike, Director. Walt Disey, 1995. Stagecoach. Ford, Joh, Director. Walter Wager, 1939. Applyig Strategy No. 5 The Idia i the Cupboard. Baks, Lye Reid. Avo, 1981. IRU F Ba. The Last of the Mohicas. Cooper, James Feimore. Pegui Classics, origially prited 1826, Dover Publicatios, 2003. IRU F Coo. The Fecepost Chroicles. Kisella, W.P., Harper Collis, 1986. IRU F Ki. Louis David Riel: Prophet of the New World. Flaaga, Thomas. Goodread Biography, 1983. IRU 92 Rie. Applyig Strategy No. 8 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005, Chapter 5, pp. 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. (Note: See BLMs G.3 G.5 ad TN 2 i the appedices of this documet.) Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords. asp>. 1 44 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
A Profoud Ambivalece: First Natios, Métis, ad Iuit Relatios with Govermet by Ted Logbottom
C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d s t u d i e s i u i t Cluster 2: a profoud ambivalece: First atios, Métis, ad iuit relatios with Govermet
Settig the Stage: Ecoomics ad Politics by Ted Logbottom
L e a r i G e x p e r i e C e 2. 1 : s e t t i G t h e s t a G e : e C o o M i C s a d p o L i t i C s edurig uderstadigs q First Natios, Métis, ad Iuit peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio How would you describe the relatioship that existed amog Idigeous atios ad betwee Idigeous atios ad the Europea ewcomers i the era of the fur trade ad the pre-cofederatio treaties? Focus Questios 1. How did Idigeous atios iteract? 2. How did First Natios uderstadigs of treaties differ from that of the Europeas? 3. What were the priciples ad protocols that characterized trade betwee Idigeous atios ad the traders of the Hudso s Bay Compay? 4. What role did Idigeous atios play i coflicts betwee Europeas o Turtle Islad? C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 7
Backgroud Before the arrival of the Europeas, First Peoples were self-determiig atios. Goverace amog First Peoples raged from occasioal leadership, as might occur i a small hutig group, to the complex structure of the Haudeosauee (Iroquois) Cofederacy. Clas played a role i goverace as, for example, i the Haudeosauee Grad Coucil of Chiefs, where the chiefs represetig various atios were cla leaders. Traditioally, decisios were arrived at through discussio ad cosesus. Wome played a promiet role (e.g., i the Haudeosauee Cofederacy, cla mothers chose the sachems [chiefs]). First Peoples traded amogst each other for goods they would otherwise be uable to attai. A archaeological dig at The Forks i Wiipeg revealed the remais of a meetig place hudreds of years old i which may atios came together. Artifacts icluded fragmets of pottery from what is ow North Dakota, Miesota, Northwester Otario, ad Cetral Maitoba, providig evidece of a widespread tradig etwork. Coflict was ot a ucommo occurrece amog First Peoples, although the cocept ad practice of armed coflict amog First Peoples differed from that of Europea atios. Sometimes coflict occurred over territory. For example, oe group might stray ito aother s hutig territory. Raids were a meas to acquire goods such as horses or prisoers. Sometimes coflict was a matter of hoour. Armed coflict was usually a seasoal activity ad seldom a protracted affair. There were umerous examples of military alliaces amog First Natios (e.g., the Siksika [Blackfoot] Cofederacy). The Report of the Royal Commissio o Aborigial Peoples describes the early period of co-existece betwee First Peoples ad the Europea ewcomers as Natio to Natio Relatios. First Natios were ofte military allies of the Europea ewcomers. For example, the Wedat (Huro) people became early allies of the Frech. The Haudeosauee (Iroquois) Cofederacy was a ally of the British agaist the Frech. I the War of 1812, some atios withi the Cofederacy supported the British; others were allies of the Americas. After the war, the Kaie kehaka (Mohawk) people ad other former allies were grated lads by the British to replace those lost to the Americas. Trade betwee Europeas ad First Natios, Métis, ad Iuit peoples formed the basis of their relatioship from the 16th to the 19th cetury. Trade with Europeas was a cotiuatio of the practice amog Idigeous atios. Trade was ot a matter of exploitatio by oe side or the other but a mutually beeficial relatioship. Idigeous peoples welcomed Europea goods such as kettles, kives, ad gus. Europea traders would ot have survived i the (to them) hostile eviromet of Turtle Islad or traded successfully for the furs ad other goods they coveted without the kowledge, skills, ad cooperatio of First Natios, Métis, ad Iuit peoples. 2 8 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
From the 17th to the 20th cetury, First Natios cocluded umerous treaties with the Europea ewcomers. A early example is the Two-Row Wampum Treaty, which was cocluded betwee the Haudeosauee Cofederacy ad the Dutch. The Two-Row Wampum Treaty belt (wampum belts recorded sigificat historical evets) depicted the relatioship betwee the Haudeosauee ad the Dutch coloists. The belt cosists of two parallel rows of purple shells separated ad surrouded by white shells. The purple rows symbolized the two atios, each of whom would pursue separate ad parallel lives, either iterferig with the sovereig rights of the other. Various peace ad friedship treaties were cocluded i the 17th cetury i the Atlatic regio betwee First Natios ad ewcomers. As Europea settlemet expaded westward, the Robiso Treaties were cocluded with the Aishaaabe people aroud Lake Superior ad Lake Huro i the 1850s. These treaties, alog with the protocols established betwee Idigeous atios ad the Hudso s Bay Compay i Rupert s Lad (the territory cotrolled by the Hudso s Bay Compay accordig to the 1670 Royal Charter), became the model for the Numbered Treaties siged betwee 1871 ad 1921. These various treaty agreemets were coducted o a atio-to-atio basis, each side recogizig a mutual sovereigty. I easter Caada, the era of mutual equality came to a ed after the War of 1812 whe the British o loger required the military support of their First Natios allies. Further west, umerous factors brought about a shift i relatios from oe of equality to domiatio by the settler society. Diseases such as smallpox resulted i a drastic decrease i the populatio of First Natios. The disappearace of the great biso herds, upo which the ecoomies of the atios depeded, led to the realizatio by their leaders that the old ways were dyig ad ew meas must be foud to survive. The relatioship betwee First Natios, Métis, ad Iuit peoples ad the settler society was o loger based o trade or alliace. Idigeous atios were icreasigly see as obstacles to the acquisitio of lad ad other resources. The Numbered Treaties were the last istace i which relatios betwee the settler society ad First Natios were coducted (i priciple) o a atio-to-atio basis util the curret era, which is characterized by the Royal Commissio o Aborigial Peoples as Stage Four: Reewal ad Reegotiatio. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 9
Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. atio to atio: idigeous peoples Ecoomic Alliaces amog Various First Peoples Five Natios Cofederacy (1500s) Blackfoot Cofederacy Great Law of Peace (Haudeosauee) (1701) Six Natios Cofederacy (1722) atio to atio: idigeous peoples ad europeas Two Row Wampum (1613) Hudso s Bay Compay Charter cocerig Relatioship with Idigeous Peoples (1670) Peace ad Friedship Treaties (1700s) Royal Proclamatio of 1763 Jay Treaty (1794) (Note: Although this treaty affirmed the right of First Natios to cross the iteratioal border freely withi their traditioal territories, the Jay Treaty was a agreemet betwee the British Crow ad the America govermet.) First Peoples military alliaces with Frech, British, ad Americas to early 1800s Selkirk Treaty (1817) Robiso Treaties (1850) British North America Act (1867) 2 10 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
how to select Cotet for this Le Teachers may select cotet for this learig experiece (LE) from the above list, or may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct a iquiry ito a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. Glossary Appedix E: Glossary defies may of the terms that are itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: British North America Act commo law Costitutio coveat Crow First Peoples iheret rights pateralism pre-cotact protocol Royal Proclamatio sovereigty treaty C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 11
otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of this LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets discuss the word splash BLM 2.1.1: First Peoples Traditioal Worldview: Word Splash, ad i small groups create a similar word splash that reflects the worldview of their particular culture or that of the Caadia maistream. Studets add their word splash to their portfolios. 2. I pairs or small groups, studets complete BLM 2.1.2: Europea Worldview True or False ad add to their portfolios. 3. Studets complete BLM 2.1.3: Pre-Europea Cotact Map of North America. Studets record their resposes i their learig logs. 4. Studets view a video such as The Other Side of the Ledger: A Idia View of the Hudso's Bay Compay, which presets a First Natio s perspective o the sale of Rupert s Lad to the Domiio of Caada by the Hudso s Bay Compay. Studets complete BLM 2.1.4: Rupert s Lad ad North America. Studets record their resposes i their learig logs. (Notes: Rupert s Lad was sold for 300,000 pouds to Caada. I additio, the HBC received oe-twetieth of the arable lads icluded i the sale ad retaied their etwork of tradig posts. Depedig o the method of calculatio, 300,000 1869 British pouds would be worth betwee approximately 40 800 millio 2010 Caadia dollars. Studets may wish to research the methods for calculatig the value of past currecy i today s dollars.) 5. Studets braistorm meaigs for the words treaty, coveat, ad cotract, ad discuss why people or atios eter ito treaties, coveats, or cotracts. Studets record their defiitios ad ideas i their learig logs. (Note: Studets may eed a prompt [e.g., puttig the word i cotext].) 6. Studets take part i the teacher-directed activity TN 5: Ik Blots. (Note: This strategy demostrates that everyoe sees the world from a uique perspective. This fact is of particular relevace i the debate over the meaig ad scope of treaties.) 2 12 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets use prit, electroic, ad audio-visual resources to research the history of three Idigeous atios reflectig a geographic/cultural diversity (e.g., Haida, Haudeosauee [Six Natios], ad Siksika [Blackfoot]). Studets may orgaize their research uder the followig headigs: Geographic Area Traditioal Ecoomy Family Goverace Leadership, Clas, Totems, Political Alliaces/Cofederacies Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 6 for a follow-up activity.) 2. Studets use prit ad electroic resources to research the Royal Proclamatio of 1763, its provisios, itetios, ad cotiuig sigificace. Studets record their fidigs i their learig logs. (Notes: Historia J. R. Miller i Lethal Legacy: Curret Native Cotroversies i Caada describes the Royal Proclamatio of 1763 as the sigle most importat documet i the log history of Caadia treaty makig [117]. See Applyig Strategy No. 7 for a follow-up activity.) 3. Usig a jigsaw strategy, studets use prit ad electroic resources to research the followig topics: Two Row Wampum Five Natios Cofederacy Robiso Treaties Blackfoot Cofederacy Peace ad Friedship Treaties Selkirk Treaty Studets orgaize their research uder the followig headigs: evet, participats, date, purpose, ad sigificace. The, they record their fidigs i their learig logs. 4. Studets use prit, electroic, ad huma resources to research trade amog Idigeous atios ad betwee Idigeous atios ad Europeas. Research topics may iclude: The roles of Idigeous peoples as itermediaries i the fur trade (e.g., Nehiyawak [Cree] ad Nakoda [Assiiboie] i Rupert s Lad) Trade from the Europea perspective (objectives, meas of obtaiig objectives, alliaces with Idigeous atios, ethics) C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 13
The effects of the acquisitio of trade goods o Idigeous peoples (e.g., muskets, horses, metal goods) The effect o the ecoomic activities of Idigeous peoples (e.g., some Idigeous peoples shifted ecoomic focus to iclude trappig i order to acquire furs for trade) The origis of the Métis Natio i the fur trade Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 3 ad Applyig Strategy No. 4 for follow-up activities.) 5. Studets research the archaeological discovery of a meetig place at The Forks i Wiipeg through prit resources (e.g., Crossroads of the Cotiet: A History of the Forks of the Red ad Assiiboie Rivers, electroic resources, ad/or a visit from a Elder who is kowledgeable about this evet). Research may iclude a field trip to The Forks ad/or the Maitoba Museum to cosult a archaeologist or other expert. Studets record their fidigs i their learig logs. (Notes: Aroud 1990, archaeologists diggig at the fork of the Red ad Assiiboie Rivers discovered a site that had bee previously described to them by First Natios Elders. The Elders idicated that a Peace Meetig that brought together over eight atios, had bee held at The Forks more tha 500 years ago. The iformatio about this meetig had bee passed dow through oral traditio. See Applyig Strategy No. 2 for a follow-up activity.) 6. Studets use prit ad electroic resources to research military alliaces amog Idigeous atios ad betwee Idigeous atios ad Europeas from the 16th to the 19th ceturies (e.g., the Odawa [Ottawa] ad the Aishiaabe [Ojibwe], the Kaie kehaka [Mohawk], ad the British, the Wedat [Huro]), ad the Frech, ad the Haudeosauee atios o either side of the America War of Idepedece. Studets record their fidigs i their learig logs. 7. Studets liste to a Elder who has bee ivited to the class to discuss the role ad sigificace of ceremoy i First Natios treaty-makig. Studets complete a reflectio joural etry. (Note: See TN 6: Elders i the Classroom.) recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 8. Biographies: Studets use prit ad electroic resources to research a historic pre-cofederatio treaty-maker. Studets may choose oe of Dekaawideh (The Peace Maker), Jea Baptiste Cope, Chief Peguis, or other historic figures of the studet s choice (i cosultatio with the teacher) ad their role i pre- Cofederatio treaty-makig. Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 8 for a follow-up activity.) 2 14 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
9. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 10. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 12 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets role-play treaty-makig betwee two Idigeous atios egotiatig trade ad/or military alliace. 3 Studets add their scripts to their portfolios. (Note: Prior to cotact with the Europeas, First Peoples o Turtle Islad regulated the sharig ad exchage of atural resources through treaties, trade relatioships, ad military alliaces amog their sovereig ad self-goverig atios.) 2. Studets create a poster to advertise the Peace Meetig at The Forks based o their research fidigs. Studets display their posters i a gallery walk. 3 Studets add their posters to their portfolios. 3. Studets create a profile of the life of a Europea trader of the times usig the iformatio gathered i their research o the trade betwee Idigeous peoples ad the Europeas. Studets write a letter about their experieces i the ew lad, the fur trade, ad the customs of the Idigeous peoples. 3 Studets add their letters to their portfolios. 4. Studets create ad preset a story about the fur trade era that might have bee told to a Idigeous commuity by a Elder. 3 Studets may ehace their story through the use of lightig, settig, soud, ad costume. Studets add their story to their portfolios. (Note: I First Peoples cultures, oral traditio was used to record ad trasmit history, teach, ad etertai.) C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 15
5. Usig BLM 2.1.5: The Fur Trade Game, studets create a board game based o the fur trade. Studets preset ad demostrate their game. 3 (Note: I this strategy, studets pla, desig, preset, ad demostrate a board game relevat to their study of pre-cofederatio fur trade. The creatio or refiemet of a game, such as the oe described here, allows studets to develop ad apply research ad plaig skills co-operative skills creativity writig ad commuicatio skills This game may serve as a model for the creatio of other games to be used as strategies i subsequet LEs.) 6. Studets create a PowerPoit presetatio or a poster o the three historic cultures that were researched durig the Acquirig phase. 3 Studets add their presetatios or posters to their portfolios. (Note: See TN 1: Creatig a Poster.) 7. Studets create a radio advertisemet that could have bee aired o Radio New Frace (Motto: All the News that s Fit to Proclaim! ) i 1763 to advertise the Royal Proclamatio to both the Idigeous ad Europea atios. 3 Studets add CDs or prit copies of their advertisemets to their portfolios. recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 8. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 8 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 9. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 2 16 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
10. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig, plaig, puttig ito actio, or reviewig, reflectig ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 11. Talkig Circle: Studets discuss some of the ways that Idigeous people are uique i Caada. 3 Studets complete a reflectio joural etry. 12. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 10, icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the call umber for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 3 Map The First Natios. The Ecylopaedia of the First Peoples of North America. Gree, Raya, ad Melaie Feradez. Groudwood Books/Douglas ad McItyre, 1999: viii. IRU 970.4 G74 Activatig Strategy No. 4 The Other Side of the Ledger: A Idia View of the Hudso's Bay Compay. Natioal Film Board of Caada. Natioal Film Board of Caada, Motreal, 1972. Presets a articulate deial of may facets of the traditioal versio of Caadia history o the occasio of the Hudso s Bay Compay s 300th aiversary. Narrated by George Mauel, presidet of the Natioal Idia Brotherhood. Grades 7 12. IRU #0637 Map Figure 14: Rupert s Lad ad North America. Kots i a Strig. Briziski, Peggy. Uiversity Extesio Press, Extesio Divisio, Uiversity of Saskatchewa, 1993: 84. IRU 971.00497 B75 1993 Activatig Strategy No. 7 Activity Ik Blots. The NESA Activities Hadbook for Native ad Multicultural Classrooms (Volume 1). Sawyer, Do, ad Howard Gree. The Tillicum Library, 1984: 17 19. IRU 371.9797 S39 C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 17
Acquirig Strategy No. 5 Crossroads of the Cotiet: A History of the Forks of the Red ad Assiiboie Rivers. Huck, Barbara (Ed.), Wiipeg, MB: Heartlad Associates, Ic., 2003. IRU 971.2743 C76 Applyig Strategy No. 9 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005: Chapter 5, 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords.asp>. (Note: See BLMs G.3 G.5 ad TN 2 i the appedices of this documet.) 2 18 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
As Log as the Rivers Flow: The Numbered Treaties by Ted Logbottom
L e a r i G e x p e r i e C e 2. 2 : a s L o G a s t h e r i v e r s F L o W : t h e u M B e r e d t r e a t i e s edurig uderstadigs q Uderstadig ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio What is the meaig ad sigificace of the statemet: We are all treaty people? Focus Questios 1. Why did First Natios ad Caada eter ito treaties? 2. How do First Natios ad govermet perspectives about treaties differ? 3. How did the treaties beefit Caada? 4. What are the uresolved issues cocerig treaties? 5. Why are treaties importat today? C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 21
Backgroud Oe of the most misuderstood developmets i the log coloial relatioship betwee First Natios ad Caada is the umbered treaties, which were etered ito betwee 1871 ad 1921. First Natios ad govermet viewpoits cocerig the treaties are at odds i may sigificat ways. These differeces arise from a umber of factors. Idigeous cultures are based o oral traditios, while Europea cultures are based o the writte word. First Natios draw their uderstadigs of the treaties from oral accouts that were preserved ad trasmitted through the geeratios. From a First Natios viewpoit, what was said was more importat tha what was writte i the treaty documets. From a Caadia poit of view, it is the writte text of the treaties that is paramout. Based o outside promises (agreemets made orally but ever writte ito the treaties), First Natios believe that Caada has failed to live up to or to ackowledge the terms of agreemet. A secod major obstacle to a mutually satisfactory uderstadig of the treaties is the issue of laguage ad iterpretatio. Most of the First Natios treaty egotiators spoke o Eglish. However, egotiatios were carried o i Eglish ad traslatio was at times iadequate, especially cosiderig the complicated legalese i which the treaties were writte. First Natios ad the Caadia treaty commissioers had a fudametally differig coceptio of the ature of a treaty. I the Europea traditio, treaties were cotracts, ofte short-term ad ofte broke. First Natios sigified their coceptio of the treaties as sacred coveats by the iclusio of the pipe ceremoy upo agreemet. At the time of the umbered treaties, First Natios recogized that their old way of life was o loger viable. The appearace of steamships threateed the role of First Natios who worked freightig goods i the fur trade. With the disappearace of the biso, First Natios of the wester prairie regio eeded a ew meas of survival for their cultures. Although there were may doubts about the wisdom of eterig ito treaties, ultimately the peoples recogized that there were few alteratives that would esure the future for the ext geeratios. They egotiated for the best deal that they could get, askig for such provisios as a school o the reserve, implemets ad traiig i order to practise agriculture, a guaratee of assistace i hard times, ad provisios for medical care. The treaties were preseted to First Natios as a bouty above ad beyod the way of life they had always practised, icludig their right to hut ad fish withi their traditioal territories. From a Caadia poit of view, the treaties were see as a ecessary step i extiguishig title to lad desired for settlemet. Oe of the key features of the treaties was the creatio of reserves, which were relatively small areas of lad o which First Natios would settle ad assimilate the values ad customs of the Europea coloists. Through egotiatio, Caada avoided the coflict that characterized wester expasio i the Uited States ad that proved so costly i moey ad bloodshed. 2 22 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
The treaties were ever hooured by Caada. Eve as the umbered treaties were beig egotiated, the Caadia govermet eacted the Idia Act i 1876, a piece of legislatio that was iteded to assimilate First Natios while cotrollig every aspect of their lives. The act was writte ad passed without First Natios iput or agreemet. The recogitio of treaty rights i the Costitutio Act of 1982, i additio to several other political ad social developmets, has led to a re-examiatio ad reiterpretatio of the importace ad relevace of treaties today. Icreasigly, it is recogized that treaties are livig documets that have beefited all Caadias ad that, if hooured i the spirit preseted to First Natios by govermet egotiators ad uderstood by First Natios sigatories, the treaties ca be a viable basis for a sustaiable relatioship betwee First Natios ad Caada. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. Legislatio Royal Proclamatio (1763) Pre-Cofederatio treaties British North America Act (Costitutio Act) (1867) Numbered treaties (1871 1921) Idia Act (1876) Key evets Disappearace of biso from wester plais Threat of America aexatio of Rupert s Lad Sale of Rupert s Lad to Domiio of Caada from HBC (1869) Creatio of Maitoba (1870) Creatio of British Columbia (1871) Costructio of CPR Iflux of Caadia/America/Europea settlers to the Prairies (1870s to early 1900s) Discovery of mieral resources i orther Caada C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 23
the umbered treaties Treaty 1 (souther Maitoba) (1871) Treaty 2 (souther Maitoba, southeaster Saskatchewa) (1871) Treaty 3 (orthwester Otario, southeaster Maitoba) (1873) Treaty 4 (souther Saskatchewa, parts of southeaster Maitoba, part of southeaster Alberta) (1874) Treaty 5 (cetral ad orther Maitoba, parts of cetral Saskatchewa) (1875) Treaty 6 (cetral Saskatchewa ad Alberta) (1876) Treaty 7 (souther Alberta) (1877) Treaty 8 (orther Alberta, parts of orther B.C., part of orthwester Saskatchewa ad the Northwest Territories) (1899) Treaty 9 (orther Otario) (1905/6) Treaty 10 (easter Northwest Territories) (1906) Treaty 11 (wester Northwest Territories, parts of southeaster Yuko) (1921) towards implemetatio Establishmet of the Office of the Treaty Commissioer i Saskatchewa (1990) Establishmet of the Treaty Relatios Commissio of Maitoba (2006) how to select Cotet for this Le Teachers may select cotet for this LE from the above list, or they may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct a iquiry ito a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. 2 24 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Glossary Appedix E: Glossary defies may terms that are itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: adhesios assimilatio BNA Act coloialism cotract coveat Idia title outside promises Pipe Ceremoy pre-cotact Royal Proclamatio (1763) sui geeris treaty otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets take part i the teacher-directed activity TN 7: Coloialism Game, the complete a reflectio joural etry. (Note: This strategy has several goals that eable studets to experiece the effects of coloialism upo coloized peoples.) 2. Studets view ad discuss a video about Maitoba treaties, such as Sagkeeg Treaty 1 or Seyisi Deé Treaty 5, produced by the Maitoba First Natios Educatio Resource Cetre, or Through the Eyes of the Elders or Treaties, produced by Lisa Meeches. I small groups, studets create a list of the issues preseted i the video ad record the issues i their learig logs. (Note: See Applyig Strategy No. 3 for a follow-up activity.) C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 25
3. With a parter, studets complete BLM 2.2.1: Treaty Areas ad Locatios of First Natios i Maitoba, ad complete a reflectio joural etry i respose to the compariso. 4. Studets play charades usig the word list i BLM 2.2.2: Treaty Charades, which features termiology from the writte text of the treaties. Studets complete a reflectio joural etry. (Notes: This activity highlights the fact that First Natios ever uderstood much of the legal laguage of the treaties. A variatio could also be played with the help of a speaker of a laguage ukow to the studets ad a iterpreter. See Applyig No. 4 for a follow-up strategy.) 5. Studets read ad discuss BLM 2.2.3: The Crow Iitiated the Treaties? Says Who?. Studets complete a reflectio joural etry i respose to the questio Why should it matter who iitiated the umbered treaty process?. suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. Teachers may wish to focus o the Maitoba treaties. Treaties 1, 2, ad 5 are the major treaties ivolvig Maitoba First Natios; Treaties 3, 4, 6, ad 10 iclude some Maitoba First Natios. 1. Studets liste to a Elder who has bee ivited to the class to discuss the treaties ad how they affect life for First Natios people. Prior to the visit, studets prepare questios that may be discussed durig the presetatio. Studets record key poits i their learig logs. (Notes: See TN 6: Elders i the Classroom. See Applyig Strategy No. 3 for a follow-up activity.) 2. Idividually or i pairs, studets complete BLM 2.2.4: Uderstadig Treaties ad the Treaty Relatioship (RCAP). Studets add their aalysis to their portfolios. (Note: See Applyig Strategy No. 4 for a follow-up activity.) 3. Studets use prit, electroic, ad audio-visual resources to research the practices ad protocols of the fur trade betwee Europeas ad Idigeous atios (e.g., the givig of gifts to First Natios) that were carried over ito the umbered treaty process. What was the sigificace of these practices ad protocols to the First Natios who siged the umbered treaties? Studets record their fidigs o BLM 2.2.5: Symbolism ad Sigificace i the Numbered Treaty Process, ad add the sheet to their portfolios. 2 26 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
4. Studets use prit ad electroic resources to research ad create a spreadsheet comparig the terms of Treaties 1 through 11. Studets may orgaize their research usig the followig headigs: Lad areas ceded Compesatio First Natios ivolved Dates Negotiators Difficulties/complicatios/stumblig blocks Outside promises ot icluded i the treaty text Studets add their spreadsheet to their portfolios. (Note: See Applyig Strategy No. 1 for a follow-up activity.) 5. Usig prit, electroic, ad huma resources, studets research the followig questios: What were the reasos for eterig ito the umbered treaties for the govermet? for First Natios? How did First Natios uderstadig of the umbered treaties differ from that of the govermet? What were some causes of dissatisfactio amog First Natios who siged treaties? Why were treaty obligatios ever fulfilled? Studets record their aswers i their learig logs. 6. Studets use prit ad electroic resources to research the Treaty Relatios Commissio of Maitoba ad the Office of the Treaty Commissioer of Saskatchewa, usig the followig headigs: History (of Commissio) Madate Goals Issues Priciples Accomplishmets Studets record their fidigs i their learig logs. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 27
recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 7. Biographies: Studets use prit ad electroic resources to research a historic figure ivolved i the sigig of treaties. Studets may choose oe of: Ahtahkakoop (Star Blaket), Mistahimaskwa (Big Bear), Isapo-muxika (Crowfoot), Peter Erasmus, Pihtokahaapiwiyi (Poudmaker), or a historic figure of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 8 for a follow-up activity.) 8. Media: Studets collect articles, features, etc., from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 9. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE, ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 12 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets choose oe or more of the umbered treaties ad prepare a multimedia group project based o their research i Acquirig Strategy No. 4. Studets may iclude oe or more of the followig: PowerPoit presetatio Video Music Text or oral presetatio Role-play Studets preset their multimedia presetatio to the class, their commuity, or aother class. 3 Studets add their presetatio to their portfolios. 2 28 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
2. Studets use prit, electroic, ad huma (commuity members ad Elders) resources to research the history of the umbered treaty etered ito by their commuity. Studets may base their research o the followig questios: What treaty did your atio sig? What are your commuity s oral traditios cocerig the treaty? Does your atio have a treaty lad etitlemet claim or a treaty rights issue? Studets orally preset their fidigs to the class, their commuity, or aother class (speech). 3 Studets add their speech to their portfolios. 3. Studets role-play a discussio that might have take place durig treaty egotiatios betwee First Natios people who opposed ad those who favoured eterig ito a treaty. 3 Studets add their scripts to their portfolios. 4. Studets rewrite oe of the Maitoba treaties reflectig the terms as writte, but usig plai, everyday laguage. 3 Studets add their rewritte treaty to their portfolios. 5. Studets create a diary etry from the viewpoit of a (fictitious) iterpreter of oe of the umbered treaties. 3 Studets add their diary etry to their portfolios. (Note: A possible source for iformatio about a real-life iterpreter may be foud i the book Buffalo Days ad Nights by Peter Erasmus, published by Heritage House. Peter Erasmus acted as a iterpreter for First Natios durig the egotiatios of Treaty 6.) 6. Studets create a letter to the Prime Miister of Caada from a First Natios leader who opposed the treaties, statig his cocers ad suggestios. 3 Studets add their letters to their portfolios. (Note: Prime Miisters durig the egotiatios of the umbered treaties icluded MacDoald, MacKezie, Abbott, Thompso, Bowell, Tupper, Laurier, Borde, Meighe, ad MacKezie-Kig.) 7. Studets prepare ad deliver a presetatio o the topic Why the umbered treaties are importat today. 3 Studets add their presetatio to their portfolios. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 29
recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 8. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 7 i a format of their choice, such as a writte biography, speech, PowerPoit presetatio, graphic, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 9. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 10. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig, plaig, puttig ito actio, or reviewig, reflectig, ad demostratig. (Note: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 11. Talkig Circle: Studets discuss the implicatios of the phrase We are all treaty people. 3 Studets complete a reflectio joural etry. (Note: There are a umber of implicatios i this statemet.) Studets might cosider that the treaties sigify a ogoig relatioship betwee First Natios ad other Caadia citizes that all Caadias beefit from the sigig of the treaties Our peaceable ad prosperous Caadia society is a product of the treaties. (Treaty Implemetatio: Fulfillig the Coveat 13) that treaties are livig documets that are still relevat to the preset day 12. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 9, icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. 2 30 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
suggested resources (Note: The IRU umber followig descriptios of the resources refers to the call umber for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 1 Coloialism Game. The NESA Activity Hadbook for Native ad Multicultural Classrooms. Sawyer, Do, ad Howard Gree (Eds.) Tillacum Library, 1984: 61-65. IRU 371.9797 S39 Activatig Strategy No. 2 Sagkeeg Treaty 1. The Maitoba First Natios Educatio Resource Cetre. Strogfrot.TV, 2006 (Library, 1151 Sherwi Road, Wiipeg, Maitoba, R3H 0V1, Phoe: 204-940-7020, Toll-Free: 877-247-7020) Sayisi Deé Treaty 5. The Maitoba First Natios Educatio Resource Cetre. Strogfrot.TV, 2004. (See above for cotact iformatio.) Through the Eyes of Elders. Meeches, Lisa. Series Sharig Circle, Meeches Video Productios, Ic. c2003. A televisio documetary series desiged to itroduce viewers to issues of cocer to the Aborigial people. I this program the sigig of treaty is examied through the voices of Elders. I the face of devastatig illess, the loss of the buffalo, military threats from U.S. soldiers ad the comig of the railroad, a people put their faith i egotiatios with represetatives of Quee Victoria. Oe week after the sigig of Treaty 7, the Whites broke their first promise. Videocassette cotaier. Icludes archival footage, arratio, ad the history of the evets surroudig the treaty, as related i the oral traditio by Narcis Blood, Elder, Kaiai First Natio, Ala Pard, Elder, Piega First Natio, ad Alma Pretty Youg Ma, Elder, Siksika First Natio. Grades 9-12, adult. IRU #2231 Treaties. Meeches, Lisa, ad Ted Nola. Meeches Video Productios, Ic., 2003. Grades 9-12, adult. IRU #2652 C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 31
Activatig Strategy No. 3 Treaty Areas ad Locatios of First Natios i Maitoba. Idia ad Norther Affairs Caada, 2006. Available olie at <www.aic-iac.gc.ca/al/hts/idexeg.asp>. Acquirig Strategy No. 2 3.4 Uderstadig Treaties ad the Treaty Relatioship. The Report of the Royal Commissio o Aborigial Peoples, 1996. Available olie at <www.collectioscaada.gc.ca/webarchives/20071211051819/> ad <www.aic-iac.gc.ca/ch/rcap/sg/sg12_e.html>. Acquirig Strategy No. 3 The Metis i Alberta: Idia Treaties. Alberta Olie Ecyclopedia. Available olie at <www.albertasource.ca/metis/eg/begiigs/political_idia.htm>. Bouty ad Beevolece: A History of Saskatchewa Treaties. Ray, Arthur J., Jim Miller, ad Frak Tough. McGill-Quees Uiversity Press, 2000. 0-7735-2023-6 Acquirig Strategy No. 6 Office of the Treaty Commissioer Saskatchewa. Available olie at <www.otc.ca>. Treaty Relatios Commissio of Maitoba. Available olie at <www.trcm.ca/idex.html>. We are All Treaty People: A Brief Itroductio to the Numbered Treaties ad the Treaty Relatios Commissio of Maitoba. Treaty Relatios commissio of Maitoba, 2008. Available olie at <www.trcm.ca/speakers.html>. Treaty Implemetatio: Fulfillig the Coveat. Caada. Office of the Treaty Commissioer. Saskatoo, SK: Office of the Treaty Commissioer, 2007. IRU 342.08720971 T74 Applyig Strategy No. 4 The treaties of Caada with the Idias of Maitoba ad the Northwest Territories, icludig the egotiatios o which they were based, ad other iformatio relatig thereto. Morris, Alexader. Fifth House Publishers, 1991. IRU 9780920078936. Available olie at <www.guteberg.org/dirs/etext04/tcd10h.htm>. Morris text refers to Treaties 1 through 7 as well as the 1817 Selkirk Treaty, the Robiso Treaties of 1850 ad the Maitouli Islad Treaty of 1862. Bouty ad Beevolece: A History of Saskatchewa Treaties. Ray, Arthur J., Jim Miller, ad Frak Tough. McGill-Quees Uiversity Press, 2000. 0-7735-2023-6 2 32 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Applyig Strategy No. 5 Buffalo Days ad Nights. Erasmus, Peter, as told to Hery Thompso. Glebow- Alberta Istitute, 1976. IRU 92 Era Idia ad Norther Affairs Caada. Historic Treaty Iformatio Site. Available olie at <www.aic-iac.gc.ca/al/hts/idex-eg.asp>. Office of the Treaty Commissioer Saskatchewa. Available olie at <www.otc.ca>. Applyig Strategy No. 10 Our Words, Our Ways: Teachig First Natios, Métis ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005: Chapter 5, pages 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords.asp>. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 33
2 34 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Legislated Discrimiatio: The Idia Act by Ted Logbottom
L e a r i G e x p e r i e C e 2. 3 : L e G i s L a t e d d i s C r i M i a t i o : t h e i d i a a C t edurig uderstadigs q Uderstadig ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio What impact did the Idia Act have o the autoomy of First Natios? Focus Questios 1. What was the origial purpose of the Idia Act from a govermet perspective ad has this chaged today? 2. How do First Natios view the Idia Act? 3. How has the Idia Act affected the social, political, spiritual, cultural, ad ecoomic life of First Natios? 4. I which ways ad why did the Idia Act evolve? C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 37
Backgroud I 1969, the Caadia govermet issued a White Paper o Idia policy, which proposed the abolishmet of Idia special status icludig the repeal of the Idia Act. I the face of massive oppositio by First Natios, the White Paper was withdraw i 1973. The Report of the Royal Commissio o Aborigial Peoples refers to the paradox of the Idia Act i referece to the seemigly cotradictory views by First Natios critics that the Idia Act, though racist ad discrimiatory, is also the best protector of the rights of First Natios i Caada. Sectio 91 of the 1867 British North America Act, which defied the creatio of Caada, gave the federal govermet law-makig power over Idias ad Idia lads. First itroduced i 1876 i the midst of the umbered treaty egotiatios betwee wester First Natios ad Caada, the Idia Act sigaled a fudametal shift i the relatioship betwee First Natios ad the Caadia govermet. The process of egotiatig the umbered treaties had hooured the ceturies-old atio-to-atio relatioship betwee the Crow ad First Natios, which had bee recogized ad affirmed by the Royal Proclamatio of 1763. The priciple of two solitudes co-existig peaceably ad idepedetly is made graphic i the two-row wampum belt (1692), commemoratig a treaty betwee the Dutch coloists ad the Haudeosauee. The desig of the belt cosists of two parallel rows of purple shells o a bed of white shells. The two purple rows symbolize the two atios, each travellig without iterferece from the other o a river that flows separately ad freely. By 1876, chaged circumstaces had altered the way the Europea ewcomers viewed First Natios. While First Natios, Métis, ad Iuit peoples still made up the majority of the populatio i the wester ad orther regios of Caada, there were ow may more Europea ewcomers tha First Natios peoples i Otario, Quebec, ad the other British coloies i the east. I additio, with the ed of the war of 1812, the last armed territorial coflict betwee the coloizig atios, the British o loger eeded First Natios as military allies. The coloizers icreasigly viewed First Natios as impedimets to the spread of settlemet ad civilizatio. Philosophical movemets such as Social Darwiism coceived a hierarchy of cultures with Europea civilizatios at the apex ad tribal cultures such as First Natios residig at the bottom. By the last decades of the 19th cetury, established Europea empires were expadig while Germay, America, ad Japa were creatig ew empires. Europea Imperialists expouded the theory of the white ma s burde : the obligatio to brig primitive cultures icludig First Natios to a civilized state through the iculcatio of Europea values, icludig Christiaity. 2 38 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
The Idia Act reflected the beliefs of Social Darwiists ad Imperialists. It was coceived as a istrumet to reduce the cultural distace betwee First Natios ad the Europea ewcomers (i.e., as a meas of assimilatig First Natios). Istead of implemetig the treaties ad offerig much eeded protectio to Idia rights the Idia Act subjugated to coloial rule the very people whose rights it was supposed to protect (Harold Cardial). The Idia Act was pateralistic; First Natios people were viewed as legal icompetets, wards of the state who were icapable of goverig or orderig their ow existece. The Idia Act of 1876 cosolidated previous coloial legislatio icludig 1857 s Gradual Civilizatio Act ad the Gradual Efrachisemet Act of 1869. The act defied who was a Idia, excludig Status wome who married o-status me but icludig the o-status wives of Status me. Efrachisemet ad the impositio of muicipal-style govermets to replace traditioal goverace were key features of the Idia Act. Subsequet revisios to the act imposed greater cotrol over the lives of First Natios peoples, while icreasig the powers of their political masters i Ottawa. The 1880 versio of the act created the Departmet of Idia Affairs to admiister the act. The act also icluded a series of measures to protect ad preserve First Natios lads, stipulatig that oly bad members could live o reserve lads, that real ad persoal property o reserves were exempt from federal ad provicial taxes, that lies could ot be placed o Idia lad, ad that Idia property could ot be seized for debt. It was, i part, the threat of abolishmet of these protective measures that sparked oppositio to the 1969 White Paper. May of the more repressive features of the act were repealed i 1951. The clause revokig status from First Natios wome who had married o-status males (ad the offsprig of such uios) was removed i 1985 with the passage of Bill C-31. Nevertheless, today, the Idia Act remais a much-reviled symbol of coloialism. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 39
Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. Legislatio Royal Proclamatio of 1763 (This documet has bee called the Maga Carta of Idia Rights ad has bee held by the courts to have the force of a statute which has ever bee repealed. ) Gradual Civilizatio Act (1857) Costitutio Act (BNA Act) (1867) Gradual Efrachisemet Act (1869) Idia Act (1876, 1880, 1951, 1985) (Bill C-31) White Paper (1969) Costitutio Act (1982) Bill C-31 restores status to wome (ad their childre) who had lost it through marriage devolutio First Natios of Maitoba attempt to egotiate dismatlig of Departmet of Idia Affairs ad Norther Developmet (1994). This effort failed ad was shelved i 2007. protest The Ujust Society (Harold Cardial s critical respose to the 1969 White Paper) Symbolic protests agaist the Idia Act by artists (e.g., Nadia Myre s Idia Act ) Challeges to the Idia Act such as Jeaette Corbière-Lavell s 1973 Supreme Court case 2 40 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
how to select Cotet for this Le Teachers may select cotet for this LE from the above list, or may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct iquiry o a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. Glossary Appedix E: Glossary defies may of the terms itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: Aborigial idetity assimilatio autoomy bad coucils citizeship civilizatio cultural geocide efrachisemet goverace imperialism Idia aget Idia register o-status pateralilsm protectioism Social Darwiism Status otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 41
suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets egage i a Thik-Pair-Share activity to geerate a list of restrictios (spoke or uderstood) o their rights. This list may iclude restrictios imposed by parets, commuity, ad school. Studets record the list i their learig logs. 2. Studets view a video such as The Sharig Circle s Did You Kow? or Beads ad Moccasis, ad discuss oe or more of the egative impacts of the Idia Act o First Natios. Studets complete a reflectio joural etry. 3. I small groups or pairs, studets complete BLM 2.3.1: The Idia Act: Assimilatig First Natios, ad record their resposes i their learig log. 4. Studets complete BLM 2.3.2: The Idia Act: Symbol of a Chaged Relatioship ad record their aswers i their learig logs. (Note: Studets should have read ad discussed BLM 2.3.1 prior to completig this strategy. The Royal Proclamatio of 1763 ad the umbered treaties embody the otio of a atio-to-atio relatioship betwee First Natios ad the British Crow. As the relatioship betwee First Natios, Métis, ad Iuit peoples ad the coloial govermets of Caada chaged from oe of equality to oe of domiace, govermets eacted legislatio that reflected the chaged relatioship.) suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets complete BLM 2.3.3: Layig the Groudwork for the Idia Act o the Gradual Civilizatio Act (1857) ad the Gradual Efrachisemet Act (1869), ad record their aswers i their learig logs. (Note: The Idia Act of 1876 was based i part o earlier legislatio icludig the Gradual Civilizatio Act of 1857 ad the Gradual Efrachisemet Act of 1869.) 2. Usig a jigsaw strategy ad prit ad electroic resources, studets research the Idia Act with a focus o the followig topics: Status ad Membership (Sectios 5-17) Lad (Sectios 18-41, 53-60) Goverace (Sectios 74-79, 80-86) Educatio (Sectios 109-122) 2 42 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Studets may use a copy of The Idia Act, which ca be foud o the Departmet of Justice website at <http:laws.justice.gc.ca>. Studets list the five most importat clauses ad explai their choices. Upo completio of the jigsaw, each origial group prepares a wall chart listig their fial choices with explaatios. Studets add their lists ad explaatios to their portfolios. Usig prit ad electroic resources, studets research the Statemet of the Govermet of Caada o Idia Policy (The White Paper, 1969) ad First Natios resposes to the iitiative. Studets record their fidigs i their learig logs. (Notes: The class may be divided ito two groups to complete this strategy. I 1969, the federal govermet issued a White Paper o Idia policy that would have see, amog other measures, the repeal of the Idia Act. Due to a overwhelmigly egative respose by First Natios, the govermet withdrew the paper. See Applyig Strategy No. 1 for a follow-up activity.) 3. Usig prit ad electroic resources, studets research the struggles of Sadra Lovelace ad Jeaette Corbière-Lavell to regai the Status they had lost uder the provisio of the Idia Act, which removed Status of First Natios wome who had married o-first Natios me. Studets create a Facebook-style profile for each woma ad add their profiles to their portfolios. 4. Usig prit, electroic, ad audio-visual resources, studets research Nadia Myre s art piece Idia Act or Lawrece Paul Yuxweluptu s performace art piece Shootig the Idia Act ad describe, aalyze, ad critique the work usig BLM G.8: Aalyzig Visual Images. Studets share ad discuss their resposes ad add their aalyses ad critiques to their portfolios. (Notes: For the purposes of this strategy, studets may cosider the video documetig Yuxweluptu s Shootig the Idia Act as a image. See Applyig Strategy No. 3 ad No. 4 for follow-up activities.) recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 6. Biographies: Studets use prit ad electroic resources to research critics of the Idia Act. Studets may choose oe of the followig: Harold Cardial, Sadra Lovelace, Jeaette Corbière-Lavell, Dr. Gerald McMaster, Lawrece Paul Yuxweluptu, Nadia Myer, or a First Natios critic of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 6 for a follow-up activity.) 7. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 8. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 10 for a follow-up activity.) C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 43
suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Referrig to the research o the 1969 White Paper ad BLM 2.3.4: The Paradox of the Idia Act, studets prepare ad preset a speech from a First Natios perspective addressed to Prime Miister Trudeau protestig the 1969 White Paper. 3 Studets add their speech to their portfolios. 2. Studets view BLM 2.3.5: Trick or Treaty, ad write a review of the paitig. 3 Studets add their review to their portfolios. (Note: I 2006, Dr. Gerald McMaster received a Natioal Aborigial Achievemet Award for his work as a scholar, curator, ad visual artist. McMaster was curator of the Caadia Museum of Civilizatio i Ottawa from 1981 to 2000. The Wiipeg Art Gallery has exhibited his art. McMaster s 1990 Trick or Treaty depicts Joh A. MacDoald i clow makeup sellig the Idia Act i the maer of a sleazy co-artist.) 3. Studets create a visual or performace art piece dramatizig or celebratig oppositio to oppressive govermet actios such as the Idia Act by leaders such as Poud Maker, Big Bear, or Harold Cardial. 3 Studets stage their performace pieces or display their visual art i a gallery walk. Studets add their visual art pieces or a record or descriptio of their performace pieces to their portfolios. (Note: Studets may record their performace piece i video format.) 4. Assumig that First Natios people were the political masters of Caada from Cofederatio owards, studets create a Newcomer Act to protect, assimilate, ad cotrol the Europea ewcomers to Turtle Islad 3 ad add it to their portfolios. recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 5. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 6 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 2 44 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
6. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 7. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig; plaig; puttig ito actio; or reviewig, reflectig ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 8. Talkig Circle: Studets discuss political protest. Is protest effective? What should be the limits of protest? Are certai forms of protest uacceptable? 3 Studets complete a reflectio joural etry. 9. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 8 icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the call umber for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 2 Did You Kow? The Sharig Circle. Seaso 16. Meeches, Lisa. Meeches Video Productios, Ic., 2008. Not Just Beads ad Moccasis The Sharig Circle. Seaso 15. Meeches, Lisa. Meeches Video Productios, Ic., 2006. The above videos are curretly available from: Matthew Etches Head of Distributio Cetury Street Distributio 509 Cetury St. Wiipeg, MB R3H 0L8 Phoe: 1-800-772-0368 Fax: 1-204-772-0360 Email: matthew@ceturystreet.ca Website: www.ceturystreet.ca C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 45
Acquirig Strategy No. 1 Lethal Legacy: Curret Native Cotroversies i Caada. Miller, J.R. Toroto, ON: McClellad & Stewart Ltd., 2004. IRU 971.00497 M54. The Gradual Civilizatio Act: Assimilatig Civilized Idias. The Report of the Royal Commissio o Aborigial Peoples. Available olie at <www.collectioscaada.gc.ca/webarchives/20071211051222/ http://www.aic-iac.gc.ca/ch/rcap/sg/sg23_e.html>. Idia Act The Gradual Efrachisemet Act: Resposible Bad Govermet. The Report of the Royal Commissio o Aborigial Peoples. Available olie at <www.collectioscaada.gc.ca/webarchives/20071211051222/ http://www.aic-iac.gc.ca/ch/rcap/sg/sg23_e.html>. Idia Act Acquirig Strategy No. 2 Caada i the Makig: Primary Sources. Available olie at <www.caadiaa.org/citm/primary/primary_e.html>. INAC refereces for the Idia Act. Available olie at <http://laws.justice.gc.ca/e/i-5/idex.html>. Report of the Royal Commissio o Aborigial Peoples o the Idia Act. Available olie at <www.collectioscaada.gc.ca/webarchives/ 20071124124337/> ad <www.aic-iac.gc.ca/ch/rcap/sg/sgm9_e.html>. Early Caadiaa olie Idia Act. Available olie at <www.caadiaa.org/citm/_textpopups/aborigials/ doc50_e.html>. Hederso s aotated Idia Act. Available olie at <www.bloorstreet.com/200block/sidact.htm>. Acquirig Strategy No. 3 Early Caadiaa olie The Red Paper. Available olie at <www.caadiaa.org/citm/_textpopups/aborigials/ doc75_e.html>. Turtle Islad Discussio Jea Chretie s 1969 White Paper Policy. Available olie at <www.turtleislad.org/discussio/viewtopic.php?t=535>. Idia ad Norther Affairs Caada, Statemet of the Govermet of Caada o Idia policy (The White Paper, 1969). Available olie at <www.aic-iac.gc.ca/ai/arp/ls/pubs/cp1969/ cp1969-eg.asp>. 2 46 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Caadia Broadcastig Corporatio Audio Clip Digital Archives Attacked as Idia Affairs miister. Broadcast Date: Jue 29, 1969. Available olie at <http://archives.cbc.ca/politics/prime_miisters/ clips/5926>. Citizes Plus: Aborigial Peoples ad the Caadia State. Cairs, Ala C. UBC Press, 2000. ISBN 0-7748-0767-9 The Ujust Society. Cardial, Harold. Douglas ad McItyre, 1999. ISBN 978-1550544831 The Ujust Society: the Tragedy of Caada s Idias. Cardial, Harold. M.G. Hurtig, 1969. IRU 323.171 CAR Aborigial Cultures i Alberta: Five Hudred Geeratios. Berry, Susa, ad Jack Brik. The Uiversity of Alberta Press, 2004. ISBN 0778528529 Acquirig Strategy No. 5 Yuxweluptu: Ma of Masks. Paul, Lawrece. Natioal Film Board of Caada, 1998. Applyig Strategy No. 3 The Trickster Shift: Humour ad Iroy i Cotemporary Native Art. Rya, Alla J., UBC Press, 1999: 177. IRU 704.0397071 R93. A Time of Visios. Larry Abbott iterviews Gerald McMaster. Available olie at <www.britesites.com/ative_artist_iterviews/gmc25.htm>. Applyig Strategy No. 8 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005: Chapter 5, pp. 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords. asp>. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 47
2 48 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
O-Tee-Paym-Soo-Wuk (The Métis): The People Who Ow Themselves by Ted Logbottom
L e a r i G e x p e r i e C e 2. 4 : o - t e e - p a y M - s o o - W u K ( t h e M é t i s ) : t h e p e o p L e W h o o W t h e M s e L v e s edurig uderstadigs q First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio Who are the Métis? Focus Questios 1. How did the Métis atio come to be? 2. What are the characteristics that distiguish Métis culture? 3. What was the Métis experiece of coloizatio? 4. How did the Métis atio s defese of its rights shape the developmet of Caada? C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 51
Backgroud the Métis today There is o sigle accepted defiitio of the term Métis. Although the Métis are recogized costitutioally as oe of three Aborigial peoples of Caada (the other two comprisig First Natios ad Iuit), the Costitutio Act of 1982 does ot defie who the Métis are. Cotemporary defiitios of Métis ofte iclude: ties to a historic Métis commuity, recogitio by a cotemporary Métis commuity, ad selfidetificatio as a Métis. The Métis atio, whose homelad cetres aroud the fork of the Red ad Assiiboie Rivers, is desceded from two fur trade traditios: that of the Métis whose pateral acestors were fracophoe fur traders; ad that of the coutry bor whose pateral lie origiates with the aglophoe fur traders of the Hudso s Bay Compay (HBC). Today, the term Métis is used iclusively to describe descedets of either or both traditios. the Métis (to 1885) The heritage ad history of the Métis are closely tied to the North America fur trade. Itermarriage á la faço du pays (accordig to the custom of the coutry that is, without beefit of clergy) betwee Europea fur traders ad First Natios wome was commo. May early Métis commuities developed ear tradig posts. The fracophoe Métis of Red River trace their pateral acestry to those former egagés (labourers) of the fur trade compaies of New Frace, icludig the North West Compay, who migrated westward from the St. Lawrece Valley. By the early 18th cetury, the regio aroud the Great Lakes was dotted by commuities, icludig Detroit, Chicago, Milwaukee, St. Louis, ad Michilimackiac, which were fouded by these ges libres (free me that is, o loger cotracted to a fur trade compay). The ethogeesis (cultural emergece) of the Métis atio occurred i the regio aroud Red River. By the middle of the 18th cetury, the descedets of the ges libres who had settled i the regio referred to themselves as Métis. By the early 19th cetury, a awareess of themselves as a ew atio, distict from their First Natios ad Europea forebearers, had arise i the Métis of the Red River regio. Just as the fur traders of New Frace had formed mutually beeficial alliaces through marriage to the daughters of their First Natios tradig parters, so too had the traders of the Hudso s Bay Compay itermarried with the Cree ad other First Natios with whom they traded. Over the years, a sigificat populatio of HBC coutry bor families had retired to Red River. With the surplus of labour created by the amalgamatio of the two rival compaies i 1821, may former servats of the compaies ad their families, both Métis ad Coutry Bor, also relocated to the Red River coloy. The ew arrivals settled i log, arrow lots frotig the rivers, especially the Red ad the Assiiboie. 2 52 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Métis atioal idetity arose from distict cultural traditios icludig: a log history of self-goverace ad law-makig that origiated i the customs ad practices of the boat brigades ad the buffalo hut; the Métis atioal flag (first flow i 1816); distictive Métis laguages such as Michif ad Bugi (bu gee) composed of elemets of the Nehiyaw (Cree) ad Aishiaabe (Ojibwe) laguages, alog with Frech, Eglish, or Gaelic; ad distict musical traditios as exemplified by The Red River Jig. Ecoomic ad geographic factors also cotributed to the growth of Métis atioalism. These icluded: the ecoomic idepedece offered by the provisioig of pemmica to the fur trade; the status of the Métis as free traders (as cofirmed by the results of the Sayer Trial of 1849); the ecessity of wagig war to safeguard Métis ecoomic iterests (e.g., the Pemmica Wars ad the ogoig coflict with the Dakota); ad the creatio of a Métis homelad with its cetre at the fork of the Red ad Assiiboie Rivers. The historical arrative of the Métis atio icludes four semial coflicts: Seve Oaks (1816); Grad Coteau (1851); Red River (1870); ad the Northwest Resistace (1885). La Chaso de la Greouillère, ofte referred to as the Métis atioal athem, is a celebratio of the Battle of Seve Oaks by the Métis bard, Pierre Falco. This battle i which the Métis uder Cuthbert Grat successfully defeded their ecoomic livelihood agaist attempted strictures by the HBC is ofte referred to as a massacre. Durig the brief but bloody ecouter, the Métis lost oe ma while HBC casualties icluded 21 dead. I 1816, the Goveror-i-Chief of British North America appoited a special commissio uder William Coltma to ivestigate the icidet. Coltma s report, which exoerates the Métis from charges of precipitatig a massacre, foud that the HBC party had iitiated the violece by cofrotig the Métis ad had fired the first shot. I 1851, 35 years after Seve Oaks, 77 Métis buffalo huters, icludig the 13-yearold Gabriel Dumot, set out from Gratow i Red River. O the slopes of the Missouri or Grad Coteau, i preset-day North Dakota, the Métis ecoutered a large party of Dakota whose umbers have bee estimated as high as 2000. Employig tactics such as the use of rifle pits, which they would repeat three decades later at Batoche, the Métis fought the Dakota i a epic, two-day ecouter ad wo. The Grad Coteau cosolidated the pre-emiet military status of the Métis while safeguardig the vital access to the buffalo herds that were their ecoomic lifeblood. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 53
Louis Riel, the great Métis leader, has always elicited cotroversy amog both historias ad ordiary Caadias. He has bee vilified as a murderer ad a rebel, particularly i Otario; he has also bee hailed as the Father of Maitoba. Riel s greatest achievemet was to compel Caada to accept Métis demads that Maitoba eter Cofederatio as a provice with statutory protectio (i the Maitoba Act of 1870) for the liguistic, religious, legal, ad lad rights of the Métis. Although the deeply flawed scrip process imposed by Ottawa to allocate Métis lads i Maitoba resulted i the territorial dispossessio of the Métis, Riel s achievemet stads. I 1885, followig the Northwest Resistace, Riel was tried for high treaso ad executed. The diaspora of the Métis from Red River followig 1870, ad the subsequet defeat of the Métis forces i the Northwest Resistace, led to their virtual disappearace as a sigificat social ad political presece i the West. The re-emergece of the Métis would have to wait util the 20th cetury. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. evolutio Hudso s Bay Compay establishes trade i Rupert s Lad (1670) Geesis of Coutry Bor Fracophoe Métis reach Red River via Great Lakes c. 1750 Amalgamatio of Hudso s Bay Compay ad North West Compay leads to iflux of retired or superumerary Métis fur trade employees to Red River (1821) Coloizatio Selkirk Settlemet at Red River (1812-1817) Sale of Rupert s Lad by Hudso s Bay Compay to Caada (1869) Métis dispersal from Red River (1870-1880) Secod Métis dispersal followig Northwest Resistace (1885) 2 54 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Courts/rights Sayer trial establishes de facto right of free trade i Red River (1849) Métis Bill of Rights (Isbister) (1853) Maitoba Act (1870) Coflicts Pemmica Wars, Battle of Seve Oaks (1816) Battle of Grad Coteau (1851) Red River Resistace (1870) Northwest Resistace (1885) Executio of Louis Riel how to select Cotet for this Le Teachers may select cotet for this LE from the above list, or may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct iquiry o a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 55
Glossary Appedix E: Glossary defies may of the terms itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples.see Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: Aborigial peoples coutry-bor free-trade Métis Métis atio resistace scrip otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets read BLM 2.4.1: Word Splash The Métis. I pairs, studets discuss the terms listed ad record their resposes i their learig logs. 2. Studets liste to Métis sogs such as Icidet at Seve Oaks or The Bell of Batoche by Logbottom, or The Métis by Ray St. Germai, or read the lyrics. Studets discuss these sogs sigificace to Métis heritage ad culture, ad complete a reflectio joural etry. (Note: See Applyig Strategy No. 1 for a follow-up activity.) 3. I pairs, studets complete BLM 2.4.2: What Do You Kow about the Métis? ad add their aswers to their portfolios. (Note: See TN 9: What Do You Kow about the Métis? Aswer Key for aswers.) 2 56 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
4. Studets view a video about the Métis such as Riel Coutry, Mistress Madeleie, or Ikwe by the Natioal Film Board or The Re-trial of Louis Riel by the CBC. Studets discuss the sigificace of the video to Métis heritage ad culture, ad complete a reflectio joural etry. 5. Studets read excerpts from the graphic ovel Louis Riel: A Comic-Strip Biography by Chester Brow, or Stories of Our People: A Métis Graphic Novel Athology by Norma Fleury, et al. Studets write a brief review of the graphic ovel ad add it to their portfolios. suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Usig a jigsaw strategy, prit ad electroic resources, ad BLM 2.4.3: Historic Métis Coflicts: Research Guide, studets research the followig historic Métis coflicts: Pemmica Wars ad the Battle of Seve Oaks i 1816 (iclude Coltma Commissio fidigs) Battle of the Grad Coteau (1851) Red River Resistace (1870) Northwest Resistace (1885) Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 2 for a follow-up activity.) 2. Studets use prit ad electroic resources to research the roles of Métis wome i pre-cofederatio societies, icludig the practice of coutry marriages (mariages à la faço du pays). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 4 for a follow-up activity.) 3. Studets use prit ad electroic resources to research the 1849 Sayer trial ad its cosequeces. How did the trial ad its outcome stregthe atioal cosciousess amog the Métis? Studets record their resposes i their learig logs. 4. I small groups, studets use prit, electroic, ad/or huma resources to research Métis scrip. Studets may use BLM 2.4.4: Métis Scrip: Research Guide to orgaize their research. Studets record their fidigs i their learig logs. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 57
5. Employig a jigsaw strategy, studets use prit ad electroic resources to research the followig historic ecoomic activities of the Red River Métis: Hutig/supplyig pemmica Tradig Freightig (boat brigade, Red River carts) Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 6 for a follow-up activity.) 6. Usig prit ad electroic resources, studets research historic Métis goverace. Research may iclude: The Laws of the Buffalo Hut The Rules of the Boat Brigades The Métis provisioal govermet at Red River (1870) The Maitoba Act (1870) Self-Govermet at St. Lauret (1873) The Métis provisioal govermet at Batoche (1885) Studets record their fidigs i their learig logs. 7. Usig prit ad electroic resources, studets research how the Métis have shaped Caada. Research may focus o or iclude the followig topics: MacDoald s use of the Northwest Resistace to secure the fiacig of the CPR i order to brig British Columbia ito Cofederatio Riel s executio fas Quebec atioalism Riel s death becomes a cause célèbre i Otario ad Quebec Joh Ralsto Saul argues that Caada is a Métis atio Studets record their fidigs i their learig logs. recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 8. Biographies: Studets use prit ad electroic resources to research a historic Métis figure. Studets may choose oe of: Cuthbert Grat, Pierre Falco, Sarah McLeod (Ballede), Joh Norquay, Thomas Siclair, Carolie Prude, Aie Baatye, Guillaume Sayer, Ambroise-Didyme Lepie, Elzéar Goulet, Marguerite Riel, Louis Riel, Gabriel Dumot, or a historical Métis idividual of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 8 for a follow-up activity.) 9. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 2 58 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
10. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE, ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 12 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets choose a sigificat evet or idividual from the history of the Métis people (e.g., Pemmica Wars [Seve Oaks], Red River Resistace, Louis Riel, Gabriel Dumot, Pierre Falco, Guillaume Sayer, or Cuthbert Grat). Studets create ad preset a sog, poem, or story about oe of these evets or idividuals 3 ad add their work to their portfolios. 2. Characters i the Hat : Studets prepare brief biographies of idividuals (historic or iveted) from the 1870 Red River Resistace or the 1885 Northwest Resistace ad place them i a hat/cotaier. Characters may be chose from the followig list, or studets may iclude or create other characters: Red River Resistace (1870) ewspaper reporter from Otario (Eglish) ewspaper reporter from Quebec (Frech) Louis Riel Ambroise-Didyme Lepie Bishop Taché Caadia soldier Garet Wolseley Thomas Scott Elzéar Goulet (served o jury of Thomas Scott) (Goulet was murdered by pro-caada extremists after the Resistace) Joh A. MacDoald Métis soldier Joh Christia Schulz Caada Firsters Northwest Resistace (1885) wife of a Métis soldier Louis Riel Madeleie (Wilkie) Dumot Marguerite Caro C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 59
Gabriel Dumot Métis soldier Priest Middleto Marguerite (Belhumeur) Riel North-West Mouted policema Joh A. MacDoald Frech-Caadia soldier Eglish-Caadia soldier Studets choose a character from the hat ad create a moologue or a scee ivolvig other studets. Moologues or scees should reveal who the characters are, what they saw, what (if aythig) they did, ad how they were affected. 3 Studets add their work to their portfolios. 3. A iterpretive cetre commemoratig the historic evets of the Red River Resistace that led to the creatio of Maitoba is plaed at the site where Upper Fort Garry oce stood. Studets develop ad preset a iterpretive display commemoratig the history of the Red River Resistace ad the creatio of Maitoba that might be icluded i the iterpretive cetre 3 ad add their display to their portfolios. 4. Studets write a letter from a educated Métis woma to a family member or a fried describig her life i pre-cofederatio Rupert s Lad. 3 Studets add the letter to their portfolios. 5. The Métis leader Cuthbert Grat lies buried uder a Maitoba highway due to the relocatio of the church i St. Fracois-Xavier where he was origially iterred. Studets orgaize a campaig for the removal ad reburial of Cuthbert Grat s remais ad the erectio of a suitable moumet. 3 Studets add their campaig literature to their portfolios. 6. Based o their research from Acquirig Strategy No. 4, studets create a brochure that advertises programs that might have bee offered at a Métis commuity college i Red River circa 1816. 3 Studets add their brochures to their portfolios. (Note: Studet brochures should iclude a descriptio of the programs offered ad career prospects, ad reflect the ecoomic realities of the period.) 7. Studets write a essay based o their research ito the Métis 3 ad add their essays to their portfolios. 2 60 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 8. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 8 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 9. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 10. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig; plaig; puttig ito actio; or reviewig, reflectig, ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 11. Talkig Circle: Studets discuss the egative perceptio of Métis people. 3 Studets complete a reflectio joural etry. 12. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 10, icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the call umber for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 2 Icidet at Seve Oaks. Logbottom. From the CD titled Logbottom, Theodore B. Logbottom Ic., 1997. Bell of Batoche. Logbottom. From the CD titled River Road, Theodore B. Logbottom Ic., 2005. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 61
The Métis. St. Germai, Ray. Foud i the book Métis Sogs: Visitig Was the Métis Way, Gabriel Dumot Istitute, 2004: 65-65. Available olie at <www.métismuseum.ca/resource.php/03146>. Activatig No. 4 Riel Coutry. Duckworth, Marti, ad Peter Warre, with R.B. Russell School ad École Precieux-Sag. Natioal Film Board of Caada, Motreal, 1996. This program features studets from R.B. Russell Vocatioal School ad Fracophoe studets from École Precieux-Sag workig o a play etitled First Métis, which was preseted at the Festival du Voyageur i a program to hoour the 125th aiversary of Louis Riel's foudig of Maitoba. As they work to produce the play, the studets reveal their cocers about such issues as itolerace, racism, discrimiatio, ad differig values ad beliefs to better uderstad each other's poit of view. As well, they share their experieces about beig part of a multicultural/multiracial society ad touch upo how their miority cultures ca co-exist withi the prevailig societal structure. Iterspersed with scees from the Festival du Voyageur ad Peter Warre s Actio Lie radio show dealig with livig ext door to the fracophoe commuity. Grades 9-12. IRU #7546. Mistress Madeleie. Natioal Film Board of Caada. Bailey, Norma: Producer. Natioal Film Board of Caada, 1986. This story, which is set i Rupert s Lad i 1850, is about Madeleie, the Métis wife of the Hudso s Bay Compay clerk. Although the compay has a moopoly o the fur trade i Caada, the Métis at this time begi tradig with the Americas, who pay them far more for their furs. Madeleie feels loyalty to her brother Joseph, who is kow to trade with the Americas, ad to her husbad, the compay clerk. However, circumstaces force her to choose, ad she returs with her childre to the Métis camp of her brother. Grades 10-12, adult. IRU #7916. Ikwe. Natioal Film Board of Caada. Bailey, Norma. Natioal Film Board of Caada, 1986. A historic drama set i the Caadia Northwest, 1770, about a youg Ojibway girl, Ikwe, who marries a Scottish trader ad the cosequeces that ufold. Grades 7-12, adult. IRU #7362. 2 62 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
The Re-Trial of Louis Riel. Part 2: the Métis. Petrie, Ae, et al. CBC Newsworld, Toroto, 2002. Cotiues the examiatio of the life ad times of Louis Riel. I this program, at the St. Boiface Museum i Wiipeg, a audiece of Métis of all ages ad backgrouds, icludig descedets of Riel, meet i a ope forum with moderator Ae Petrie to discuss the life ad legacy of Riel. This gatherig gives a differet perspective o Riel as a role model, a ispiratio, ad a voice for the Métis ad for their cause to be recogized as a distict people ad culture. It also cosiders the results of the vote take by a studio audiece ad a iteret poll to determie whether Louis Riel was guilty or iocet of the charges of treaso, as a result of the re-eactmet of Riel's trial for treaso o a previous episode. Icludes commets of a umber of forum participats who object to the portrayal of Louis Riel ad of the Métis o the CBC Newsworld series, but who do recogize the importace of audiece exposure to the cotroversial ma who may cosider to be the father of Maitoba. Grades 7-12, adult, professioal developmet. IRU #0624. Activatig Strategy No. 5 Louis Riel: A Comic-Strip Biography. Brow, Chester. Motreal, PQ: Draw ad Quarterly, 2004. IRU 92 Rie 2006. Stories of Our People: A Métis Graphic Novel Athology. Fleury, Norma. Gabriel Dumot Istitute, 2008. ISBN 9780920915868. Acquirig Strategy No. 1 Caada i the Makig. Differet Perspectives: The Seve Oaks Icidet. Teacher Resource. Available olie at <www.caadiaa.org/citm/educatio/lesso9/ lesso9_e.html>. The Battle of Seve Oaks. Barkwell, Lawrece J. Virtual Museum of Métis History ad Culture, Louis Riel Istitute, 2007. Available olie at <www.métismuseum.ca/resource.php/07231>. The Skirmish at Seve Oaks. Pelletier, Joae. Virtual Museum of Métis History ad Culture, Louis Riel Istitute, 1985. Available olie at <www.métismuseum.ca/resource.php/03153>. Statutory Lad Rights of the Maitoba Métis. Sealey, D. Bruce. Maitoba Métis Federatio Press, 1975: 28-30. Falco, Pierre. The Battle of Seve Oaks. (La Chaso de la Greouillère): 28-30. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 63
Acquirig Strategy No. 2 Woma as Cetre ad Symbol i the Emergece of Métis Commuities. Brow, Jeifer S.H. The Caadia Joural of Native Studies, III. 1(1983): 39-46. Available olie at <www.bradou.ca/library/cjs/3.1/brow.pdf>. May Teder Ties: Wome i Fur-Trade Society 1670-1870. Va Kirk, Sylvia. Watso & Dwyer Publishig, 1980, ew format 1999. ISBN 1-896239-51-x Stragers i Blood: Fur Trade Compay Families i Idia Coutry. Brow, Jeifer S.H. Uiversity of British Columbia, 1980. ISBN 0-7748-0251-0. Acquirig Strategy No. 4 A Guide to the Northwest Half-breed Scrip Applicatios Documet Series. Available olie at <http://metisatiodatabase.ualberta.ca/mnc/lear.jsp>. Maitoba scrip. Mori, Gail. Quiti Publicatios, 1996. ISBN 1886560021 The Métis: Our People, Our Story. Doria, Leah, ad Darre R. Préfotaie. The Virtual Museum of Métis History ad Culture, Gabriel Dumot Istitute of Native Studies ad Applied Research, 2003: 72-85. Available olie at <www.metismuseum.ca/resource.php/01260>. Applyig Strategy No. 10 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005, Chapter 5, pp. 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7 Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords. asp>. Geeral Resources The New Peoples: Beig ad Becomig Métis i North America. Peterso, Jacquelie, ad Jeifer S.H. Brow (Eds.) Wiipeg, MB: The Uiversity of Maitoba Press, 1985. IRU 971.00497 N49. 2 64 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Defiig Our Place: Moder Treaties ad Rights by Ted Logbottom
L e a r i G e x p e r i e C e 2. 5 : d e F i i G o u r p L a C e : M o d e r t r e a t i e s a d r i G h t s edurig uderstadigs q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio How have First Natios, Métis, ad Iuit peoples attempted to regai their status as self-determiig atios through lad claims, recogitio of treaty ad Aborigial rights, ad the pursuit of self-govermet? Focus Questios 1. Why is lad importat to First Natios, Métis, ad Iuit peoples? 2. By what methods ad with what results are First Natios, Métis, ad Iuit peoples seekig realizatio of Aborigial ad treaty rights? 3. How has the struggle for self-determiatio by First Natios, Métis, ad Iuit atios bee affected by ladmark court decisios, govermet policies ad iitiatives, ad Idigeous resistace? 4. What are the various types of lad claims? 5. How are lad claims resolved? 6. What does effective self-govermet look like? 7. What are the challeges ad obstacles to self-govermet? C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 67
Backgroud rights: aborigial perspectives Idigeous peoples believe that their (Aborigial) rights are iheret gifts from the Creator. Aborigial rights are collective, ulike the idividual rights that are protected i the Caadia Charter of Rights ad Freedoms. I 1990, Assembly of First Natios Grad Chief Georges Erasmus reaffirmed traditioal beliefs whe he evisioed a relatioship betwee Idigeous ad o-idigeous Caadias based o sharig [of resources], [ad] recogitio, ad affirmatio [of rights]. Whe First Natios siged lad treaties with coloial ad Caadia govermets, they did ot believe they were cedig the lad, but that they were sharig, as had bee doe betwee atios ad all life sice time immemorial. rights: europea perspectives From a Europea perspective, lad rights are based o the Doctrie of Discovery. Idigeous territories were terra ullius (belogig to o oe). Merely by assertig possessio, Europea atios gaied title to First Peoples lads. The Frech ever recogized Aborigial title. After the Coquest, the British gave limited recogitio of Aborigial title through the Royal Proclamatio of 1763. The Idia Act defied certai rights. Treaty ad Aborigial rights were recogized ad affirmed i the Costitutio Act of 1982. I 1986, Ottawa recogized the iheret right of Idigeous peoples to self-govermet. The Supreme Court of Caada defies Aborigial rights as those rights held by Idigeous societies who have historically occupied a particular territory. self-determiatio to depedecy Before the oset of coloizatio, First Natios, Métis, ad Iuit peoples i Caada were self-determiig. After Cofederatio, a official policy of assimilatio implemeted through various meas, such as the Idia Act, stripped away the Idigeous atios ability to preserve their cultures ad istitutios. By the 20th cetury, isolatio (social, ecoomic, ad, i may cases, geographic) was a fact of life for most First Natios, Métis, ad Iuit Caadias. Idigeous peoples were largely ivisible to maistream society. Their cultures were assumed to have disappeared log ago. Visible legacies of the vaished Idigeous past were limited to occasioal public displays of colourful traditios, stereotyped Hollywood films, eatly labelled museum artifacts, ad scholarly foototes i history texts that largely igored the aciet presece of First Peoples o Turtle Islad. 2 68 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
idia act Almost every aspect of First Natios life was ad to a large extet cotiues to be cotrolled by the restrictive provisios of the Idia Act. Various revisios i the act made it difficult for First Natios to challege govermet policies. The 1951 Idia Act removed may of these repressive clauses ad made it easier for First Natios to pursue grievaces agaist the federal govermet, icludig the loss of traditioal territories. Global iflueces/revitalizatio The move to reclaim culture ad to re-establish the vitality of Idigeous atios gaied impetus i the decades followig World War II. Evets o the world stage, icludig the Uited Natios Uiversal Declaratio of Huma Rights i 1948, helped to create a climate for the re-examiatio of the place of First Natios, Métis, ad Iuit peoples i Caadia society. The political revitalizatio of First Natios that followed the itroductio of the 1969 govermet White Paper ushered i a ew era of Idigeous activism. Lad Claims turig poit I 1973, the Supreme Court of Caada, i a ladmark judgmet (the Calder case) cocerig a lad claim by the Nisga a Natio of British Columbia, foud that Aborigial title (to lad) existed i law. Partly i respose to the Calder decisio, the federal govermet established the Office of Native Lad Claims i 1974. Moder Lad Claims I 1975, the first moder comprehesive lad claim settlemet (treaty) was reached i Quebec, whe the James Bay ad Norther Quebec Agreemet (JBNQA) was egotiated betwee the Cree ad Iuit of orther Quebec ad the provicial ad federal govermets. This was the first treaty etered ito by Quebec ad a First Natio. A agreemet with the Naskapi, the Northeaster Quebec Agreemet, became part of the JBNQA i 1978. I 1984, the Cree-Naskapi achieved local selfgovermet through the Cree-Naskapi Act: the first Aborigial self-govermet legislatio i Caada. uavut I 1990, the territory of Nuavut, ecompassig the easter half of the former Northwest Territories, was created, the product of 17 years of egotiatios. The Iuit of Nuavut ow 350,000 square kilometres of lad, icludig mieral rights to over oe-teth of that area. The agreemet also gave the Iuit de facto self-govermet. Although the Nuavut govermet is public, the populatio of the territory is overwhelmigly Iuit. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 69
specific Lad Claims Ulike comprehesive lad claims, which are advaced by atios that have ever etered treaty or other legal agreemets, specific lad claims address ufulfilled treaty or other legal obligatios. I Maitoba (as of 2009), 50 specific claims have bee settled ad 40 more are i egotiatio or uder review. oka I 1990, ear Motreal, a lad dispute that had roots stretchig back to 1717 resulted i the Oka crisis. For 78 days, as a result of itesive media coverage, Caadias across the coutry watched ightly as Kaiekeha (Mohawk) protestors cofroted the army ad the Quebec Provicial Police. The emotioal ad sometimes violet cofrotatio resulted i the death of a police officer ad the stoig of a evacuatio carava of residets, icludig Kaiekeha Elders, wome, ad childre. rcap Partly i respose to the Oka crisis, the federal govermet created the Royal Commissio o Aborigial Peoples (RCAP) i 1991. I the words of the commissioers, the guidig questio of their cosultatios was: What are the foudatios of a fair ad hoourable relatioship betwee the Aborigial ad o- Aborigial people of Caada? (The Report of the Royal Commissio o Aborigial Peoples, A Word From Commissioers ) The commissio s report released i 1996 recommeded a umber of fudametal chages i policies ad procedures regardig lad egotiatios, icludig recogitio of treaties as atio-to atio agreemets ad the federal govermet s legal ad costitutioal duty to egotiate just settlemets. Métis The Métis achieved recogitio as a Aborigial people with rights for the first time i the Costitutio Act of 1982. The Supreme Court of Caada i the Powley case (2003) recogized the Aborigial right of the Métis of Sault Ste. Marie, Otario to harvest game. A similar decisio i Maitoba (Goodo, 2009) recogized Métis harvestig rights i a large area of souther Maitoba. I 2007, a Maitoba court rejected a lad claim brought forward by the Maitoba Metis Federatio. To date (2010), the Métis have ot settled a lad claim with the federal govermet. The Métis remai ladless, except i Alberta where various acts ad a provicial costitutioal amedmet have established a lad base ad self-govermet for the Métis of the eight Alberta Métis settlemets. 2 70 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
provicial ad territorial role Provicial ad territorial govermets play a role i lad claims egotiatios. Tripartite agreemets ivolve Ottawa, a provicial or territorial govermet, ad oe or more Idigeous govermets. Sice Cofederatio, o-status First Natios ad Métis people have come uder provicial or territorial jurisdictio. I 1930, the Natural Resource Trasfer Agreemets gave Maitoba, Saskatchewa, Alberta, ad British Columbia jurisdictio over Crow lads (excludig reserve lads) ad resources, as was already the case i the easter provices. Trasfer of resposibilities from Ottawa to territorial govermets has occurred over several years through a devolutio process. This meas that treaty (First Natios) rights, as well as Aborigial (First Natios, Métis, ad Iuit) rights, are egotiated with both federal ad provicial or territorial govermets. I practice, however, rights are ofte defied through the courts. Provicial govermets also take part i Idigeous self-govermet egotiatios. To date, the model of self-govermet achieved i most cases is aki to muicipal-style govermet. Coclusio First Natios, Métis, ad Iuit peoples cotiue to pursue self-determiatio through the realizatio of treaty ad Aborigial rights, icludig self-govermet, via egotiatio, the courts, ad through protest ad resistace. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. The followig evets are sigificat to First Natios, Métis, ad Iuit peoples as they move to restore their status as self-determiig atios through lad claims ad the pursuit of Aborigial ad treaty rights icludig self-govermet. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 71
Lad Claims Legislatio ad Govermet Iitiatives (Note: See TN 10: Legislatio ad Govermet Iitiatives Affectig Lad Claims, which provides a more extesive, aotated list.) Royal Proclamatio (1763) British North America Act (1867) Idia Act (1876) ad various revisios (1889, 1927, 1951) Office of Native Lad Claims created (1974) Berger Commissio (1977) I All Fairess: A Native Claims Policy (1981) The Costitutio Act (1982) Coolica Report (1985) Federal Policy Revisio (1986) Creatio of Idia Specific Claims Commissio ad Idia Claims Commissio (1991) Gatherig Stregth Caada s Aborigial Actio Pla (1998) Legal Decisios St. Catharie s Millig (1888) Delgamuukw (1997) Calder (1973) Maitoba Metis Federatio (2008) Comprehesive Lad Claim Agreemets James Bay ad Norther Quebec (1975) Northeaster Quebec (1978) Iuvialuit (1984) Gwich i (1992) Sahtu Dee ad Metis (1994) Nuavut (1999) Nisga a (2000) Nuavik (2006) Tsawwasse (2007) 2 72 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Specific Lad Claim Agreemets Maitoba Treaty Lad Etitlemet: Barre Lads Brokehead God s Lake Mathias Colomb Cree Nisichawayasihk Cree (Nelso House) Norway House Northlads Opaskwayak Cree Peguis Rollig River Wuskwi Sipihk Norther Flood Agreemet Norway House (1997) York Factory Cree Natio (1997) Tataskweyak Cree Natio (1999) Nisichawayasihk Cree Natio (2006) Wuskwatim Project Developmet Agreemet resistace Lubico Lake Cree (1988) Oka (1990) Ipperwash (1995) Gustafse Lake (1995) Burt Church (2000) Caledoia (2008) C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 73
rights Legal Decisios Gueri (1984) Simo (1985) Sioui (1990) Sparrow (1990) va der Peet (1996) Marshall (1999) Powley (2003) Mikisew Cree Natio (2005) Goodo (2008) Legislatio ad Govermet Iitiatives British North America Act (1867) Idia Act (1876) Natural Resources Trasfer Agreemet (1930) Federal Fisheries Act (1970) self-govermet/self-determiatio Legislatio ad Govermet Iitiatives Idia Act (1876) ad various revisios First Natios gai right to vote i federal electios (1960) The Costitutio Act (1982) Peer Report (1983) First Miisters Cofereces o Aborigial Rights (1983-97) Cree-Naskapi (1984) Alberta Métis Settlemets Accord (1989) Meech Lake Accord (1990) Charlottetow Accord (1992) 2 74 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Agreemets James Bay ad Norther Quebec Agreemet (1975) Northeaster Quebec (1978) Nuavut (1999) Nisga a (2000) Maifestos Dee Declaratio (1975) how to select Cotet for this Le Teachers may select cotet for this LE from the above list, or may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct a iquiry tto a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. Glossary Appedix E: Glossary defies may of the terms itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies.. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 75
Upo completio of this LE, studets will have ecoutered may or all of the followig terms: Aborigial commo law Aborigial rights Aborigial title alieatio collective rights Commuity of Iterest Govermet Comprehesive Lad Claim Crow lad devolutio Fee simple fiduciary iheret rights ialieable rights Lad Claim atio Natio Model of Aborigial Govermet Norther Flood Agreemet self-determiatio self-govermet Specific Lad Claim Third Order Govermet Treaty Lad Etitlemet Treaty Right urba reserve usufructuary otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the learig experiece, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets read BLM 2.5.1: Word Splash: Self-Determiatio, Moder Treaties, ad Rights. I pairs, studets discuss the terms listed ad record their resposes i their learig logs. 2. Studets read BLM 2.5.2: River Road (from the CD River Road by Logbottom) or liste to a recordig of the sog. Studets discuss the lyrics of the sog ad complete a reflectio joural etry. (Note: See Applyig Strategy No. 1 for a follow-up activity.) 3. Studets read BLM 2.5.4: People ad the Lad, A Reciprocal Relatioship, discuss the questios, ad record their resposes i their learig logs. (Note: See Acquirig Strategy No. 1 for a follow-up activity.) 2 76 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
4. I small groups, studets complete BLM 2.5.4: Map of Treaties ad Comprehesive Lad Claims i Caada. Studets record the fial versios i their learig logs. (Notes: See Glossary for a defiitio of the term Comprehesive Lad Claims. Also, see Applyig Strategy No. 2 for a follow-up activity.) 5. I parters, studets read BLM 2.5.5: Lad Claims, A Laguage Not Our Ow, complete the directios, ad record their resposes i their learig logs. (Note: See Applyig Strategy No. 5 for a follow-up activity.) 6. Studets view oe or more videos about First Natios, Métis, ad Iuit lad claims, such as: Hoour of the Crow, Kaehsatake or Time Immemorial, by the Natioal Film Board Oka or CBC News i Review September 1991, by the Caadia Broadcastig Associatio Where Three Rivers Meet: The Story of Nisichawayasihk Cree Natio or Treaties, produced by Lisa Meeches Studets complete BLM G.7: B-D-A Viewig Worksheet, ad add to their portfolios. 7. Studets egage i a Liste-Thik-Pair-Share strategy (SFAL 6.13) o the questio, What might self-govermet look like for self-determiig First Natios, Métis, ad Iuit peoples? Studets create a wall chart listig the features of FNMI selfgovermet geerated by the class discussio. (Notes: Idigeous political orgaizatios, such as the Assembly of First Natios, advocate a model of selfgovermet with powers ad resposibilities similar to those of provicial or territorial govermets. To date [2009], the model of self-govermet proposed by Ottawa is similar to a muicipal govermet model. See Acquirig Strategy No. 4 for a follow-up activity.) suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets use prit ad electroic resources to research the differet ways that lad is valued by First Natios, Métis, ad Iuit peoples (e.g., ecoomic, cultural, spiritual, educatioal, social, ad political). Studets create a wall chart listig their fidigs. (Note: See Applyig Strategy No. 2 for a follow-up activity.) C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 77
2. With referece to BLM 2.5.6: Comprehesive Lad Claim: Research Guide, studets, workig i small groups, use prit ad electroic resources to research examples of comprehesive lad claim egotiatios/agreemets i Caada. The completed charts are preseted ad posted o the wall. (Notes: Research may iclude the followig ladmark agreemets: 1975 James Bay ad Norther Quebec Agreemet, 1993 Nuavut Agreemet, 1999 Nisga a Settlemet, 2008 Labrador Iuit Lad Claim. If studets choose to do a claim that has ot bee settled, they should idicate the status of the claim. See Applyig Strategies No. 5 ad No. 6 for follow-up activities.) 3. With referece to BLM 2.5.7: Specific Maitoba Lad Claims: Research Guide, studets, workig i small groups, use prit ad electroic resources to research lad claims i Maitoba. The completed charts are preseted ad posted o the wall. (Notes: Because Maitoba First Natios have etered ito treaties with the exceptio of the Dakota First Natios who were deemed by the federal govermet to have o lad rights i Caada but were grated reserves out of [the Quee s] beevolece [The Treaties of Caada with the Idias by Alexader Morris. Prospero Books, 2000, 282] there are o comprehesive lad claims i Maitoba. Specific lad claims i Maitoba iclude Treaty Lad Etitlemets [see Glossary] ad settlemets reached through the Norther Flood Agreemet. The Norther Flood Agreemet siged i 1977 compesated five Maitoba First Natios for the egative impacts of floodig due to hydroelectric projects. The five commuities were: Nelso House [ow Nisichawayasihk Cree Natio]; Split Lake [ow Tataskweyak Cree Natio]; York Factory First Natio; Norway House Cree Natio; ad Cross Lake. See Applyig Strategy No. 7 for a follow-up activity.) 4. Employig a jigsaw strategy ad usig prit ad electroic resources, studets, workig i small groups, research oe of the followig models of self-govermet for First Natios, Métis, ad Iuit peoples. Categories may iclude powers/limitatios (e.g., taxatio, justice, health, educatio, welfare, eviromet, resources), citizeship, membership, beefits, drawbacks, examples (if ay): Commuity of Iterest Govermet Muicipal-Style Govermet Natio Model Public Govermet Third Order Govermet Studets create ad preset their fidigs i a format of their choice (e.g., PowerPoit presetatio, chart, a display cotaiig text ad visuals). (Note: See Applyig Strategy No. 4 for a follow-up activity.) 2 78 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
5. Studets use prit ad electroic resources ad BLM 2.5.8: Alberta Métis Lad Settlemets: Research Guide to research the Alberta Métis Settlemets. Studets record their fidigs i their learig logs. (Notes: Alberta is the oly provice that has egotiated a Métis lad ad self-govermet agreemet. The Métis Settlemets Act [1989] empowers the Métis of the Alberta Settlemets to eact laws cocerig issues icludig lad, resource developmet, ad membership. There are eight Métis Settlemets i Alberta. Each settlemet is govered by a local coucil. As well, the Métis Settlemets Geeral Coucil govers o matters of collective iterest. See Applyig Strategy No. 3 for a follow-up activity.) 6. With referece to BLM 2.5.9: Rights, Lad Claims, ad the Courts: Research Guide, studets, workig i small groups, use prit ad electroic resources to research sigificat legal cases ad court decisios ivolvig treaty rights, Aborigial rights, or lad claims. The completed charts are preseted ad posted o the wall. (Note: You may ivite a legal expert ito the classroom to discuss court cases with the class.) 7. Workig i small groups ad usig prit ad electroic resources, studets complete BLM 2.5.10: Stadig Their Groud Protest ad Resistace: Research Framework. Studets add the completed BLM to their portfolios. (Note: See Applyig Strategy No. 8 for a follow-up activity.) recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 8. Biographies: Studets use prit ad electroic resources to research First Natios, Métis, ad Iuit rights advocates. Studets may choose oe of: Frak Calder, Thomas Berger, Harry Daiels, David Chartrad, Georges Sioui, Mary Richard, Billy Diamod, Mary Two-Axe Early, Yvo Dumot, Roberta Jamieso, Paul Okalik, Patricia Moture, Vera Kirkess, Kim Baird, or a idividual of the studet s choice (i cosultatio with the teacher). Studets may choose to research the followig four idividuals as a group: Joseph Dio, Malcolm Norris, James (Jim) Brady, ad Adria Hope. Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 9 for a follow-up activity.) 9. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalysis Outlie.) 10. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE, ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 13 for a follow-up activity.) C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 79
suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. I River Road (Activatig Strategy No. 1), the artist expresses the strog coectios he feels to his homelad. Studets write ad preset a poem, short story, or sog about a place that is importat to them. 3 Studets add their creatios to their portfolios. 2. Based o their research i Acquirig Strategy No. 1, studets create a visual represetatio of the multiple ways i which lad is valued by First Natios, Métis, ad Iuit peoples. 3 Studets add their represetatios to their portfolios. 3. Based o their scrip iquiry i LE 2.4, their research o: a) lad claims icludig the 2006 Maitoba Metis Federatio Lad Claim (Acquirig Strategy No. 6) ad b) the Alberta Métis Settlemets, studets prepare a list of argumets to support a appeal of Judge Ala MacIes decisio to a higher court. Studets preset their argumets. (Studets may choose to role-play the part of a legal team presetig the case to a appeal court judge.) 3 Studets add their list of argumets to their portfolios. 4. Studets create a hypothetical (ot actual) First Natio, Métis, or Iuit commuity (e.g., a resource-rich commuity, a remote commuity with few resources ad a small populatio, a commuity with a large off-reserve populatio, a commuity with reserve lads located o or adjacet to a urba area, a urba commuity made up of citizes from diverse Aborigial atios, etc.) Based o their research ito self-govermet models, studets match their hypothetical atio with the best model of self-govermet. Studets creatios should iclude sufficiet detail to eable a iformed choice (history of the atio, treaty or o-treaty, culture, presece or o-presece of o-aborigial people, populatio, commuity issues, ecoomy, parterships with idustry or corporatios, trasportatio systems, etc.). Studets create ad preset a report or PowerPoit presetatio explaiig i detail how a particular model of self-govermet would best fit their commuity. 3 Studets add their presetatios to their portfolios. 2 80 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
5. Studets formulate a moder-day (plai laguage documet) comprehesive lad claim/treaty. Studets should cosider the followig poits: Ivolvemet of all parties (federal ad provicial govermets, Idigeous atio, third parties) Issues to be egotiated iclude resources, fiacial beefits, self-govermet ad lad owership ad usage, cotrol of educatio, health, social services, justice, eviromet, maiteace or revitalizatio of culture, laguage, spiritual traditios Studets explai their treaty to the class icludig a questio ad aswer period. 3 Studets add their moder-day treaty to their portfolios. 6. Studets preset their research o Nuavut with a focus o the curret state of the Territory. What are the successes? What are the challeges? Have the Iuit of Nuavut achieved self-determiatio? 3 Studets add their presetatios to their portfolios. 7. Studets create a display based o their research ito Maitoba lad claims to be viewed i a Gallery Walk. Displays may iclude charts, maps, ad/or photographs. The display should address the questio: Has the commuity bee adequately compesated the for the loss or o-receipt of lad? 3 Studets add their presetatios to their portfolios. 8. Based o their research ito acts of resistace, studets create ad preset a PowerPoit or other presetatio icludig text ad images. The presetatio should address the questio: What was wo ad what was lost?. 3 Studets add their presetatios to their portfolios. recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 9. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 8 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 10. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 81
11. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig, plaig, puttig ito actio, or reviewig, reflectig ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 12. Talkig Circle: With referece to Acquirig Strategy No. 7 ad BLM 2.5.10: Stadig Their Groud Protest ad Resistace, studets discuss the pros ad cos of various forms of protest, such as demostratios, sit-is, barricades, etc., from the viewpoit of both Idigeous ad o-idigeous Caadias, ad complete a reflectio joural etry. 13. Witer Couts: Studets create a witer cout (a symbolic, pictorial represetatio) of the evet researched i Acquirig Strategy No. 10, icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the call umber for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 2 River Road. Logbottom. River Road. Logbottom, Ted, ad Greg Prude, 2002. Activatig Strategy No. 4 Natural Resources Caada. Treaties ad Comprehesive Lad Claims i Caada: Map 1 Wester Caada ad Map 2: Easter Caada. Available olie at <www.aic-iac.gc.ca/al/ldc/ccl/pubs/rul/rul-eg.asp>. Activatig Strategy No. 6 Hoour of the Crow. Camero, Bill. Natioal Film Board of Caada, Motreal, 2001. Grades 10-12, adult. IRU #5505 2 82 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Kaehsatake. Natioal Film Board of Caada. Obamsawi, Alais (Producer ad Director). Natioal Film Board of Caada, Motreal, 1993. By documetig the evets that took place i Oka, the Mohawk village of Kaehsatake, ad the Mohawk reserve at the Mercier Bridge i the provice of Quebec, this program, filmed by Alais Obomsawi (herself a Abeaki Idia), presets the armed stadoff betwee the Kaehsatake Mohawk people, the Quebec police, ad the Caadia army. It shows life behid the barricades, places the coflict withi a historical perspective, ad helps oe to uderstad the Mohawk determiatio to protect their lad. Grades 10-12, adult. IRU #7829 Oka. Adrew, Paul, ad Caadia Broadcastig Associatio. CBC Televisio Productio, 1990. Desiged to itroduce viewers to the evets that occurred at Oka, Quebec, durig the summer of 1990, it provides a historical review of Native lad claims goig back to the 18th cetury, details the circumstaces of the coflict, ad icludes reactios of Native groups, politicias, ad ordiary citizes to the crisis, ad the govermet's respose to it. It cocludes with a profile o Jey Jack, a Native woma from Atli, B.C., who, with her iece Lucille, wet to fight alogside the warriors at Oka. Grades 9-12, adult. IRU #5439 CBC News i Review [September 1991]. Nash, Kowlto, ad CBC-TV. Caadia Broadcastig Corporatio, Toroto, 1991. This series itroduces viewers to CBC curret affairs ews programmig by examiig the coup i the Soviet Uio that lasted from August 19, 1991, to August 21, 1991. It also looks at the historical backgroud to the hostilities dividig Yugoslavia today, ad discusses the issues surroudig the James Bay Hydroelectric Power Project. It cocludes with a exploratio of the cocers regardig cigarette advertisig. Grades 7-12. IRU #9353 Treaties. Meeches, Lisa, et al. Meeches Video Productios, Ic., 2003. Grades 9-12, adult. IRU #2652 Time Immemorial. Brody, Hugh, et al. Tamarack Productios ad Natioal Film Board of Caada, 1991. This series is desiged to itroduce viewers to the values ad culture of the Aborigial people. I this program, film director, Hugh Brody, explores the lad claims issue of the Nisga a Idias i British Columbia s Nass Valley. It poits out how the Nisga a people have fought for title over their traditioal lads ad brought the issue before Caada s politicias, ad outlies the origis of the clash as well as the steps that carried the Nisga a case to the Supreme Court of Caada. Grades 10-12, professioal developmet. IRU #5114 C l u s t e r 2 : a p r o f o u d a m b i v a l e c e 2 83
Where Three Rivers Meet: The Story of Nisichawayasihk Cree Natio. Ereberg, Noah, ad Kim Bell. Nisichawayasihk Cree Natio ad Eagle Visio, Eagle Visio, Wiipeg, 2006. Acquirig No. 2 Comprehesive Lad Claims Idia ad Norther Affairs Caada. Available olie at <www.aic-iac.gc.ca/al/ldc/idex-eg.asp>. Acquirig No. 3 Treaty Lad Etitlemet (TLE) I Maitoba. Available olie at <www.aic-iac.gc.ca/ai/mr/r/m-a2005/02693bk-eg.asp>. Claims Status Maps by Provice. Available olie at <www.collectioscaada.gc.ca/webarchives/20071114231241/ http://www.aic-iac.gc.ca/ps/clm/csm_e.html>. Acquirig No. 6 Métis Law Summary 2004. Writte ad Updated by Jea Teillet. Available olie at <www.metisatio.ca/rights/dowload/mls-2004.pdf>. Métis Law Summary 2006. Writte ad Updated by Jea Teillet. Available olie at <www.turtleislad.org/resources/metislaw2006.pdf>. Applyig No. 10 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005, Chapter 5, pp. 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ OurWords.asp>. Geeral Resources Citizes Plus: Aborigial Peoples ad the Caadia State. Cairs, Ala C. UBC Press, 2000. ISBN 0-7748-0767-9. Aborigial Studies 10: Aborigial Perspectives. Kaiai Board of Educatio, Métis Natio of Alberta, Northlad School Divisio, Tribal Chiefs Istitute of Treaty Six. Duval House Publishig, 2004. ISBN 1-55220-603-3. First Natios Profiles: Idia ad Norther Affairs Caada. Available olie at <http://pse5-esd5.aic-iac.gc.ca/fp/mai/ Idex.aspx?lag=eg>. 2 84 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Toward a Just Society by Ted Logbottom
C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d s t u d i e s i u i t Cluster 3: toward a Just society
Educatio by Ted Logbottom
L e a r i g e x p e r i e C e 3. 1 : e d u C a t i o edurig uderstadigs q First Natios, Métis, ad Iuit peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q Uderstadig of ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio How did coloizatio subvert traditioal educatio for First Natios, Métis, ad Iuit peoples, ad how ca its origial purpose to produce iformed, idepedet, cotributig citizes be restored? Focus Questios 1. How did traditioal educatio fuctio? 2. What were the purposes of residetial schools ad what was the impact of residetial schools o First Natios, Métis, ad Iuit peoples the ad ow? What was the impact o Caadia society? 3. How ca educatio meet the eeds of First Natios, Métis, ad Iuit peoples? 4. How ca First Natios, Métis, ad Iuit educatio beefit all Caadias? C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 7
Backgroud traditioal educatio Before the itroductio of Europea-style educatio, First Natios, Métis, ad Iuit childre acquired kowledge, skills, ad values by observig, by listeig, by doig, ad by dreamig. Educatio did ot take place i classrooms at a particular time of the day but was a itegral part of commuity life that occurred where ad as eeded. Educatio meat teachig childre to fuctio withi the commuity ad to prepare for their adult lives as cotributig members of their societies. Adults were role models from whom childre leared practical ecessities as well as respect for traditioal ways ad the laws of relatioship that govered life. The wisdom of Elders was particularly esteemed. Through the retellig of stories, values ad traditios were affirmed. All life was part of a great whole. Humas were related to, iteracted with, ad shared a iter-depedecy with all of ature: plats, aimals, water, stars, rocks, ad the very earth itself. Teachigs were holistic ad addressed all aspects of a child s beig: metal, physical, emotioal, ad spiritual. Traditioal First Natios, Métis, ad Iuit worldviews teach that every child has a gift; ofte this gift is affirmed i a visio. residetial schools Idigeous peoples realized that with the comig of the Europeas life would chage. They made provisios for their youg to be educated i wester ways, i additio to their traditioal educatio, i order to meet the challeges of the ew era. The umbered treaties cotaied clauses that provided for educatio to take place o the reserves. The Métis sought to esure a educatio for their childre through a clause i the Maitoba Act of 1870. After the oset of coloizatio, traditioal educatio was supplated by a system of residetial schools borrowed from a model devised i the Uited States. Origially, the purpose of the schools was the assimilatio of Idigeous peoples ito maistream Caadia society. The theory of Social Darwiism held that civilizatio was hierarchical, with wester Europea cultures at the very top. Primitive societies such as those of First Natios, Métis, ad Iuit peoples were cosidered iferior. The goal of educatio was to civilize Idigeous peoples, who would abado their old ways ad adopt Europea lifestyles ad values. Over time, the purpose of the schools shifted to segregatio ad evetually to itegratio. Uder a agreemet with the federal govermet, residetial schools were admiistered by various churches. Despite treaty promises to establish schools o reserves, childre were ofte take from family ad commuity ad trasported log distaces to a school. Madatory attedace was regulated through federal govermet policy. May Métis childre also atteded the schools as did Iuit childre, begiig i the 1940s. Studets were iculcated with the values of the Christia churches that admiistered the schools. Expressios of traditioal spirituality were forbidde. Childre were ot allowed to speak their ow laguages. The quality of educatio received was low ad isufficiet to eable 3 8 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
most studets to fuctio i maistream society. May childre suffered physical ad sexual abuse. After years of alieatio from their families ad commuities, eforced adoptio of a foreig togue, Europea values, ad habits, former studets ofte foud themselves estraged from their ow families ad commuities. Although some studets beefited from their residetial school experiece, the residetial school experimet was a failure. Most studets received little educatio. They were ot ready to become productive members of Caadia society ad, i fact, their experieces left may ufit to participate meaigfully ad productively i their ow commuities. The legacy of residetial schools icludes both commual ad persoal traumas. The Report of the Royal Commissio o Aborigial Peoples idetifies several problems amog may residetial school survivors, their childre, ad their childre s childre. The list icludes low graduatio ad retetio rates ad loss of self-esteem, idetity, ad other social skills. This iherited dysfuctio is referred to as itergeeratioal impact. Political pressure brought to bear by Idigeous orgaizatios resulted i the closure of residetial schools begiig i the 1960s. Admiistratio of First Natios ad Iuit schools became the resposibility of the federal govermet. Commuity schools were established ad a process of devolutio bega with a gradual trasfer of resposibility for educatio to local authorities. educatio today Today, most First Natios ad Iuit schools are ru by the commuities themselves. Although there have bee successes, problems persist. Curricula that do ot reflect Idigeous values ad visio, a shortage of First Natios ad Iuit educators, high drop-out ad low graduatio rates, ad appropriate fudig are some of the challeges cofrotig commuities. Similar challeges cofrot may Métis studets, most of whom atted schools withi the public system. First Natios, Métis, ad Iuit peoples are ofte ivisible i the curricula of maistream schools. The real history of Idigeous peoples i Caada, their accomplishmets ad cotributios, ad the attempted destructio of their cultures through coloizatio are largely ukow, eve to may Idigeous peoples. The result of this ivisibility is a absece of iformed uderstadig of First Natios, Métis, ad Iuit peoples ad issues i Caadia society. There are umerous cocerted efforts by Idigeous commuities ad leaders to create models of learig that will serve the eeds of learers ad their commuities. Educatio is a crucial compoet i the struggle by First Natios, Métis, ad Iuit peoples to achieve socioecoomic success while preservig their traditios of laguage ad culture. There are success stories of schools ad commuities that have developed the meas to retai ad graduate their studets. Research ad experiece suggest that success depeds o may factors. These iclude: paret ad commuity ivolvemet; effective leadership; relevat curricula; adequate fudig; a wide rage of programs ad supports for studets; focus o academic achievemet ad log-term success; ad the traiig of kowledgeable ad committed educators. Teachers whose educatio ad traiig C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 9
have ofte bee bereft of ay focus o First Natios, Métis, ad Iuit history, cultures, ad issues, eed traiig ad educatio to icrease their cultural competece i order to effectively deliver programs for ad about Idigeous peoples. Effective September 2008, it became madatory for teacher cadidates attedig a Maitoba uiversity to complete at least oe course i Aborigial Studies. The Idigeous populatio of Caada is the fastest growig segmet of Caadia society. By 2017, it is projected that i Maitoba 31 percet of childre uder the age of 15 will be First Natios, Métis, or Iuit (Statistics Caada). These umbers have eormous implicatios for both maistream ad Idigeous societies. Effective public educatio must equip learers with the skills, kowledge, ad attitudes to compete successfully i the labour market as well as to ope the door to postsecodary istitutios. Educatio systems must adapt ad evolve to produce iformed, cofidet citizes, Idigeous ad o-idigeous alike, ready ad able to cotribute to their commuities ad their coutry. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 of LE 1.1. The followig evets are sigificat to the history as well as to the future of educatio for First Natios, Métis, ad Iuit peoples: residetial schools History First Residetial School, Waterhe Idia Residetial School, opes i Maitoba (1890) Ottawa forms partership with churches to ru residetial schools for Idia childre (1892) Istructioal focus shifts from idustrial model (leadig to assimilatio) to teachig simple farm skills (segregatio model) (1910 1920s) Iuit childre begi attedig residetial schools (1940s 1950s) Stadard curricula are itroduced ad the half-day labour program is termiated (1950) Partership betwee church ad govermet eds govermet assumes sole cotrol of residetial schools (1969) Blue Quills School i Alberta is the first school ru by a First Natio (1970) Natioal Idia Brotherhood calls for a ed to federal cotrol of Native schools (1970) RCMP create a task force to ivestigate residetial schools (1994) Last residetial school closes (1998) 3 10 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Legislatio/policy British North America Act makes Idia educatio a federal resposibility (1867) The Idia Act makes Idias wards of the govermet (1876) Departmet of Idia Affairs is created (1889) Policy shifts from assimilatio to segregatio (1910) Attedace at residetial schools becomes madatory for Idia childre ages 7 15 (1920) Policy gradually shifts from segregatio to itegratio (1940s 1970s) Departmet of Idia Affairs ad Norther Developmet (DIAND) assumes maagemet of residetial schools (1969) Devolutio of maagemet from DIAND to commuities (1970s) reports Davi Report recommeds the establishmet of idustrial schools (1879) Bryce Report o health coditios i residetial schools (1907) Hawthor Report documets a 94% drop-out before graduatio (1967) Natioal Review documets a 80% drop-out rate (1988) Caada West Foudatio report documets a 75% drop-out rate (2003) toward Healig ad recociliatio Assembly of First Natios releases its report o residetial schools called Breakig the Silece (1994) Report of Royal Commissio o Aborigial Peoples calls for a iquiry ito the effects of residetial schools o First Natios people (1996) Assembly of First Natios calls for apology, a edowmet fud, laguage revival program, couselig for survivors, ad commuity healig (1997) Miister of Idia Affairs makes a statemet of recociliatio ad aouces the establishmet of a healig fud of $350,000,000.00 (1998) Residetial School settlemet agreemet pays beefits to survivors as compesatio for abuse suffered at residetial schools (2008) Prime Miister Stephe Harper delivers a apology to residetial school survivors (2008) The Truth ad Recociliatio Commissio begis a five-year madate to help heal Aborigial people ad commuities affected by the residetial school experiece ad to brig about a recociliatio betwee Aborigial ad o-aborigial Caadias (2008) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 11
How to select Cotet for this Le Teachers may select cotet for this LE from the above list, or may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct iquiry o a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. glossary Appedix E: Glossary defies may of the terms itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: assimilatio coloializatio experietial learig geocide itergeeratioal impacts oral traditio (stories) residetial schools traditioal pedagogy truth ad recociliatio otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. 3 12 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets braistorm a list of educatioal issues facig First Natios, Métis, ad Iuit peoples ad record their ideas o a classroom chart. (Note: See Acquirig Strategy No. 4 for a follow-up activity.) 2. Usig Rotatioal Graffiti, studets respod to oe or more of the followig statemets: Educatio for ad about First Natios, Métis, ad Iuit peoples affects all Caadias.... almost oe i four of Maitoba s childre aged 0 14 are Aborigial. (Aborigial People i Maitoba, 2007) Effective educatio for First Natios, Métis, ad Iuit studets differs from educatio for other groups. Studets record their ideas o a classroom chart ad complete a reflectio joural etry. (Note: See TN 11: Rotatioal Graffiti.) 2. Studets view a video about residetial schools such as Aborigial Healig by Lisa Meeches or Cruel Lessos by Five Corers Commuicatio ad complete BLM G.7: B-D-A Viewig Worksheet, ad discuss their resposes to the video. Studets complete a reflectio joural etry ad add their viewig worksheets to their portfolios. (Note: See Acquirig Strategy No. 2 for a follow-up activity.) 3. Studets complete BLM 3.1.1: Eulogy for a Truat, record their resposes i their learig logs, ad complete a reflectio joural etry. 4. Studets read BLM 3.1.2: Prime Miister Harper s Residetial Schools Apology ad BLM 3.1.3: Respose to Apology to Residetial School Survivors by Premier Doer, or watch the videotaped speeches. Studets discuss the apologies ad the respod to the followig questios i their learig logs: What specifically did he apologize for? What were the differeces i style ad substace betwee the two speeches? What is the importace of apologizig? The respose to Prime Miister Harper s Apology by Grad Chief Phil Fotaie icluded the followig statemet: The attempts to erase our idetities hurt us deeply but it also hurt all Caadias ad impoverished the character of this atio. I your ow words, how was Caadia society impoverished by the residetial school experimet? Studets complete a reflectio joural etry. C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 13
suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets choose oe or more of optios A, B, or C: A. Usig prit, electroic, ad/or huma resources, studets research cocepts ad practices of traditioal Idigeous educatio. Studets record their fidigs i their learig logs. B. Studets liste to a Elder who has bee ivited to the class to discuss traditioal justice ad customary law. Prior to the visit, studets prepare questios that they might ask. Studets record their ew kowledge i their learig logs. C. Studets participate i a lad-based learig experiece, movig beyod the classroom to lear from someoe kowledgeable about trappig, hutig, fishig, taig, sewig, gatherig ad preparig plats (as food or medicie), caoe or sowshoe costructio, healig, ceremoies, food preparatio ad preservatio, survival, or other lad-based kowledge. Studets record their experieces, thoughts, ad feeligs i their reflectio jourals. (Notes: This Acquirig strategy recurs i all Cluster 3 LEs. It is highly recommeded that this iquiry iclude a learig/teachig experiece ivolvig a Elder. See TN 12: Aborigial Cultural Educatio Cetres for orgaizatios ad idividuals offerig traditioal learig experieces i Maitoba.) 2. Usig prit, electroic, ad/or huma resources, studets research residetial schools i Caada ad complete BLM 3.1.4: Residetial Schools: Research Questios. (Studets may iterview a residetial school survivor or ivite him or her to speak to the class about his or her experiece.) Studets may also visit websites such as Where are the Childre? from Legacy of Hope at <www.wherearethechildre.ca/>. Studets record their fidigs i their learig logs. (Note: This strategy is a prerequisite for Acquirig Strategy No. 3.) 3. Studets visit the site of a former residetial school ad complete BLM 3.1.5: Visitig a Residetial School Site. Studets record their fidigs i their learig logs ad add their visual represetatios to their portfolios. (Notes: BLM 3.1.5: Visitig a Residetial School Site requires studets to complete Before the Visit, Durig the Visit, ad After the Visit sectios. Acquirig Strategy No. 2 is a prerequisite for this strategy. BLM 3.1.6: Residetial School Sites i Maitoba lists possible destiatios. The former Portage la Prairie residetial school will be the site of the Caadia Residetial Schools Museum. May residetial schools have bee tor dow, leavig othig but rubble. A commo feature of residetial school sites is a graveyard of studets who died while attedig.) 3 14 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
4. Usig prit, electroic, audio-visual, ad huma resources, studets research a successful educatio program for First Natios, Métis, ad Iuit studets. Studets may also liste to a experieced educator who has bee ivited to the class to discuss success i Idigeous educatio. Studets compile a list of the compoets of a successful school. Studets record their fidigs i their learig logs. (Notes: May Maitoba schools, such as Childre of the Earth High School, Niji Mahkwa, Southeast Educatio Cetre, ad Argyle Alterative School i Wiipeg, Wapaohk Commuity School i Thompso, ad Peguis Cetral School o the Peguis Reserve have achieved success i the field of Idigeous educatio. The Society for the Advacemet of Excellece i Educatio has published two volumes titled Sharig our Success: Te Case Studies i Aborigial Schoolig ad Sharig our Success: More Case Studies i Aborigial Schoolig that iclude Maitoba examples. The report Aborigial People i Maitoba cotais data (with a emphasis o statistics) o provicial educatio issues. See Acquirig Strategy No. 5 ad Applyig Strategy No. 5 for follow-up strategies.) 5. Through surveys ad iterviews, usig BLM 3.1.7: Researchig a School: Guidelies, studets research educatio for ad about First Natios, Métis, ad Iuit peoples i a school of their choice, icorporatig iformatio from their previous research i Acquirig Strategy No. 4. Studets record their fidigs i their learig logs. (Notes: Acquirig Strategy No. 4 is a prerequisite for this strategy. See BLM G.9: Coductig a Iterview ad/or BLM G.10: Coductig a Survey. Educatio for ad about First Natios, Métis, ad Iuit peoples ecompasses learig ad teachig about Idigeous history, cultures, traditios, ad cotemporary issues for both Idigeous ad o-idigeous learers. See Guidig Priciples. This is a opportuity for studets to coect with a school i aother commuity i Maitoba or Caada or to examie the teachig ad learig for ad about First Natios, Métis, ad Iuit people i the studets home commuity or school.) 6. Studets use prit, electroic, audio-visual, ad/or huma resources to research traditioal story-tellig ad its role i First Natios, Métis, ad Iuit educatio. Studets may view a video such as Assu of Cape Mudge or Dio of the Kehewi. Studets record their fidigs i their learig logs. (Note: It is highly recommeded that this iquiry iclude a learig/teachig experiece ivolvig a Elder/storyteller.) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 15
7. Studets chose oe of the followig to research careers i the field of educatio: A. Studets liste to a educator who has bee ivited ito the class to discuss career opportuities i First Natios, Métis, or Iuit educatio. Studets prepare questios prior to the visit ad record otes i their learig log for future referece. (Note: Ivitig a educator with a First Natios, Métis, or Iuit backgroud would provide a role model for Idigeous studets.) B. Studets complete a educatio practicum i a K-4 classroom. The practicum experiece should iclude: plaig ad preparatio a miimum of five hours observig, iterviewig ad assistig i the classroom or school assessmet meetig with cooperatig teacher report writig C. Studets complete a two-day career exploratio at local uiversities ad/or commuity colleges researchig a career i the field of health, icludig: plaig ad preparatio research usig prit, electroic, ad huma resources (Studets must iterview a istructor or couselor.) report writig (Note: This Acquirig strategy recurs i all Cluster 3 LEs.) recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 8. Biographies: Studets use prit ad electroic resources to research Idigeous leaders i educatio. Studets may choose oe of: Marie Battiste, Gregory Cajete, Vera Kirkess, Myra Laramee, Taiaiake Alfred, Leroy Little Bear, Howard Adams, or a idividual of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 6 for a follow-up strategy.) 9. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 10. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 10 for a follow-up activity.) 3 16 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets preset their practicum/research report. 3 Studets add their reports to their portfolios. 2. I cosultatio with the teacher, studets create a classroom learig experiece that icorporates storytellig ad the traditioal teachig methods of First Natios, Métis, ad Iuit peoples. Studets preset the learig experiece to a classroom of youger childre (K-4) or their peers ad complete a self-evaluatio. 3 Studets add their learig experiece plas ad self-evaluatios to their portfolios. 3. Studets icorporate their research o residetial schools to create a presetatio that may iclude PowerPoit, music, art, poetry, sog, storytellig, ad/or roleplay. Studets preset their creatio to their class. 3 Studets add their presetatio materials to their portfolios. (Note: Studets may wish to ivite their family, survivors of residetial schools, or commuity members to their presetatio.) 4. Studets share what they leared, experieced, ad felt durig the course of their lad-based learig experiece through storytellig. 3 Studets add their storytellig materials to their portfolios. 5. Based o their iquiry ito curret educatio programs, studets desig ad preset a model for a successful school. 3 This may iclude plas or a three-dimesioal scale model of the school buildig. recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 6. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 8 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic, poem, sog, etc. 3 Studets add their presetatios to their portfolios. C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 17
7. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 8. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig; plaig; puttig ito actio; or reviewig, reflectig, ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 9. Talkig Circle: Studets respod to the followig questios: How ca kowledge of the histories, cultures, ad issues of Idigeous peoples beefit all Caadias? 3 Studets complete a reflectio joural etry. 10. Witer Couts: Studets create a witer cout (a symbolic, pictorial represetatio) of the evet researched i Acquirig Strategy No. 10, icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the call umber for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 3 Aborigial Healig. Meeches, Lisa. Meeches Video Productios, Ic., 2004. A televisio documetary series desiged to itroduce viewers to issues of cocer to Aborigial people. Through archival footage, arratio, ad iterviews, this program reveals the tragic impact of the residetial school system upo the Aborigial people who were subjected to it ad upo their families, the maer i which healig bega with the church s ackowledgemet of their role i the destructio of a culture, ad the work of the Aborigial Healig Foudatio to esure that survivors stories are told. It also explais that i 1998 the federal govermet issued a statemet of recociliatio, that i 2001 a federal departmet kow as Idia Residetial Schools Resolutio Caada was established to deal with all issues surroudig residetial schools, ad that the AHF was created to disperse fuds to be spet o projects ad programs for survivors ad their families dealig with issues of sexual ad physical abuse from the residetial schools. The program also raises questios about the future of the Aborigial 3 18 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Healig Foudatio ad its work. Icludes iterviews with residetial school survivors, Phil Fotaie, Natioal Chief Assembly of First Natios, Mike DeGage, Executive Director of the Aborigial Healig Foudatio, ad Shaw Tupper, Director-Geeral of Idia Residetial Schools Resolutio Caada. Grades 9-12, adult, professioal developmet. IRU #3075 Cruel Lessos. Abraham, Gilbert, et al. Five Corers Commuicatio with Visio TV ad Pretice Hall, 1999. This series is desiged to persoalize history for youg people by sharig the experieces of people who lived through the evets ad treds of the twetieth cetury. The persoal recollectios are iterspersed with archival footage to give viewers multiple perspectives o Caadia historical issues ad evets. It presets iterestig stories of seiors who were witesses whe history was beig made. I this program Native seiors, two me ad two wome, remember the dark ad paiful world of residetial schools. Assiged umbers, forbidde to speak i their ow laguage, ad costatly told that their culture was iferior, their life stories are a harrowig accout of physical, emotioal, ad, i some cases, sexual abuse. Their school days outlie the tragic huma experieces that uderlie the cultural itegrity ad abuse ad discrimiatio issues curretly uder ivestigatio i the press, society, govermet, ad the courts. Three of the Natives are Maitobas. Grades 7 ad up, adult. IRU #D-5600 Healig the Missio School Sydrome. Kelowa, BC: Filmwest Associates, 1994. From the 1920s to the early 1980s Native childre atteded missio schools ad resideces to pursue their educatio. Through archival footage, documetary, ad iterviews, this program reveals the tragic impact of the residetial school system ad the efforts ow beig made aroud the Yuko to help Native idividuals ad commuities heal from the damage wrought by the missio school sydrome. Adult, professioal developmet. IRU #4879 Our Spirits Are Very Strog. Kelowa, BC: Filmwest Associates, 2001. Filmwest Associates, 2400 Hayma road, Kelowa, B.C. V1Z 1Z8, Phoe (250) 769-3399. Email: ifo@filmwest.com. Missio schools had a profoud impact o geeratios of First Natio People. Their ripple effects cotiue today. This program documets ad celebrates the healig joureys of three wome who are workig i their commuities to promote welless. While the experiece of trauma bega their lifelog healig joureys, they ot oly survived, they became stroger. Their cotributios today flow from the heart of their healig. (Note: The above film looks at Restorative Justice from the victim s viewpoit ad may weakesses are discussed. This is a film for adults.) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 19
Activatig Strategy No. 3 Eulogy to a Truat, 1966. Joae Bealy. Available olie at <www.cahootsmagazie.com/idex.php?optio=com_ cotet&task=view&id=182>. Activatig Strategy No. 4 Text of Prime Miister Stephe Harper's residetial schools apology. CTV News. Available olie at <www.ctv.ca/servlet/articlenews/story/ctvnews/ 20080611/ harper_text_080611/20080611/> Apology by Premier Gary Doer to Residetial School Survivors. NDP Caucus. Available olie at <http://dpcaucus.mb.ca/ewcaucus/ewspopup.php? articlepageid=315&frech=>. Statemet of Apology. INAC. Liks to videotaped speeches of Prime Miister Stephe Harper s Apology to Residetial Schools Survivors ad the resposes. Available olie at <www.aic-iac.gc.ca/ai/rqpi/ apo/idex-eg.asp>. Acquirig Strategy No. 2 Where are the Childre website from Legacy of Hope. Available olie at <www.wherearethechildre.ca/>. Historic Trauma ad Aborigial Healig. Available olie at <www.ahf.ca/pages/dowload/28_41>. Métis History ad Experiece ad Residetial Schools i Caada. Available olie at <www.ahf.ca/pages/dowload/28_36>. Acquirig Strategy No. 4 Sharig Our Success: Te Case Studies i Aborigial Schoolig. Bell, David. Kelowa, BC: Society for the Advacemet of Excellece i Educatio, 2004. IRU 371.82997071 B44. Sharig Our Success: More Case Studies i Aborigial Schoolig. Fulford, George. Kelowa, BC: Society for the Advacemet of Excellece i Educatio, 2007. IRU 371.82997071 F84. 3 20 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Acquirig Strategy No. 5 Assu of Cape Mudge. Thiele, Noree. Victoria, BC: Chiaro Productios Ic. ad Movig Images Distributio, 2005. Grades 6-12, adult. IRU Dio of the Kehewi. Thiele, Noree. Victoria, BC: Chiaro Productios Ic. ad Movig Images Distributio, 2004. This series itroduces viewers to six First Natios families through the oral traditio of storytellig. Grades 6-12, adult. IRU First Scietists. Trujillo, Raoul. Discovery Chael ad Magic Later Commuicatios Ltd., 2003. Desiged to help viewers uderstad the cotributios of traditioal First Natios kowledge to the world of moder-day sciece. Examies the social, cultural, ad historic factors that have led to achievemets i such disciplies as astroomy, ecology, egieerig, artificial itelligece ad medicie, ad details how chages that are ow occurrig i wester sciece ca be traced back to kowledge first acquired by Native peoples. Grades 9-12, adult, professioal developmet. IRU #3622 Restorig the Sacred. Meeches, Lisa. Meeches Video Productios, Ic., 2005. Restorig the Sacred is a program preseted by Ka Ni Kaichihk i Wiipeg. DVD tracks are i Eglish ad Ojibway laguages. Grades 7-12, adult. IRU #D-10707 Acquirig Strategy No. 10 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005, Chapter 5, pp. 104 109; Appedix 18: Choosig a Service Learig Project; Appedix 19: Makig It Happe; ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords. asp>. C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 21
Geeral Resources Aborigial People i Maitoba (icludes 2006 stats plus backgroud/aalysis). Service Caada. Prepared by Bruce Hallett of Service Caada, with research assistace from Nacy Thorto. Available olie at <www.gov.mb.ca/aa/pdf/apm2006.pdf>. Aborigial People i Maitoba. Hallett, Bruce, ad Maitoba: Aborigial ad Norther Affairs. Caada: Maitoba, 2006. IRU 971.2700497 A26. 3 22 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Health: Livig i Balace by Ted Logbottom
L e a r i g e x p e r i e C e 3. 2 : H e a L t H : L i v i g i B a L a C e edurig uderstadigs q First Natios, Métis, ad Iuit peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig of ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio How did coloizatio subvert traditioal health practices for First Natios, Métis, ad Iuit peoples ad how ca its origial purpose to produce healthy idividuals ad commuities be restored? Focus Questios 1. What are traditioal holistic health practices of First Natios, Métis, ad Iuit peoples? 2. How have health strategies/models/practices for First Natios, Métis, ad Iuit peoples evolved over time? 3. What are the health issues affectig First Natios, Métis, ad Iuit peoples today? 4. How ca wester ad traditioal Idigeous practices complemet each other to create healthy Idigeous idividuals ad commuities? C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 25
Backgroud dis-ease Coloizatio created dis-ease* i the peoples ad the atios across Turtle Islad by attackig ad devaluig the structures of Idigeous societies. To a great extet, First Natios, Métis, ad Iuit peoples are still strugglig to rid themselves of the virulet effects of coloizatio. The process of decoloizatio ad the struggle for self-determiatio by Idigeous atios are, i fact, healig strategies. First Natios, Métis, ad Iuit cocepts of health ad healig start from the positio that all the elemets of life ad livig are iterdepedet. By extesio, well-beig flows from balace ad harmoy amog all elemets of persoal ad collective life. (RCAP) traditioal Healig Prior to the arrival of Europeas o Turtle Islad, First Natios ad Iuit peoples lived withi a holistic social structure that urtured ad supported spiritual, metal, ad physical health. Health was a balace of these elemets. Whe the health of a idividual was out of balace, traditioal healers might employ various meas to effect a cure, ragig from herbal medicies ad splits to treat physical ailmets to cures that ivolved healig the spirit. Coloizatio I the post-cotact era, may of the traditios of healig were lost or wet udergroud ; Idigeous healers were regarded with suspicio ad skepticism ad their practices labelled as superstitio. Idigeous peoples tured to wester medicie. The medicie chest clause, which was icluded i Treaty No. 6, sigaled that First Natios people valued wester medicie ad realized its importace to the health of reserve commuities. Idigeous peoples did ot abado traditioal healig. Traditioal practice survived i may commuities ad people availed themselves of both wester ad traditioal medicie. The legacies of coloizatio poverty, despair, family breakdow, loss of traditioal kowledge, poisoed commuities, violece, malutritio, iadequate housig, racism that cotiue to ifect First Natios, Métis, ad Iuit peoples ad commuities are symptoms of the imbalace ad disharmoy that defie ill health. * see appedix e. 3 26 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Fidig Balace First Natios, Métis, ad Iuit commuities cotiue to employ both traditios to combat scourges ragig from diabetes to substace ad alcohol abuse to family violece ad suicide. However, these afflictios are symptoms of social ad spiritual illess that will ot be cured util the health of Idigeous societies is restored. For a perso to be healthy [he or she] must be adequately fed, be educated, have access to medical facilities, have access to spiritual comfort, live i a warm ad comfortable house with clea water ad safe sewage disposal, be secure i cultural idetity, have a opportuity to excel i a meaigful edeavour, ad so o. These are ot separate eeds; they are all aspects of a whole. (Dogrib Treaty 11 Coucil, Brief to the Commissio by Hery Zoe) To achieve the coditios for health listed i Mr. Zoe s brief to the Royal Commissio o Aborigial Peoples, cotrol over all aspects of social ad idividual health must devolve from outside to commuity cotrol. The process of commuitybased health is well uderway. The process of devolutio ad the emergece of Idigeous health care practitioers ad researchers have sigaled a shift i health care delivery ad research, oe that will gai impetus as the umbers of Idigeous health professioals ad workers cotiues to icrease. Most crucially, the socio-ecoomic status of Idigeous Caadias must improve, a process that will ecessitate fudametal chages to the ecoomic ad political ladscape of Caada ad that ca oly be realized through Idigeous selfdetermiatio. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. The followig evets are sigificat to the history as well as to the future of health care for First Natios, Métis, ad Iuit peoples: History Epidemics as a result of the itroductio of Europea diseases decimate Aborigial populatios (16th 19th ceturies) Idia Act bas traditioal ceremoies (1884, 1895) Adoptio Scoop begis (1960 1980) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 27
toward Healig ad recociliatio First Natios egotiate Medicie Chest Clause i Treaty 6 (1876) First o-reserve ursig statio opes i Fisher River, Maitoba (1930) Federal Idia Health Policy based o three pillars (1979): Commuity, socio-ecoomic, cultural ad spiritual developmet Cotiuig special resposibility of federal govermet for health of First Natios ad Iuit people Cotributios of all elemets of Caadia health system Some First Natios commuities gai cotrol over health services (1955 1981) Report of the Advisory Commissio o Idia ad Iuit Health Cosultatio recommeds Idia ad Iuit commuity cotrol of health care (1980) Alberta Idia Health Commissio (AIHCC) is established (1981) Aishawbe Health Toroto based o Medicie Wheel priciples provides services to off-reserve, o-status, ad Métis people i Toroto (1988) Federal govermet tests commuity cotrol of health services through Commuity Health Demostratio Program (1986 1987) Sechelt Idia Bad first First Natio commuity to assume cotrol of health services Health trasfers from federal to commuity base begis (1987) Dr. Staley Vollat, of the Motagais commuity of Betsiamites, the first Aborigial physicia to become Presidet of the Quebec Medical Associatio ad board member of the Caadia Medical Associatio (2001) How to select Cotet for this Le Teachers may select cotet for this LE from the above list, or may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct a iquiry o a particular evet or developmet small groups may study a selected topic ad share their learig i the cotext of a cooperative project 3 28 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
glossary Appedix E: Glossary defies may of the terms itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: bi-cultural buildig capacity dis-ease whole health otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the learig experiece, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets braistorm a list of health issues facig First Natios, Métis, ad Iuit peoples ad record their ideas o a classroom chart. 2. Usig Rotatioal Graffiti, studets respod to oe or more of the followig statemets: [First Natios, Métis, ad Iuit peoples] are tryig to brig balace ad vitality to body, mid, emotios, ad spirit as eds i themselves ad precoditios for balace ad vitality i their societies. I short, they are lookig for whole health. (RCAP, Highlights, Gatherig Stregth) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 29
Whole health, i the full sese of the term, does ot deped primarily o the mode of operatio of health ad healig services importat as they are. Whole health depeds as much or more o the desig of the political ad ecoomic systems that orgaize relatios of power ad productivity i Caadia society. (RCAP, Vol. 4:315) The itergeeratioal effects of the residetial schools, high rates of alcoholism, suicide, the loss of laguage, low self-esteem ad pride, the breakdow of families, the loss of paretig skills, depedecy o others ad the loss of iitiative, cotiue to plague may Aborigial idividuals ad commuities (Furiss, 1992: 31). (Proulx, Craig. Reclaimig Aborigial Justice, Idetity, ad Commuity, 13.) Studets record their ideas o a classroom chart ad complete a reflectio joural etry. (Note: See TN 11: Rotatioal Graffiti.) 3. Studets view a video such as: Richard Cardial, Cry from a Diary of a Métis Child by the Natioal Film Board of Caada i Voices of Experiece, Voices of Chage; David with F.A.S. by NFB; or The Gift of Diabetes by Bria Whitford, ad complete BLM G.7: B-D-A Viewig Worksheet ad a reflectio joural etry. suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets choose oe or more of optios A, B, or C. A. Usig prit, electroic, ad/or huma resources, studets research cocepts ad practices of traditioal Idigeous health, healig, ad medicie. Studets record their fidigs i their learig logs. B. Studets liste to a Elder who has bee ivited to the class to discuss traditioal justice ad customary law. Prior to the visit, studets prepare questios that they might ask. Studets record their ew kowledge i their learig logs. C. Studets participate i a lad-based LE, movig beyod the classroom to lear from someoe kowledgeable about trappig, hutig, fishig, taig, sewig, gatherig ad preparig plats (as food or medicie), caoe or sowshoe costructio, healig, ceremoies, food preparatio ad preservatio, survival, or other lad-based kowledge. Studets record their experieces, thoughts, ad feeligs i their reflectio jourals. (Notes: This Acquirig strategy recurs i all Cluster 3 LEs. It is highly recommeded that this iquiry iclude a learig/teachig experiece ivolvig a Elder. See TN 12: Aborigial Cultural Educatio Cetres for orgaizatios ad idividuals offerig traditioal learig experieces i Maitoba.) 3 30 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
2. A. I small groups, studets explore the cocepts of dis-ease ad health for First Natios, Métis, ad Iuit peoples by completig BLM 3.2.1: Stuck-O Cocept Maps usig BLM 3.2.2: Dis-ease: Word Splash ad BLM 3.2.3: Health: Word Splash. Groups preset their completed cocept maps to the class icludig time for discussio. The class creates (or chooses from the group-created cocept maps) fial cocept maps for both Dis-ease ad Health based o the presetatios ad discussios. These two maps are posted i the classroom. B. I their groups, studets prepare for a presetatio o the topic Movig from Dis-ease to Health by researchig key cocepts idetified i Part A. Studets record their fidigs i their learig logs. (Notes: Dis-ease i this cotext represets the absece of health. See Applyig Strategies No. 2 ad No. 4. for follow-up activities.) 3. Studets iterview commuity members to acquire a collectio of recipes based o traditioal game, fish, fruit, ad plats. Studets compile their recipes i their learig logs. 4. Studets choose oe of the followig to research careers i Idigeous health care: A. Studets liste to a local Idigeous health care professioal who has bee ivited ito the class to discuss career opportuities i First Natios, Métis, or Iuit health care. Studets prepare questios prior to the visit ad record otes i their learig log for future referece. B. Studets complete a two- or three-day health care practicum icludig: plaig ad preparatio a miimum of five hours observig, iterviewig, ad assistig i the commuity assessmet meetig with a cooperatig health practitioer report writig C. Studets complete a two-day career exploratio at local uiversities ad/or commuity colleges researchig a career i the field of health, icludig: plaig ad preparatio research usig prit, electroic, ad huma resources (Studets must iterview a istructor or couselor.) report writig (Note: This Acquirig Strategy recurs i all Cluster 3 LEs.) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 31
recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 5. Biographies: Studets use prit ad electroic resources to research Idigeous leaders i the health care field. Studets may choose oe of: Dr. Jeff Readig, Dr. Joseph Couture, Dr. Staley Vollat, or a idividual of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 6 for follow-up activity.) 6. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalysis Outlie.) 7. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 10 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets compile the iformatio ad their assigmet from the practicum or research field trip ad prepare a presetatio. Studets preset their field trip presetatio to their families, classroom, or youger classes. 3 Studets add their presetatio materials to their portfolios. 2. Studets icorporate their research o Movig from Dis-ease to Health ito a presetatio that may iclude PowerPoit, music, art, poetry, sog, storytellig, or role-play. Studets preset their iterpretatio of health issues to their class or commuity members. 3 Studets add their presetatio materials to their portfolios. 3. Usig the cocept maps created by the class ad their research, studets create ad preset a model of whole health for First Natios, Métis, ad Iuit commuities ad idividuals based o the medicie wheel. 3 Studets add their medicie wheel to their portfolios. 4. Studets desig a bi-cultural (drawig from both wester ad Idigeous traditios) model of health care delivery for First Natios, Métis, ad Iuit idividuals. Studets preset this model as a report icludig illustratios, diagrams, ad/or posters. 3 Studets add their presetatio materials to their portfolios. 3 32 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
5. Based o their research ito utritio ad traditioal practices of First Natios, Métis, ad Iuit people, studets create ad publish a cookbook. 3 Studets add a copy of their cookbook to their portfolios. recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 6. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 5 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 7. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 8. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig, plaig, puttig ito actio, or reviewig, reflectig, ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 9. Talkig Circle: Studets discuss the statemet, The socio-ecoomic status of Idigeous Caadias is the largest factor that must be addressed to improve the health of First Natios, Métis, ad Iuit peoples. 3 Studets complete a reflectio joural etry. 10. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 7 icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 33
suggested resources (Note: The IRU umber followig descriptios of the resources refers to the Call Number for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 2 Reclaimig Aborigial Justice, Idetity, ad Commuity. Proulx, Craig. Purich Publishig Ltd., Saskatoo, 2003. Activatig Strategy No. 3 Voices of Experiece, Voices for Chage. Part 1. Natioal Film Board of Caada. Natioal Film Board of Caada, 1993. Cotets: The Ballad of Crowfoot (11 mi.) Richard Cardial: Cry from a Diary of a Métis Child (30 mi.) A Iterview with Alais Obomsawi (8 mi.) Excerpts from Foster child (14 mi.) Speak White (7 mi.) Of Lives Uprooted (14 mi.). Series desiged for studets to see o-fictio films as costructios, to help them to distiguish betwee truth ad fictio, subjectivity ad objectivity, ad to raise questios about geder, class, race, violece, poit of view, ad the relatioship betwee drama ad documetary. This program presets people o the margis of society whose perceptios ad experieces challege the maistream media portrayal of their situatios. Program oe presets the opeig of the Caadia West from the poit of view of the Aborigial people. Program two is about the suicide of a Métis boy who was placed i 28 foster homes. I program three, filmmaker Alais Obomsawi, cosiders the importace of documetary i presetig the viewpoits of those seldom heard i the media. Program four presets director Gil Cardial, who uses his ow story to help i the uderstadig of the experieces of Aborigial people with the child welfare system. I program five, Quebec poet Michele Lalode presets a poem about power ad oppressio. Program six features the drawigs ad voices of Cetral America refugee childre who describe their flight from war-tor lads. Grades 10-12. IRU #7921 The Gift of Diabetes. Whitford, Bria. Natioal Film Board of Caada, Motreal, 2005. Filmmaker Bria Whitford is a Ojibway who lives with the pai of advaced diabetes. As his health worseed, his iterest i his ow culture grew. This documetary follows Bria s struggle to regai his health by learig about the medicie wheel, a holistic tool grouded i Aborigial uderstadig of the itercoectedess of all dimesios of life. It also explores the historical trauma of coloizatio ad how it cotiues to affect Aborigial people s psychological ad physical well-beig. By comig to terms with these circumstaces ad his ow troubled past, he moves forward to a healthier ad more peaceful way of life. Grades 10-12, adult, professioal developmet. IRU #D-10860 3 34 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Native AIDS. Caadia Broadcastig Corporatio. CBC, Wiipeg, 199?. This film explores the reasos why youg Natives who come from reserves to Wiipeg are at high risk for cotractig the AIDS virus ad brigig it back to the reserves o their retur. This program profiles Corad, a youg Native ma from Grad Rapids who came to Wiipeg. It poits out the eed for AIDS prevetio programs i the Native commuity ad icludes iterviews with Native leaders, public health officials, ad others who share their cocer about the spread of the AIDS virus. Grades 10-12, adult, professioal developmet. IRU #7105 Toxic Homes. Lisa Meeches. Meeches Video Productios, Ic., 2006. Grades 9-12, adult. IRU #D-10703 Water Uder Fire: A Natioal Perspective. McDoald, Bob. Gallat Productios ad Filmwest Associates, 2005. A seve-part documetary that explores the sciece ad policy issues facig Caada's freshwater resources i the 21st cetury. I this episode, we review cocers raised i the previous six programs. We also see a umber of places across the coutry where water improvemet projects ad research are takig place. Features iclude a idividual chapter meu. Grades 9-12, adult. IRU #D-10360 Activatig Strategy No. 4 The Issues Collectio: Native Voices. Aheakew, Freda, Breda Gardipy, ad Barbara Lafod (Ed.). History Lesso. Armstrog, Jeaette. McGraw-Hill Ryerso Ltd., Toroto, 1993: 105-106. Acquirig Strategy No. 2 Highlights from The Report o the Royal Commissio o Aborigial People Gatherig Stregth The Urget Need for Whole Health Available olie at <www.aic-iac.gc.ca/ap/pubs/rpt/rpt-eg.asp#chp5>. Acquirig Strategy No. 3 Service Caada, Aborigial People i Maitoba (icludes 2006 stats plus backgroud/aalysis). Prepared by Bruce Hallett of Service Caada, with research assistace from Nacy Thorto. Available olie at <www.gov.mb.ca/aa/pdf/apm2006.pdf>. Aborigial People i Maitoba. Hallet, Bruce, ad Maitoba Aborigial ad Norther Affairs. Caada: Maitoba, 2006. IRU 971.2700497 A26 C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 35
Geeral Resources Natioal Aborigial Health Orgaizatio. Available olie at <www.aho.ca/eglish/>. 3 36 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Justice by Ted Logbottom
L e a r i g e x p e r i e C e 3. 3 : J u s t i C e edurig uderstadigs q First Natios, Métis, ad Iuit peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig of ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio What is the coectio betwee coloialism ad the legal issues facig First Natios, Métis, ad Iuit peoples? Focus Questios 1. How has the role of justice practices for First Natios, Métis, ad Iuit peoples evolved over time? 2. What are the legal system issues affectig First Natios, Métis, ad Iuit peoples today? 3. What are traditioal Aborigial justice practices? 4. What is restorative justice ad how is it beig icorporated ito the legal system to help idividuals ad commuities today? C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 39
Backgroud Recetly a Aishaaabe leader commeted there is o justice for Aborigial people i Caada.... (Royal Commissio o Aborigial People) traditioal Justice Pre-cotact, the First Natios ad Iuit peoples of Turtle Islad practised a form of justice that developed as a atural part of their belief i a holistic lifestyle. The Elders taught by example that each member of the commuity was resposible for his or her ow behaviour. If a commo law was broke, so was a sacred trust with the Creator ad the commuity worked together to restore the balace. Misbehaviour was quickly poited out ad if it cotiued, the exteded family might be approached to speak to the idividual. Humour might be used i the form of a ame created as a remider of the behaviour. I more serious circumstaces, the commuity would meet i a talkig circle that would allow everyoe a equal opportuity to voice their feeligs ad recocile the situatio. If required, cosequeces were put i place that would resolve the cocers that had bee raised. More serious issues might result i the idividual beig exiled from the commuity or eve death. Coloizatio ad the Cosequeces With the arrival of the Europeas ad their attempts to assimilate ad the segregate the Idigeous people, the First Natios peoples lost their voice. The restrictios of the Idia Act, the isolatio of the reserves, ad the destructio of their laguage, family structure, ad digity brought about by the residetial schools were further itesified by laws which prohibited First Natios people from meetig to discuss issues, from hirig lawyers to represet them i court, ad from votig. At every tur, a road block appeared. Eve with these restrictios ad laws, the represetatio of Idigeous people i the justice system remaied lower tha their represetatio i society util the 1940s whe a huge spike occurred. I his address to a Elders-Policy Makers-Academics Costituecy Group Meetig i 1997, Justice Murray Siclair examies that spike that appeared i the statistical records. Justice Siclair s explaatio for the sudde icrease i umbers is the itergeeratioal impact of residetial schools upo Idigeous families ad commuities. By the 1940s, there had bee multiple geeratios of Idigeous Caadias who had atteded the schools ad suffered the effects of forced assimilatio ad the loss of culture that were the iteded outcomes of the schools. By the third or fourth geeratio, there were o more Elders, gradparets, or kowledge keepers to teach ad urture residetial school survivors. 3 40 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
I 1996, the Report of the Royal Commissio o Aborigial People reported that: I Maitoba, the over-represetatio of Aborigial people occurs at virtually every step of the judicial process, from chargig to setecig. More tha half of the imates jailed are Aborigial Aborigial accused are more likely to be deied bail Aborigial people sped more time i pre-trial detetio tha do o- Aborigial people Accused Aborigials are more likely to be charged with multiple offeces tha are accused o-aborigial Lawyers sped less time with their Aborigial cliets tha with o-aborigial cliets Aborigial offeders are more tha twice as likely as o-aborigial people to be icarcerated a Look to the Future As i the areas of educatio ad health, it is ecessary for federal ad provicial jurisdictios to take resposibility for the obligatios agreed upo i the past. This must be doe with a sese of goodwill ad respect, ad it must icorporate selfgovermet ad a recogitio of the value of traditioal Idigeous commo law. Witer Couts I the Acquirig ad Applyig Strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. The followig evets are sigificat to the history as well as to the future of justice for First Natios, Métis, ad Iuit peoples: History Developmet of Métis law based o fur brigade practices ad the buffalo hut St. Lauret (1870) see Alexader Ross Legislatio/policy Arrival of North West Mouted Police i the West (1874) Idia Act of 1876 plus amedmets C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 41
toward Healig ad recociliatio Hollow Water Restorative Justice (1980s) Aborigial Justice Iquiry (1988) Miscarriages of Justice Executio of Louis Riel ad First Natios leaders after North West Resistace (1885) Hele Betty Osbore (1971) Doald Marshall Case (1971) J.J. Harper (1988) How to select Cotet for this Le Teachers may select cotet for this LE from the above list, or may begi with a curret issue or evet. Based upo studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: the etire class may focus o a study of the same developmet or evet groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher idividual studets may coduct iquiry o a particular evet or developmet small groups may study a selected topic ad share their learigs i the cotext of a cooperative project glossary Appedix E: Glossary defies may of the terms itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: adversarial circle justice restitutio restoratio setecig circle 3 42 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets braistorm a list of challeges facig First Natios, Métis, ad Iuit people ad commuities i the justice system ad create a classroom chart. (Note: See Acquirig Strategy No. 2 for a follow-up strategy.) 2. Usig Rotatioal Graffiti, studets respod to oe or more of the followig statemets: Aborigial people did ot always kill themselves at a high rate. Aborigial me did ot always abuse their wome ad their childre. Aborigial people did ot always represet 70% of the jail populatios of our provices. Aborigial people lived a relatively stable life at log poits i our history ad very recetly. The reality, i my view, is that for most Aborigial people, crimiality is ofte a forced state of existece. Crimiality is ofte a direct result of their iability to fuctio as idividuals, as huma beigs i society. May Aborigial me who stop a life of crime tell us the aswer for them was whe they leared about their culture, ad where did they lear about their culture? The first time they leared about their culture was whe they were i jail. It s a terrible thig to say, that you ca go to jail to lear about who you are ad fid your solutio there. If that s the oly thig to stop him from livig a life of crime, the could t we fid a way of doig that outside of jail? Studets record their ideas o a classroom chart ad complete a reflectio joural etry. (Note: See TN 11: Rotatioal Graffiti.) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 43
3. Studets view ad discuss a video focusig o issues for Aborigial justice such as CBC News i Review: October 1991 by CBC, Two Worlds Collidig by NFB, or Cowboys ad Idias by Harper Productios. The, they complete BLM G.7: B-D-A Viewig Worksheet. Studets add ay ew issues to the classroom chart (Activatig Strategy No. 1) if they have completed that strategy, or create a ew chart ad add their sheets to their portfolios. (Notes: See Suggested Resources for video optios. See Acquirig Strategy No. 2 ad Acquirig Strategy No. 3 for a follow-up strategy.) 4. Studets view a video such as Gag Aftermath by Bearpaw Media Productio or Log Road, Full Circle by Meeches Video Productios ad complete BLM G.7: B-D-A Viewig Worksheet, with a focus o Aborigial gags ad supports for those attemptig to leave the gags. Studets add their worksheets to their portfolios ad complete a reflectio joural etry. (Notes: See Suggested Resources for video optios. See Acquirig Strategies No. 2 ad No. 3 for followup activities.) suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets chose oe or more of A, B, or C. A. Usig prit, electroic, ad/or huma resources, studets research cocepts ad processes of traditioal Idigeous justice ad customary law (Aborigial commo law). Studets record their fidigs i their learig logs. B. Studets liste to a Elder who has bee ivited to the class to discuss traditioal justice ad customary law. Prior to the visit, studets prepare questios that they might ask. Studets record their ew kowledge i their learig logs. C. Studets participate i a lad-based learig experiece, movig beyod the classroom to lear from someoe kowledgeable about trappig, hutig, fishig, taig, sewig, gatherig ad preparig plats (as food or medicie), caoe or sowshoe costructio, healig, ceremoies, food preparatio ad preservatio, survival, or other lad-based kowledge. Studets record their experieces, thoughts ad feeligs i their reflectio jourals. (Notes: This Acquirig strategy recurs i all Cluster 3 LEs. It is highly recommeded that this iquiry iclude a learig/teachig experiece ivolvig a Elder. See TN 12: Aborigial Cultural Cetres i Maitoba for orgaizatios ad idividuals offerig traditioal learig experieces i Maitoba.) 3 44 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
2. I preparatio for listeig to a guest speaker from the local courts or law eforcemet associatio who has bee ivited to the class to discuss First Natios, Métis, ad Iuit peoples justice issues ad successes, studets complete BLM 3.3.1: Judge Murray Siclair Speech ad Questios, record their aswers i their learig logs, ad develop a list of questios for the guest speaker. Followig the visit, studets record ew iformatio i their learig logs, add issues to a classroom chart, ad create a ew chart listig the compoets of appropriate ad effective justice for First Natios, Métis, ad Iuit people. (Note: The report Aborigial People i Maitoba cotais data [with a emphasis o statistics] o provicial justice issues.) 3. Usig a jigsaw strategy ad prit, electroic, huma resources, ad/or audiovisual resources, studets research oe of the followig: Causes of ad solutios for the high icarceratio rates of First Natios, Métis, ad Iuit people i the Caadia peal system Legal crimial cases or trials ivolvig First Natios, Métis, ad Iuit defedats such as Louis Riel, Hele Betty Osbore, J.J. Harper, Doald Marshall, Yvoe Johso, etc. Impact of the Report of the Aborigial Justice Iquiry of Maitoba o First Natios, Métis, ad Iuit peoples ad the legal system today Aborigial youth gags Restorative Justice Studets record their fidigs ad their sources i their learig logs upo completio of the jigsaw. 4. Studets choose oe of the followig to research careers i Idigeous justice: A. Studets ivite a Idigeous commuity member who is workig i the justice system, law eforcemet, or a post-secodary istitutio to discuss career opportuities i the legal field. Studets prepare questios prior to the visit ad record otes i their learig log for future referece. B. Studets complete a justice practicum i the commuity or courts. The practicum experiece should iclude: plaig ad preparatio a miimum of five hours observig, iterviewig, ad assistig i the commuity or courts assessmet meetig with cooperatig perso writig a report C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 45
C. Studets complete a two-day career exploratio at local uiversities ad/or colleges researchig a career i the field of justice. Career exploratio should iclude: plaig ad preparatio research usig prit, electroic, ad huma resources (Studets must iterview a istructor or cousellor.) writig a report (Notes: This Acquirig Strategy recurs i all Cluster 3 LEs.) recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 5. Biographies: Studets use prit ad electroic resources to research Idigeous leaders i the field of justice. Studets may choose oe of: David C. Nahwegahbow, I.P.C., James (Sakej) Yougblood Hederso, Muriel Staley Vee, Judge Murray Siclair, Patricia Moture, Jea Teillet, or a idividual of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 7 for a follow-up activity.) 6. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research ad/or display i the classroom or school. (Note: See TN G.1: Media Scrapbook Aalytical Outlie.) 7. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 11 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets preset their practicum/research report. 3 Studets add their reports to their portfolios. 2. Usig their research o First Natios, Métis, ad Iuit justice issues studets pla ad write a role-play simulatig a setecig circle. Studets preset their role play to the class. 3 Studets add their work to their portfolios. (Note: See TN 8: Role-Plays ad Simulatios, which icludes a role-play outlie for studets.) 3 46 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
3. Based o their research o Aborigial youth gags, studets prepare ad preset a televisio ews magazie report or webcast o youth gags i their commuity. 3 Studets add their report to their portfolios. 4. Studets share what they leared, experieced, ad felt durig the course of their lad-based learig experiece through storytellig. 3 Studets add their storytellig materials to their portfolios. 5. Studets stage a retrial of oe of the sigificat trials they have researched. 3 Studets add their script to their portfolios. 6. Studets create a visual symbol represetig Idigeous cocepts of justice as a alterative to the Europea justice symbol (a blidfolded female figure holdig a sword i oe had ad scales i the other) ad explai the symbol to the class. 3 Studets add the justice symbol to their portfolios. recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 7. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 5 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 8. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 9. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig, plaig, puttig ito actio or reviewig, reflectig ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 47
10. Talkig Circle: Studets respod to the followig quotatio: The decoloizatio of o-aborigial mids is ecessary to create the atmosphere for a healthier relatioship with Aborigial peoples. This may be achieved by exposig how stereotypes... eable the social exclusio of Aborigial people (Proulx 187). 3 Studets complete a reflectio joural etry. 11. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 7 icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. suggested resources (Note: The IRU umber followig descriptios of the resources refers to the Call Number for that resource ad idicates that the resource is available from the Istructioal Resources Uit Library of Maitoba Educatio.) Activatig Strategy No. 1 Aborigial People i Maitoba (icludes 2006 stats plus backgroud/aalysis). Service Caada. Prepared by Bruce Hallett of Service Caada, with research assistace from Nacy Thorto. Available olie at <www.gov.mb.ca/aa/pdf/apm2006.pdf>. Aborigial People i Maitoba. Hallett, Bruce, ad Maitoba Aborigial ad Norther Affairs, Caada: Maitoba, 2006. IRU 971.2700497 A26 Activatig Strategy No.3 Two Worlds Collidig. Meard, Adrea. Natioal Film Board of Caada, 2004. Cospiracy of Silece. Couture, Suzette, ad Lisa Priest (Author). Caadia Broadcastig Corporatio, Sturgeo Fall, Otario, 1991. The true story of Hele Betty Osbore, a 19-year-old Aborigial woma who was murdered o November 12, 1971, i The Pas, Maitoba, Caada. Cowboys ad Idias. Beach, Adam, et al. Harper Productios, Ic., 2003. Presets the story behid the 1988 shootig of Maitoba Native leader, J.J. Harper by Wiipeg Police Costable Robert Cross. Protest from the Native commuity led to the establishmet of the Aborigial Justice Iquiry, which revealed a extesive cover-up by Wiipeg police. O the day he was to testify, Ispector Ke Dowso, the officer resposible for the cover-up, committed suicide. The film reveals the ofte paiful relatioship betwee Native ad o-native peoples i Caada, with J. J. Harper, whose life was dedicated to defedig Native rights, becomig a symbol for Natives ad o-natives i Caada today. Grades 10-12, adult, professioal developmet. IRU 3 48 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Activatig Strategy No. 4 Gag Aftermath. Cardial, Lewis. Bearpaw Media Productios, 2005. Natioal Film Board of Caada, 2006. Grades 9-12, adult, professioal developmet. IRU Log Road, Full Circle. Meeches, Lisa. Meeches Video Productios, Ic., 2004. Grades 9 12, adult, professioal developmet. IRU Acquirig Strategy No. 2 Trascript of Presetatio by Associate Chief Judge Murray Siclair Elders- Policy Makers-Academics Costituecy Group Meetig. Siclair, Judge Murray. Aylmer, Quebec, April 16 18, 1997, Departmet of Justice Caada. Available olie at <www.justice.gc.ca/eg/pi/ajs-sja/pub/tras.html>. Activatig Strategy No. 3 Hollow Water. Keeper, Joy, ad Natioal Film Board of Caada. Motreal, PQ: Natioal Film Board of Caada, 2000. IRU #5650 Report of the Aborigial Justice Iquiry of Maitoba, Volume 1: The Justice System ad Aborigial People. Maitoba, Public Iquiry ito the Admiistratio of Justice ad Aborigial People, Hamilto, A.C., ad Murray Siclair. Wiipeg, MB: Provice of Maitoba, 1991. IRU 345.05097127 M35 v.1. Report of the Aborigial Justice Iquiry of Maitoba, Volume 2: The Deaths of Hele Betty Osbore ad Joh Joseph Harper. Maitoba, Public Iquiry ito the Admiistratio of Justice ad Aborigial People, Hamilto, A.C., ad Murray Siclair. Wiipeg, MB: Provice of Maitoba, 1991. IRU 345.05097127 M35 v.2. CBC News i Review (October 1991). Nash, Kowlto, ad CBC-TV. Toroto, ON: Caadia Broadcastig Corporatio, 1991. Series itroduces viewers to curret affairs ews programmig of the CBC. Segmet oe examies strikes by public service employees, postal workers, ad trasit workers, ad itroduces viewers to the history of the Caadia labour movemet. Segmet two discusses the deaths of Hele Betty Osbore ad J.J. Harper ad the fidigs of Maitoba's Aborigial Justice Iquiry. Segmet three looks at the chages i Caada's sexual assault legislatio ad issues cocerig violece agaist wome. Segmet four cocludes the program with a exploratio of the issues surroudig the future of hockey player Eric Lidros. Grades 7 12. IRU #9368 C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 49
CBC-TV News i Review. Resource Guide. October 1991. Brue, Nick, ad Rob Fischer. Toroto, ON: Caadia Broadcastig Corporatio, 1991. Osbore, Hele Betty (1952 1971) Harper, Joh Joseph (1951 1988) Discrimiatio i crimial justice admiistratio Maitoba Maitoba. Public Iquiry ito the Admiistratio of Justice ad Aborigial People Idias of North America Legal status, laws, etc. Grades 10 12, adult, professioal developmet. IRU 909.829 C33 v.12 Idia Courthouse. The Natioal CBC. Toroto, ON: Caadia Broadcastig Corporatio, CBC Learig, 1999. Geeral Resources Aborigial Wome ad the Legal Justice System i Caada. Native Wome s Associatio of Caada. Available olie at <www.wac-hq.org/e/documets/wac-legal.pdf>. Métis Law Summary 2004. Writte ad Updated by Jea Teillet. Available olie at <www.metisatio.ca/rights/dowload/mls-2004.pdf>. Métis Law Summary 2006. Writte ad Updated by Jea Teillet. Available olie at <www.turtleislad.org/resources/metislaw2006.pdf>. Commuity Legal Educatio Associatio Speakers Bureau. Available olie at <www.commuitylegal.mb.ca/programs-speakers.htm>. Native Law Cetre of Caada. Available olie at <www.usask.ca/ativelaw/>. I was bor here... i Ste. Madeleie. Laceley, A. Brado, MB: Saskatchewa Music Educators Associatio, Brado Productio House Ic. [distributor], c1991. Desiged to itroduce viewers to a commemoratio of a Métis commuity i Wester Maitoba evicted from the lad i 1938 by the Prairie Farm Rehabilitatio Admiistratio. Part 1 tells how the commuity of Ste. Madeleie came to exist. Former residets, ow Elders, discuss the commuity s activities i their parets time ad what happeed whe the people were told they could o loger live there. I part 2, the Elders share stories about the fu their parets had, the commuity s cohesiveess, ad the difficulties the residets faced. Part 3 describes the religious practices of Ste. Madeleie ad poits out that, despite the commuity s disappearace i 1938, the Métis retaied their cultural ties, laguage, music, ad faith ad passed these traditios o to their childre ad gradchildre. 3 50 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Part 4 looks at the importace of square dacig to the people of Ste. Madeleie ad icludes a iterview with a caller. Grades 7 12, adult. IRU #6904 C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 51
3 52 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Wîcehtowi: Ecoomic ad Resource Developmet by Ted Logbottom
L e a r i g e x p e r i e C e 3. 4 : W î C e H t o W i : e C o o M i C a d r e s o u r C e d e v e L o p M e t edurig uderstadigs q First Natios, Métis, ad Iuit peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig of ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questios Big Questio How has coloialism affected the ecoomies of First Natios, Métis, ad Iuit peoples? Focus Questios 1. How have the ecoomic practices of First Natios, Métis, ad Iuit peoples chaged over time? 2. What are the traditioal ecoomies of First Natios, Métis, ad Iuit peoples? 3. What are the ecoomic issues affectig First Natios, Métis, ad Iuit peoples today ad why have they arise? 4. How are First Natios, Métis, ad Iuit peoples attemptig to meet curret ecoomic challeges? C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 55
Backgroud traditioal ecoomy Prior to coloizatio, Idigeous ecoomies icluded harvestig of atural resources through hutig, fishig, farmig, ad plat gatherig as well as trade. First Natios ad Iuit peoples traded amogst themselves. Tradig etworks were widespread ad icluded items from across Turtle Islad. Coloizatio Trade cotiued after cotact with Europeas ad exteded to trade with the ewcomers. The fur trade shifted the focus of some First Natios ad Iuit peoples to iclude trappig ad the harvestig of game to supply Europea traders. As the relatioship betwee Idigeous atios ad the ewcomers shifted from the partership ad mutual reliace that characterized the early fur trade era to the era of settlemet ad the exploitatio of mieral ad other resources, Idigeous ecoomies suffered. The growth of settlemet i souther Caada displaced the game o which the hutig ecoomy depeded. The settlers huger for farmlad forced the relocatio of some First Natios to ew territories. Upo the sigig of lad treaties, First Natios were restricted to reserves that were a fractio of their former lads. Hutig, fishig, ad harvestig rights o their traditioal territories were igored. May First Natio farmers were relocated to uproductive lad as their territories were appropriated through the collusio of govermet officials, lad speculators, ad lad-hugry ewcomers. The Métis i wester Caada, whose ecoomies icluded harvestig of atural resources, trade, ad freightig of goods, lost may of their markets with the ed of the fur trade. The Iuit, who had practised the traditioal ecoomies of hutig ad fishig, were forced ito settlemets i the 1960s ad evetually, like may First Natios ad Métis commuities, became depedet o welfare ad govermet hadouts. Pollutio ad other side effects of idustry resulted i the poisoig of waterways ad lad, destroyig game ad plat ad fish habitats. Because ecoomic opportuity was ofte limited o reserves ad other remote commuities, may First Natios, Métis, ad Iuit people migrated to urba cetres i search of a wage ecoomy. First Natios wome who had lost Status by marryig o-status me, as well as the childre of such uios, were forced to relocate off-reserve. 3 56 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
today ad the Future Loss of lad, resources, ad culture, ad the attedat effects of poverty, despair, ad ill health, resulted i may of the curret ecoomic woes that beset First Natios, Métis, ad Iuit peoples i the 21st cetury. Challeges to ecoomic health iclude the lack of job opportuities o most reserves ad i may commuities, the eed for educatio ad traiig i order to eter ad compete i the job market, restrictios imposed by the Idia Act, a rapidly expadig populatio, the tred toward urbaizatio, ad depedecy o govermet fudig. There is o oe solutio to the challege of overcomig the legacies of coloizatio ad restorig the ecoomic health of Idigeous atios. The owership of a lad base that is sufficiet to support ecoomic self-reliace is a key elemet i the retur to ecoomic health. Amog its recommedatios, the Report of the Royal Commissio o Aborigial Peoples advocates fiacial support to Idigeous atios through a system of equalizatio paymets from provicial ad federal govermets, the establishmet of a Aborigial bak uder Aborigial cotrol, a 10-year commitmet by provicial ad federal govermets to fudig employmet traiig ad developmet, a holistic approach to social assistace that itegrates Idigeous traditios ad perspectives, ad icreased fudig of up to $2 billio aually by Idia Affairs to help bridge the trasitio from welfare-depedet commuities to ecoomic self-sufficiecy. Idigeous atios are pursuig ecoomic self-sufficiecy by various methods ad with varyig degrees of success. As well as accessig icreased govermet ivestmet to stregthe their ecoomies, may atios are developig iovative busiess plas, sometimes i co-operatio with o-idigeous parters. The challege for Idigeous atios is to develop busiess practices that balace traditio with wester cocepts. Ecoomic success must be measured i Idigeous terms: respect for the eviromet, the hoourig of traditios ad the role of Elders, ad commuity well-beig, icludig that of future geeratios. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. The followig evets are sigificat to the history as well as to the future of ecoomy ad resources for First Natios, Métis, ad Iuit peoples: Settlemet Treaties Idia Act Hydro developmet Miig of resources C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 57
How to select Cotet for this Le Teachers may select cotet for this LE from the above list, or they may begi with a curret issue or evet. Based o studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: The etire class may focus o a study of the same developmet or evet Groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher Idividual studets may coduct a iquiry ito a particular evet or developmet Small groups may study a selected topic ad share their learig i the cotext of a cooperative project The electroic, prit, ad audio-visual resources suggested i the strategies are listed at the ed of each LE. glossary Appedix E: Glossary defies may of the terms that are itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: buildig capacity capitalism cultural tourism ecoomic margializatio etrepreeurship gamig mixed ecoomy reserve-based ecoomy sustaiable urba reserves otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. 3 58 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets braistorm a list of ecoomic challeges facig First Natios, Métis, ad Iuit people ad commuities, ad create a classroom chart. (Note: See Acquirig Strategy No. 2 for a follow-up activity.) 2. Studets take part i a commuity walkabout ad record their impressios to create a sapshot of the ecoomic state of their commuity. Studets may record their impressios through ote-takig, still photography, or video or soud recordig. 3. Studets view a video with a focus o Idigeous ecoomic issues ad successes such as Our Natiohood, Urba Reserves, Skowa: Our Lad, Our Future or Miig i Idia Coutry, ad complete BLM G.7: B-D-A Viewig Worksheet ad a reflectio joural etry. Studets add the sheet to their learig logs. (Notes: See Suggested Resources for video optios. See Acquirig Strategy No. 2 ad Acquirig Strategy No. 3 for a follow-up activity.) 4. Studets read ad discuss curret ews items that ivolve idustry, evirometal, or aimal rights groups ad First Natios, Métis, or Iuit commuities, such as trappig, loggig, or the debate about whether to ru the Maitoba Hydro trasmissio lies o the west or east side of Lake Wiipeg. Studets add the articles to their media scrapbooks with their completed aalytical outlies. 5. Usig Reciprocal Readig (SFAL 6.46), studets read ad discuss recet ewspaper or magazie articles about curret lad claim or treaty egotiatios. Studets record the questios ad resposes geerated i their learig logs. C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 59
suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Choose oe or more of A, B, or C. A. Usig prit, electroic, ad/or huma resources, studets research cocepts ad practices of traditioal Idigeous ecoomics ad the relatioship with the eviromet. Studets record their fidigs i their learig logs. B. Studets liste to a Elder who has bee ivited to the class to discuss traditioal justice ad customary law. Prior to the visit, studets prepare questios that they might ask. Studets record their ew kowledge i their learig logs. C. Studets participate i a lad-based LE, movig beyod the classroom to lear from someoe kowledgeable about trappig, hutig, fishig, taig, sewig, gatherig ad preparig plats (as food or medicie), caoe or sowshoe costructio, healig, ceremoies, food preparatio ad preservatio, survival, or other lad-based kowledge. Studets record their experieces, thoughts, ad feeligs i their reflectio jourals. (Notes: This Acquirig Strategy recurs i all Cluster 3 LEs. It is highly recommeded that this iquiry iclude a learig/teachig experiece ivolvig a Elder. See TN 12: Aborigial Cultural Cetres i Maitoba for orgaizatios ad idividuals offerig traditioal learig experieces i Maitoba.) 2. Studets orgaize a Idigeous speakers pael (Idigeous etrepreeurs, ecoomic developmet specialists, urba reserve developers, evirometal ad resource developers, ad/or huma resource persoel) to discuss First Natios, Métis, ad Iuit peoples ecoomic ad resource developmet challeges ad successes. Studets may wish to ask questios about curret ecoomic practices i their commuity, urba reserves, local Idigeous busiesses, etc. Studets prepare questios prior to the visit ad record their ew kowledge i their learig log. (Note: The report Aborigial People i Maitoba cotais data [with a emphasis o statistics] o provicial ecoomic issues.) 3. Usig prit, electroic, ad audio-visual resources, studets work with a parter to research how the Idia Act, the creatio of reserves, ad other policies ad practises of assimilatio have created roadblocks to ecoomic ad commuity developmet ad to the opportuity to build capacity for a specific First Natios, Métis, or Iuit commuity. Studets record their fidigs i their learig logs. 3 60 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
4. Usig a jigsaw strategy ad prit, electroic, huma resources, ad/or audiovisual resources, studets research oe of the followig: Norther Hydro agreemets (e.g., Wuskwatim) Urba Reserves First Natios, Métis, ad Iuit etrepreeurship Idividual role models i busiess, medicie, the arts, etc. The Idigeous relatioship with the lad ad resources Studets record their fidigs i their learig logs upo completio of the jigsaw. 5. Studets choose oe of the followig to research careers i Idigeous ecoomics: A. Studets liste to a local Idigeous member of the busiess commuity or ecoomic developmet officer, etc. who has bee ivited ito the class to discuss career opportuities i First Natios, Métis, or Iuit busiess. Studets prepare questios prior to the visit ad record otes i their learig log for future referece. B. Studets complete a two-to-three day ecoomic practicum, icludig plaig ad preparatio 10 hours observig, iterviewig, ad assistig i the commuity assessmet meetig with cooperatig staff member report writig C. Studets complete a two-day career exploratio at local uiversities ad/or commuity colleges researchig a career i the field of ecoomy, icludig plaig ad preparatio o-site or Iteret research report writig (Note: This Acquirig Strategy recurs i all Cluster 3 LEs.) recurrig Log-term acquirig strategies (Note: The followig strategies recur i every LE.) 6. Biographies: Studets use prit ad electroic resources to research Idigeous leaders i the field of ecoomic or resource developmet. Studets may choose oe of: Berard McCue, Jack Poole, Moica Peters, Alla C. McLeod, Barbara Bruce, Lisa Meeches, Michelle Boivi, Gordo W. Prest, or a idividual of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 5 for a follow-up activity.) C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 61
7. Media Scrapbook: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig First Natios, Métis, Iuit, or other Idigeous peoples for research, display i the classroom or school, ad additio to the media scrapbook. (Note: See BLM G.1: Media Scrapbook Aalytical Outlie.) 8. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 9 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets preset their practicum/research report. 3 Studets add their reports to their portfolios. 2. Based o their research o Idigeous etrepreeurs ad ecoomic ad resource developers, studets create posters illustratig Aborigial success stories with a attached writte explaatio. Studets preset the posters to the class i a Gallery Walk. 3 Studets add a visual represetatio of their posters to their portfolios. 3. Through storytellig, studets share what they leared, experieced, ad felt durig the course of their lad-based learig experiece. 3 Studets add their storytellig materials to their portfolios. 4. Usig BLM 3.4.1: Creatig a Successful Commuity, studets pla, desig, ad build models illustratig what a successful commuity looks like how to create ad maitai a successful commuity Studets preset their models to the class. Presetatios should iclude opportuities for discussio. 3 Studets add their work, icludig a visual represetatio of their models, to their portfolios. (Notes: Use some or all of the followig if ecessary to prompt groups that are braistormig. Phase Oe examples: commuity ivolvemet, actio, cotiuity betwee past ad preset, commuicatio, balace, sharig, spirituality, respect for oeself ad others, celebratig success, goverace, family/cla. Phase Two examples: visio, iovatio, educatio, culture, traditios, shared leadership, dialogue, actio, parterships, takig risks, sharig of promisig practices, iclusivity.) 3 62 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
recurrig Log-term applyig strategies (Note: The followig strategies recur i every LE.) 5. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 5 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 6. Celebratios of Learig: Teachers may wish to make the Cluster 5: Celebratios of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. There is a celebratios of learig Activatig ad Acquirig strategy i Clusters 2, 3, ad 4. See LE 5.1: Lookig Forward, Lookig Back ad BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig. 7. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig; plaig; puttig ito actio; or reviewig, reflectig, ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 8. Talkig Circle: Studets respod to the followig excerpt from a speech to the Wiipeg Chamber of Commerce o March 20, 2009, by Phil Fotaie, Natioal Chief of the Assembly of First Natios: The ext wave of wealth creatio will be o Idia lad ad Idia territories. My message is about parters ad creatig real opportuities we eed a ew way of doig busiess. Wiipeg Free Press 3 Studets complete a reflectio joural etry. 9. Witer Couts: Studets create a witer cout (a symbolic, pictorial represetatio) of the evet researched i Acquirig Strategy No. 8, icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 63
suggested resources Acquirig Strategy No. 2 Aborigial People i Maitoba (icludes 2006 stats plus backgroud/aalysis). Service Caada. Prepared by Bruce Hallett of Service Caada, with research assistace from Nacy Thorto. Available olie at <www.gov.mb.ca/aa/pdf/apm2006.pdf>. Aborigial People i Maitoba. Hallet, Bruce, ad Maitoba Aborigial ad Norther Affairs. Wiipeg, MB: Provice of Maitoba, 2006. IRU 971.2700497 A26. Activatig Strategy No. 3 Urba Reserves: Success i the City. Meeches, Lisa. Meeches Video Productios, Ic., 2006. Grades 7-12, adult. IRU #D-10711. Miig i Idia Coutry. Native Broadcastig ad Filmwest Associates, 1997. Desiged to itroduce viewers to the impact of beefit agreemets that are beig struck betwee First Natios peoples ad Caadia miig compaies. This program examies the ogoig egotiatios betwee Atli, British Columbia's Taku River Tligits ad miig propoets Redfer Idustries. It also cosiders the agreemet egotiated betwee the Tahlta Idias ad Wheato Mieral Resources, ad otes a umber of egotiated settlemets betwee Native populatios ad miig compaies i the Yuko. It explais the eed for the agreemets ad outlies the social, ecoomic, ad cultural factors that cotributed to their successful implemetatio. Grades 10-12, adult. IRU #5437. Skowa: Our Lad, Our Future. Kakekapetum, Tia, ad Ro Missyabit. Wiipeg, MB: Iteratioal Istitute of Sustaiable Developmet, 2001. Grades 5-12, adult, professioal developmet. IRU #6670. Where Three Rivers Meet: The Story of Nisichawayasihk Cree Natio. Ereberg, Noah, ad Kim Bell. Wiipeg, MB: Nisichawayasihk Cree Natio ad Eagle Visio, Eagle Visio, 2006. Our Natiohood. Obamsawi, Alais. Natioal Film Board of Caada, 2003. Arctic Rush. Pritchett, Harry. Caadia Broadcastig Corporatio ad Discovery Productios, Ic. Caadia Broadcastig Corporatio, 2006. Grades 7-12, adult. IRU #D-11558. 3 64 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Activatig Strategy No. 5 No Reservatios. Gordo, Katherie. Caadia Geographic April 2008: 48-62. Applyig Strategy No. 4 Buildig Commuity. Bomi Videotape Productios, Bara & Bara ad Kieticvideo.com. Toroto, ON: BOMI Videotape Productios, Kaata; Bara & Bar, Kieticvideo.com, 2004. This series addresses various Aborigial issues ad ideas through iterviews ad short dramatizatios, specifically focusig o Aborigial youth. The program explores Aborigial commuity buildig. It begis by examiig the defiitio of commuity, the discusses obstacles to commuity developmet. It looks at how Idigeous commuities i Caada ad elsewhere are overcomig these obstacles. Grades 5-12, professioal developmet. IRU # D-10895. Applyig Strategy No. 7 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach, ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005: Chapter 5, pp. 104 109, Appedix 18: Choosig a Service Learig Project, Appedix 19: Makig It Happe, ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords. asp>. Geeral Resources Cetre for Idigeous Evirometal Resources. Available olie at <www.cier.ca>. Aborigial Busiess Directory. Available olie at <www.aymb.ca/directory.php?category_id=37®io_id=>. Ecoomic Developmet Geeral Programs: Aborigial Caada Portal. Available olie at <www.aborigialcaada.gc.ca/acp/site.sf/e/ao31170. html>. Aborigial Chamber of Commerce. Available olie at <www.aborigialchamber.ca/idex.php>. C l u s t e r 3 : t o w a r d a J u s t s o c i e t y 3 65
3 66 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Idigeous Peoples of the World by Ted Logbottom
C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d s t u d i e s i u i t Cluster 4: idigeous peoples of the World
Oe World by Ted Logbottom
L e a r i g e x p e r i e C e 4. 1 : o e W o r L d edurig uderstadigs q Idigeous peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q Idigeous peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig ad respect for Idigeous peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q Idigeous peoples wat to be recogized for their cotributios to society ad to share i its successes. essetial Questios Big Questio Why is the preservatio of Idigeous cultures vital for both Idigeous ad other citizes of cotemporary Caada? Focus Questios 1. What are the traditios ad cotemporary issues that coect Idigeous peoples worldwide? 2. Who are the Idigeous peoples of the earth? 3. What are the challeges ad achievemets of world Idigeous populatios? 4. How are world Idigeous issues addressed? C l u s t e r 4 : i d i g e o u s p e o p l e s o f t h e W o r l d 4 7
Backgroud There are over 5,000 Idigeous populatios aroud the globe. Over 300 millio Idigeous people live i 70 coutries aroud the world. May share a legacy of coloialism with the First Natios, Métis, ad Iuit of Caada. As with Caadia Idigeous peoples, this legacy icludes poverty, ill-health, loss of culture ad laguage, justice issues, loss of traditioal lads, evirometal issues, a struggle to regai self-determiatio, ad margializatio withi the maistream culture. Global Idigeous populatios also share commo cultural characteristics icludig a spiritual coectio to the lad, oral traditios, a emphasis o commuity rather tha the idividual, ties of exteded family, ad respect for cultural diversity. Today, efforts to meet the challeges facig Idigeous peoples are coordiated iteratioally through the Uited Natios ad other agecies ad orgaizatios. Idigeous peoples have occupied their traditioal territories sice a time predatig the societies established by coloizig powers. Typically, Idigeous peoples withi coloial societies are egaged i a struggle to preserve their culture, laguage, traditios, ad istitutios. Witer Couts I the Acquirig ad Applyig strategies that follow, studets are asked to research ad create a witer cout represetig a issue explored i this LE. The cocept of the witer cout is outlied o page 1-9 i LE 1.1. The followig evets are sigificat to the history as well as to the future of ecoomy ad resources for First Natios, Métis, ad Iuit peoples: Era of coloialism ad imperialism (16th to 21st cetury) World Coucil of Idigeous Peoples formed (1974) Declaratio of the Rights of Idigeous Peoples (2007) 4 8 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
How to select Cotet for this Le Teachers may select cotet for this LE from the above list, or begi with a curret issue or evet. Based o studets prior kowledge, iterests, ad eeds, as well as available resources ad time, the LE may be approached i a variety of ways: The etire class may focus o a study of the same developmet or evet Groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher Idividual studets may coduct a iquiry ito a particular evet or developmet Small groups may study a selected topic ad share their learig i the cotext of a cooperative project glossary Appedix E: Glossary defies may of the terms that are itegral to the uderstadig of curret topics i First Natios, Métis, ad Iuit studies. Laguage ad termiology are importat elemets whe studyig the histories, cultures, ad issues facig First Natios, Métis, ad Iuit peoples. See Sectios 6.31 6.36 of Success for All Learers for vocabulary strategies. Upo completio of this LE, studets will have ecoutered may or all of the followig terms: ethocetrism Fourth World globalizatio imperialism Idigeous Kowledge (IK) Idigeous rights otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. C l u s t e r 4 : i d i g e o u s p e o p l e s o f t h e W o r l d 4 9
suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets braistorm the meaig of the word Idigeous ad create a chart of Idigeous peoples aroud the world. (Note: Studets may refer to Idigeous peoples of Africa, North ad South America, Australia, ad/or New Zealad. Studets may ot realize that Idigeous peoples are also foud i Europe [e.g., Saami ad Basque peoples ad Japa (Aiu)].) 2. With a parter, studets read the Dee Declaratio (foud at <www.deeatio.com/deedec.html>, ad discuss which parts are true for the Dee ad which parts are true for all Idigeous people. Studets complete a reflectio joural etry. 3. Studets view a video such as Rabbit Proof Fece or Sharig the Wisdom ad complete BLM G.7: B-D-A Viewig Worksheet with a focus o the issues facig Idigeous peoples i places outside Turtle Islad. Studets add their worksheets to their portfolios ad complete a reflectio joural etry. 3. Usig Thik-Pair-Share, studets discuss the differece betwee livig a Idigeous culture ad a maistream society lifestyle. Studets create a Ve diagram with their results ad add the diagram to their portfolios. 4. Studets read BLM 4.1.1: Uited Natios Declaratio of the Rights of Idigeous Peoples, ad discuss its relevace to First Natios, Métis, ad Iuit peoples of Caada. Studets complete a reflectio joural etry. (Notes: See Acquirig Strategy No. 5 ad Applyig Strategy No. 4.) suggested acquirig ad assessmet strategies Select oe or more of the followig suggested strategies to egage studets i iquiry, usig primary ad secodary sources. 1. Studets liste to a Idigeous perso from a culture outside of Turtle Islad who has bee ivited to the class to discuss his or her culture ad homelad. Prior to the visit, studets prepare questios. Studets record ew iformatio i their learig logs ad complete a reflectio joural etry. 2. Studets liste to a speaker from oe of the agecies i their commuity that support ew immigrats who has bee ivited to the class to discuss the obstacles ad solutios that ew immigrats ecouter. Studets record the obstacles ad solutios i their learig logs. (Note: See Applyig Strategies No. 1 ad No. 2 for follow-up activities.) 4 10 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
3. Usig prit, electroic, audio-visual, ad huma resources, studets compare the culture ad traditios of a Idigeous people from outside Turtle Islad to those of a First Natios, Métis, or Iuit culture of Caada. Studets create a compariso chart of the cultures ad record their fidigs i their learig logs. 4. Usig a jigsaw ad prit, electroic, audio-visual, ad huma resources, studets choose ad research oe of the followig topics: The objectives ad activities of orgaizatios that support Idigeous peoples aroud the world. Studets compile a list of urget issues, such as habitat destructio, loss of culture, ecoomic exploitatio, health, ad Idigeous kowledge. The histories, cultures, ad cotributios of global mixed-blood populatios ad their issues of idetity. Studets compare those issues to those of the Métis i Caada. (Note: Examples of mixed-blood populatios iclude the Creole people of the USA, the Coloured people of South Africa, the Metizo people of South ad Cetral America, Mexico, ad the Caribbea, ad the Aglo-Idia people of Idia.) The ties betwee Caadia ad global Idigeous peoples ad orgaizatios such as the Uited Natios, the Iuit Circumpolar Coucil, ad the World Health Orgaizatio. Studets record their fidigs i their learig logs. (Note: Examples iclude the 1991 ivolvemet of the Uited Natios Commissio o Huma Rights i the issue of the rights of Cree peoples i a separate Quebec, ad efforts to preserve the Iuit laguage through the activities ad resolutios of the Iuit Circumpolar Coucil.) The former policy of apartheid i South Africa as a istrumet of coloizatio. The history ad practices of Wester (Europea) medicie or o-wester Medicie (Australia Aborigial, East Idia, Chiese, etc.). Studets record their fidigs i their learig logs. (Note: See Applyig Strategies Nos. 1, 2, ad 3 for follow-up activities.) 5. Usig prit ad electroic resources, studets coduct a iquiry ito Caada s stated reservatios about, ad evetual edorsemet of, the Uited Natios Declaratio o the Rights o Idigeous Peoples. Studets record their fidigs i their learig logs ad complete a reflectio joural etry. (Notes: Caada was oe of four atios that opposed the Declaratio. The Uited States, Australia, ad New Zealad also opposed the Declaratio. See Applyig Strategy No. 4 for a follow-up activity.) C l u s t e r 4 : i d i g e o u s p e o p l e s o f t h e W o r l d 4 11
recurrig Log-term acquirig strategies: (Note: The followig strategies recur i every LE.) 6. Biographies: Studets use prit ad electroic resources to research a historic Métis figure. Studets may choose oe of: Rigoberta Mechutum, Ted Moses, Sheila Watts-Cloutier, or a importat Idigeous idividual of the studet s choice (i cosultatio with the teacher). Studets record their fidigs i their learig logs. (Note: See Applyig Strategy No. 5 for a follow-up activity.) 7. Media: Studets collect articles, features, etc. from a wide variety of media sources o topics cocerig Idigeous peoples of the world for research ad/or display i the classroom or school. (Note: See BLM G.1: Media Scrapbook Aalysis Outlie.) 8. Witer Couts: Studets use prit ad electroic resources to research oe evet sigificat to this LE ad record their fidigs i their learig logs. (Note: See Applyig Strategy No. 9 for a follow-up activity.) suggested applyig ad assessmet strategies Select oe or more of the followig suggested strategies to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets pla, desig, ad create a display focusig o Idigeous issues that might be displayed at the ew Caadia Museum for Huma Rights at The Forks i Wiipeg. Studets preset their display to their class ad/or school i a gallery walk. 3 Studets add a visual represetatio of their display to their portfolios. 2. Studets choose a global Idigeous issue ad develop a campaig to create awareess ad to promote activism withi the school or wider commuity. The campaig might iclude posters, letter-writig, guest speakers, media coverage, fudraisig, special evets, or website creatio. Studets preset their campaig strategies ad outcomes to their class. 3 Studets add their work ad their presetatios to their portfolios. 3. Studets compare apartheid as a form of coloizatio to the Idia Act of Caada. Studets preset their compariso of the two forms of coloizatio as a roleplay betwee two Idigeous people who have survived coloizatio. 3 Studets add their work to their portfolios. 4 12 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
recurrig Log-term applyig strategies: (Note: The followig strategies recur i every LE.) 5. Biographies: Studets preset their research iformatio from Acquirig Strategy No. 6 i a format of their choice, such as writte biography, speech, PowerPoit presetatio, graphic art, poem, sog, etc. 3 Studets add their presetatios to their portfolios. 6. Celebratio of Learig: (Note: Teachers may wish to make the Cluster 5 Celebratio of Learig projects a recurrig log-term strategy. I order to maximize project presetatio time i Cluster 5, teachers may wish to dedicate studet time to completig the Activatig ad Acquirig stages before begiig Cluster 5. Celebratio of Learig will appear as a strategy uder both Activatig ad Acquirig i Clusters 2, 3, ad 4. See LE 5.1: Celebratio of Learig ad BLM 5.1.1: Suggested Fial Project Optios: Celebratio of Learig.) 7. Service Learig: Studets are egaged i oe of four stages of a service learig project: preparig; plaig; puttig ito actio; or reviewig, reflectig, ad demostratig. (Notes: See TN 2: Service Learig ad BLMs G.3: Choosig a Service Learig Project, G.4: Makig It Happe, ad G.5: Reflectig o Our Service Learig.) 8. Talkig Circle: Studets discuss the statemet, There is oly oe race the huma race. 3 Studets complete a reflectio joural etry. 9. Witer Couts: Studets create a witer cout (a symbolic pictorial represetatio) of the evet researched i Acquirig Strategy No. 8, icludig a explaatio of the evet ad why they chose it. 3 Studets add the witer cout to their portfolios. C l u s t e r 4 : i d i g e o u s p e o p l e s o f t h e W o r l d 4 13
suggested resources Activatig Strategy No. 2 Dee Declaratio. Available olie at <www.deeatio.com/deedec.html>. Activatig Strategy No. 3 Rabbit Proof Fece. Sampi, Everly, et al. Noyce, Phillip (Director). Alliace Atlatis, 2002. Sharig the Wisdom. Bara, Phillipa, et al. BOMI Videotape Productios Ltd., Toroto, ON: Bara & Bara ad Kieticvideo.com, 2004. This series addresses various Aborigial issues ad ideas through iterviews ad short dramatizatios, specifically focusig o Aborigial youth. This program follows a youg Caadia Aborigial as she travels through Porta Vila, Vauatu. It examies commoalities betwee Idigeous people aroud the globe, ad explais how Idigeous groups ca share their culture ad wisdom with each other ad with the world. Grades 5-12, professioal developmet. IRU #D-10986. Activatig Strategy No. 5 Uited Natios Declaratio o the Rights of Idigeous People. Available olie at <www.u.org/esa/socdev/upfii/e/drip.html>. Applyig Strategy No. 7 Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Alberta Educatio. Aborigial Services Brach, ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005: Chapter 5, pp. 104 109, Appedix 18: Choosig a Service Learig Project, Appedix 19: Makig It Happe, ad Appedix 20: Reflectig o Our Service Learig. ISBN 0-7785-4313-7. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords.asp>. Geeral Resources Reclaimig Idigeous Voice ad Visio. Battiste, Marie (Ed.). Vacouver, BC: UBC Press, 2000. ISBN 0-7748-0746-6. 4 14 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
A Festival of Learig by Ted Logbottom
C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d s t u d i e s i u i t Cluster 5: a Festival of Learig
Lookig Forward, Lookig Back by Ted Logbottom
L e a r i g e x p e r i e C e 5. 1 : L o o k i g F o r w a r d, L o o k i g B a C k edurig uderstadigs q First Natios, Métis, ad Iuit peoples share a traditioal worldview of harmoy ad balace with ature, oe aother, ad oeself. q First Natios, Métis, ad Iuit peoples represet a diversity of cultures, each expressed i a uique way. q Uderstadig of ad respect for First Natios, Métis, ad Iuit peoples begi with kowledge of their pasts. q Curret issues are really uresolved historical issues. q First Natios, Métis, ad Iuit peoples wat to be recogized for their cotributios to Caadia society ad to share i its successes. essetial Questio How do First Natios, Métis, ad Iuit cultures combie traditio ad adaptatio to meet the challeges of today ad to esure a better tomorrow? C l u s t e r 5 : C e l e b r a t i o s o f L e a r i g 5 7
Backgroud I this LE, studets work idepedetly or as a group to develop ad preset a project of their choice that addresses the essetial questio i a creative way. Projects will combie research, presetatio, ad may also iclude performace. Projects must look to the past, preset, ad future must iclude a presetatio (maximum oe hour, miimum 30 miutes) must tie i explicitly with the course (edurig uderstadigs, essetial questios, issues) that ivolve performaces must iclude a presetatio o the developmet ad backgroud research ivolved may be thematic (e.g., oppressio, decoloizatio, steps to the future) may be orgaized as part of a whole-class celebratio week or two weeks may ivolve the class, wider school populatio, commuity, special guests, family, hoorees, etc. are evaluated o both cotet ad presetatio How to select Cotet for this Le Projects will be based o the cotet studied i Clusters 1 4. Based o studets prior kowledge, iterests, ad eeds, as well as available resources ad time, this LE may be approached i a variety of ways: The etire class may focus o the study of the same developmet or evet Groups of studets may egage i a study of the same evet, either studetselected or as assiged by the teacher Idividual studets may coduct a iquiry ito a particular evet or developmet Small groups may study a selected topic ad share their learig i the cotext of a cooperative project 5 8 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
otes regardig assessmet A variety of assessmet strategies should be itegrated throughout the LE, icludig assessmet as learig, assessmet for learig, ad assessmet of learig. The Applyig phase of the LE icludes suggested strategies for assessmet of learig. These suggested assessmet strategies are idicated i bold ad with the 3 symbol. suggested activatig ad assessmet strategies Select oe or more of the followig suggested strategies to assess studets prior kowledge, to idetify gaps or miscoceptios, ad to make lesso-plaig decisios. Activatig strategies allow studets to geerate questios to guide ad motivate iquiry. 1. Studets read BLM 5.1.1: Suggested Fial Project Optios: Celebratios of Learig ad braistorm ideas for their fial project. Studets begi projectplaig forms i cosultatio with the teacher. (Note: For iformatio o Plaig Learig Projects ad Devisig a Learig Cotract, see Success for All Learers 8.4. Teachers may preset examples of projects completed i this course i previous terms or years.) suggested acquirig ad assessmet strategies Select the followig strategy to egage studets i iquiry, usig primary ad secodary sources. 1. Usig prit, electroic, audio-visual, ad huma resources, studets research the backgroud cotet for their projects ad complete the project plaig forms i cosultatio with the teacher. Studets record their fidigs i their learig logs. suggested applyig ad assessmet strategies Select the followig strategy to allow studets to apply ad reflect o their learig, ad to assess their kowledge. 1. Studets preset their projects. 3 Studets add their projects to their portfolios. suggested resources See Appedix. C l u s t e r 5 : C e l e b r a t i o s o f L e a r i g 5 9
5 10 g r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s appedix a: Cluster Blacklie Masters
Examie ad discuss the historical treaty map, which idicates territories i Caada acquired from First Natios through treaties. Geerate a list of the possible impacts o First Natios of the loss of traditioal territories, ad record the list i your learig log. Note: For a larger, full-colour versio of this map, see <http://maitobawildlads.org/maps/histtreatymapca_lg.jpg>. BLM 1.1.1 1Atiti Historical Treaty Map Historical Treaty Map BLM 1.1.1 11 Treaty 1: 1871 Treaty 2: 1871 Treaty 3: 1873 Treaty 4: 1874 Treaty 5: 1875, 1908 Treaty 6: 1876 Treaty 7: 1877 Treaty 8: 1899 Treaty 9: 1905, 1929-1930 Treaty 10: 1906 Treaty 11: 1921 8 5 10 6 7 4 5 2 1 3 9 9 Historical Treaty Map: Copyright Natural Resources Caada. Reproduced uder the terms for Nocommercial Reproductio, as described at <www.rca-rca.gc.ca/com/ otiavis-eg.php>.
Atiti A Note o Termiology BLM 1.1.2 Read A Note o Termiology ad, with a parter, discuss the usages ad cootatios of the followig terms: Idia o-status Native Aborigial Idigeous First Natios people/peoples maistream Caadias domiat society Create defiitios of the terms i your ow words, post the defiitios i the classroom, ad record them i your learig log. A Note o Termiology By Waye Warry Words have power. A writer s choice of words idicates political orietatio ad potetial bias. The era of political correctess may be goe, but we have bee left with the awareess that we should strive for laguage that is ooffesive ad accurate. Briefly, here are my thoughts o some of the key termiology i this book. The terms Idia (o-status ad status), Aborigial, Idigeous, Native, Métis, ad Iuit are all labels that appear i media ad i everyday coversatio. Studets ofte ask whether Idia is still a appropriate word. The aswer is that it depeds o how it is used. Some Native people fid the word Idia offesive because they feel it is a coloial word, a term commoly associated with Idia ad Columbus a lost white ma who did t have the sese to kow where he was! But this is bad etymology. As the Aborigial author Taiaiake Alfred otes, Idia, was at the time, kow as Hidusta, ad the word Idia most probably derives from Columbus s use of the phrase ua gete i Dios ( a people i/of God ) to refer to the Taio people, early ihabitats of what is ow kow as the Domiica Republic (Alfred 1999: xxv-xxvi). Idia is also a term that is used by Native people themselves, ofte with a special political meaig, so we should ot reject it out of had. I commo coversatio we still refer to reserve lad as Idia coutry ad to Idia time or Idia summer. However, we should recogize that the word sometimes is used pejoratively by maistream writers ideed, the use of the word Idia i media reports commoly sigals a right-ofcetre political orietatio. Because Idia is used by some Caadias i a derogatory way, it is ofte cosidered offesive by Native Caadias whe
Atiti A Note o Termiology BLM 1.1.2 used by o-natives. I sum, Idia is a word that is easily avoided by usig the more politically correct word, Aborigial, ad I use it ifrequetly i the book. I Caada, Idia is also a legal term it is used to sigify those people the govermet recogizes as havig Idia status; that is, those people who have a idetifiable Bad, who live or were bor o reserve, who are recogized uder the Idia Act. The term o-status Idias is formally used to refer to Native people who are ot recogized by the govermet because their parets or acestors efrachised or lost their Idia status for a variety of reasos. No-status Idias may idetify themselves as Aborigial, yet they are ot cosidered status Idias by the govermet ad so do ot have may of the same rights uder law. Safer ad correct terms are Native or Aborigial peoples. Whe lecturig or writig I use the word Native, which rolls off the togue a little easier tha Aborigial, i oppositio to maistream or other Caadias, for example, Native ad o-natives agree that policy must chage. Today the term Aborigial is the most appropriate word ad has formal stadig i the 1982 Costitutio Act. For me, the term Aborigial cootes a uique status, a status that is differet from other Caadias ad from other ethic or racial groups. Throughout the text I use the terms Aborigial ad Idigeous as syoym. However, it should be oted that the latter word literally meaig origiatig i a area is sometimes used to coote aspects of Aborigial culture that are specifically tied to peoples spiritual coectio to the lad or eviromet, such as Idigeous medicie or Idigeous kowledge. Prior to the 1970s, the word had limited applicatio i athropology as a term for tribal peoples; its widespread use bega i the 1980s. As Roald Nieze otes, The iterestig thig about the relative ewess of the cocept is that it refers to primordial idetity, to people with primary attachmets to lad ad culture, traditioal people with lastig coectios to ways of life that have survived from time immemorial (Nieze 2003: 3). The icreasig use of the word, ad its associated meaig origial peoples, is testimoy to the success of the worldwide Idigeous rights movemet. Because there are Idigeous peoples throughout the world (there are, for example, over 40 millio Idigeous peoples i Chia) the term also has a iteratioal cootatio. I use the term First Natio to describe the various commuities of Aborigial peoples i Caada who are ot of Iuit or Métis descet (the term settlemet is ofte used i the latter cases). First Natios peoples are represeted by the Assembly of First Natios (AFN). The term is also ow used istead of the more dated Idia Bad ad has a decidedly political cootatio, ofte beig used with the term Coucil, as i First Natios Coucils, to describe the political represetatives or orgaizatio of commuities.
Atiti A Note o Termiology BLM 1.1.2 Icreasigly, Aborigial peoples are returig to their laguages to describe themselves ad their commuities. Aborigial words are replacig Europea oes we hear Aishabek, rather tha Ojibway, Haudeausauee rather tha Iroquois (the latter is a Algokia term meaig rattlesake ad log used by Europeas). I this way, the commuity formally kow as the Ojibways of Spaish River become the Sagamok Aishabek First Natio. Taiaiake Alfred claims these Idigeous words help Aborigial people to free their mids from defiitios imposed by Europeas (Alfred, 1999: xxv). For o-natives these Aborigial words are ofte difficult to proouce, but to master them is to make a importat statemet about respectig Aborigial cultures. The use of the plural Aborigial peoples is importat because it also sigals political orietatio. Coservative writers refer to Native people. While the use of Aborigial people ca be grammatically correct i specific cotexts, this characterizatio homogeizes; it turs all Aborigial persos ito a type, a geeralized category. The use of Aborigial peoples immediately recogizes the diversity of Aborigial cultures ad there are may, may distict Aborigial cultures i Caada. Aother idicator of political orietatio is whether to capitalize terms. Idia, like Caucasia (ad other racial or ethic desigatios), is capitalized. The Nelso Caadia Dictioary (1997) capitalizes the adjective Aborigial. But Aborigial deotes more tha race, it sigals a special political status, as do the adjectives Caadia or America. Coservative writers refuse to capitalize the term, precisely because they do ot wish to ackowledge the special political status of Aborigial peoples. Ideed, the use of the lower-case aborigial alog with the sigular people, the patroizig use of Idia, or phrases like our Native people are quick reality checks o a writer s political orietatio. Fially, a ote o two other terms: maistream Caadias ad domiat society. These terms are icreasigly problematic as the Caadia populatio becomes more diverse. Both coote for me the historical, Europea, ad Eurocetric value system, which was itroduced to Caada ad which, over time, became the foudatio of Caada s cetral istitutios. The phrase domiat society is particularly importat as it sigals those people i power who have made policy that affects miority ad margialized groups. As the populatio becomes icreasigly diverse, immigrats ad persos of colour comprise a icreasig percetage of maistream Caada. How, if at all, members of these cultures ifluece ad evetually chage domiat society values remais to be see. A Note o Termiology: Reprited from Edig Deial: Uderstadig Aborigial Issues by Waye Warry. Copyright 2007 by Uiversity of Toroto Press. Reproduced with permissio.
Atiti A Word from Commissioers BLM 1.1.3 Read the excerpt from the Report of the Royal Commissio o Aborigial Peoples, A Word From Commissioers, ad respod to the followig questios with a parter. Record your aswers i your learig logs. 1. I your opiio, how well has Caada reflected the otio that dissimilar peoples ca share lads, resources, power ad dreams while respectig ad sustaiig their differeces? 2. The Royal Commissio o Aborigial Peoples (RCAP) was appoited at a turbulet momet i Caada s history. Have the types of evets described i this excerpt (coflict, blockades, protests, egative media reports) become a thig of the past? Explai. 3. I your ow words, what was the cetral questio that the RCAP attempted to address? 4. Assimilatio is the process whereby oe cultural group is absorbed ito the culture of aother, usually the majority culture. (Maitoba Educatio ad Youth, Itegratig Aborigial Perspectives ito Curricula, 2003) Do you agree with the Commissioers that assimilatio is a deial of the priciples of peace, harmoy ad justice...? Explai. What are some ways by which the Caadia govermet has attempted to assimilate First Natios, Métis, ad Iuit peoples? Accordig to the Commissioers, why has assimilatio of First Natios, Métis, ad Iuit peoples failed? 5. What do Caadias eed to uderstad to brig about the fudametal chage eeded to restore the relatioship betwee Aborigial ad o-aborigial Caadias? 6. How do the Commissioers defie Aborigial atiohood?
Atiti A Word from Commissioers BLM 1.1.3 A Word from Commissioers Caada is a test case for a grad otio the otio that dissimilar peoples ca share lads, resources, power ad dreams while respectig ad sustaiig their differeces. The story of Caada is the story of may such peoples, tryig ad failig ad tryig agai, to live together i peace ad harmoy. But there caot be peace or harmoy uless there is justice. It was to help restore justice to the relatioship betwee Aborigial ad o-aborigial people i Caada, ad to propose practical solutios to stubbor problems, that the Royal Commissio o Aborigial Peoples was established. I 1991, four Aborigial ad three o-aborigial commissioers were appoited to ivestigate the issues ad advise the govermet o their fidigs. We bega our work at a difficult time. It was a time of ager ad upheaval. The coutry's leaders were arguig about the place of Aborigial people i the costitutio. First Natios were blockadig roads ad rail lies i Otario ad British Columbia. Iu families were ecamped i protest of military istallatios i Labrador. A year earlier, armed coflict betwee Aborigial ad o-aborigial forces at Kaesatake (Oka) had tarished Caada's reputatio abroad ad i the mids of may citizes. It was a time of cocer ad distress. Media reports had give Caadias ew reasos to be disturbed about the facts of life i may Aborigial commuities: high rates of poverty, ill health, family break-dow ad suicide. Childre ad youth were most at risk. It was also a time of hope. Aborigial people were rebuildig their aciet ties to oe aother ad searchig their cultural heritage for the roots of their idetity ad the ispiratio to solve commuity problems. We directed our cosultatios to oe over-ridig questio: What are the foudatios of a fair ad hoourable relatioship betwee the Aborigial ad o-aborigial people of Caada? There ca be o peace or harmoy uless there is justice. We held 178 days of public hearigs, visited 96 commuities, cosulted dozes of experts, commissioed scores of research studies, reviewed umerous past iquiries ad reports. Our cetral coclusio ca be summarized simply: The mai policy directio, pursued for more tha 150 years, first by coloial the by Caadia govermets, has bee wrog. Successive govermets have tried sometimes itetioally, sometimes i igorace to absorb Aborigial people ito Caadia society, thus elimiatig them as distict peoples. Policies pursued over the decades have udermied ad almost erased Aborigial cultures ad idetities. This is assimilatio. It is a deial of the priciples of peace, harmoy ad justice for which this coutry stads ad it has failed. Aborigial peoples remai proudly differet.
Atiti A Word from Commissioers BLM 1.1.3 Assimilatio policies failed because Aborigial people have the secret of cultural survival. They have a edurig sese of themselves as peoples with a uique heritage ad the right to cultural cotiuity. This is what drives them whe they blockade roads, protest at military bases ad occupy sacred grouds. This is why they resist pressure to merge ito Euro-Caadia society a form of cultural suicide urged upo them i the ame of equal ad moderizatio. Assimilatio policies have doe great damage, leavig a legacy of brokeess affectig Aborigial idividuals, families ad commuities. The damage has bee equally serious to the spirit of Caada the spirit of geerosity ad mutual accommodatio i which Caadias take pride. Yet the damage is ot beyod repair. The key is to reverse the assumptios of assimilatio that still shape ad costrai Aborigial life chaces despite some worthy reforms i the admiistratio of Aborigial affairs. To brig about this fudametal chage, Caadias eed to uderstad that Aborigial peoples are atios. That is, they are political ad cultural groups with values ad lifeways distict from those of other Caadias. They lived as atios highly cetralized, loosely federated, or small ad cla-based for thousads of years before the arrival of Europeas. As atios, they forged trade ad military alliaces amog themselves ad with the ew arrivals. To this day, Aborigial people's sese of cofidece ad well-beig as idividuals remais tied to the stregth of their atios. Oly as members of restored atios ca they reach their potetial i the twety-first cetury. Let us be clear, however. To say that Aborigial peoples are atios is ot to say that they are atio-states seekig idepedece from Caada. They are collectivities with a log shared history, a right to gover themselves ad, i geeral, a strog desire to do so i partership with Caada. The Commissio s report is a accout......of the relatioship betwee Aborigial ad o-aborigial people that is a cetral facet of Caada's heritage....of the distortio of that relatioship over time....of the terrible cosequeces of distortio for Aborigial people loss of lads, power ad self-respect. We hope that our report will also be a guide to the may ways Aborigial ad o- Aborigial people ca begi right ow to repair the damage to the relatioship ad eter the ext milleium o a ew footig of mutual recogitio ad respect, sharig ad resposibility. A Word from Commissioers: Copyright Idia ad Norther Affairs Caada. Reproduced uder the terms for No-commercial Reproductio, as defied at <www.aic-iac.gc.ca/1ifo/imts-eg.asp>.
Atiti Lookig Forward, Lookig Back BLM 1.1.4 Read Lookig Forward, Lookig Back from the Report of the Commissio o Aborigial Peoples, ad compare the issues discussed i this readig with the issues o the classroom chart created earlier. Add additioal issues to the list ad to your learig log, ad complete a reflectio joural etry. Lookig Forward, Lookig Back After some 500 years of a relatioship that has swug from partership to domiatio, from mutual respect ad co-operatio to pateralism ad attempted assimilatio, Caada must ow work out fair ad lastig terms of coexistece with Aborigial people. The Startig Poit The Commissio has idetified four compellig reasos to do so: Caada s claim to be a fair ad elighteed society depeds o it. The life chaces of Aborigial people, which are still shamefully low, must be improved. Negotiatio, as coducted uder the curret rules, has proved uequal to the task of settlig grievaces. Cotiued failure may well lead to violece. Caada as a Fair ad Elighteed Society Caada ejoys a reputatio as a special place a place where huma rights ad digity are guarateed, where the rules of liberal democracy are respected, where diversity amog peoples is celebrated. But this reputatio represets, at best, a half-truth. A careful readig of history shows that Caada was fouded o a series of bargais with Aborigial peoples bargais this coutry has ever fully hooured. Treaties betwee Aborigial ad o-aborigial govermets were agreemets to share the lad. They were replaced by policies iteded to remove Aborigial people from their homelads suppress Aborigial atios ad their govermets udermie Aborigial cultures stifle Aborigial idetity It is ow time to ackowledge the truth ad begi to rebuild the relatioship amog peoples o the basis of hoesty, mutual respect, ad fair sharig. The image of Caada i the world ad at home demads o less.
Atiti Lookig Forward, Lookig Back BLM 1.1.4 The foudatios of a fair ad equitable relatioship were laid i our early iteractio. The Life Chaces of Aborigial People The third volume of our report, Gatherig Stregth, probes social coditios amog Aborigial people. The picture it presets is uacceptable i a coutry that the Uited Natios rates as the best place i the world to live. Aborigial people s livig stadards have improved i the past 50 years but they do ot come close to those of o-aborigial people: Life expectacy is lower. Illess is more commo. Huma problems, from family violece to alcohol abuse, are more commo too. Fewer childre graduate from high school. Far fewer go o to colleges ad uiversities. The homes of Aborigial people are more ofte flimsy, leaky ad overcrowded. Water ad saitatio systems i Aborigial commuities are more ofte iadequate. Fewer Aborigial people have jobs. More sped time i jails ad prisos. Aborigial people do ot wat pity or hadouts. They wat recogitio that these problems are largely the result of loss of their lads ad resources, destructio of their ecoomies ad social istitutios, ad deial of their atiohood. They seek a rage of remedies for these ijustices, but most of all they seek cotrol of their lives. Failed Negotiatios A relatioship as complex as the oe betwee Aborigial ad o-aborigial people is ecessarily a matter of egotiatio. But the curret climate of egotiatio is too ofte rife with coflict ad cofrotatio, accusatio, ad ager. Negotiators start from opposig premises. Aborigial egotiators fight for authority ad resources sufficiet to rebuild their societies ad exercise self-govermet as a matter of right, ot privilege. No-Aborigial egotiators strive to protect the authority ad resources of Caadia govermets ad look o trasfers to Aborigial commuities as privileges they have bestowed. Frequet failure to come to a meetig of mids has led to bitteress ad mistrust amog Aborigial people, resetmet ad apathy amog o-aborigial people. I our report, we recommed four priciples for a reewed relatioship to restore a positive climate at the egotiatig table ad a ew political framework for egotiatios. We discuss the priciples at the ed of this chapter ad the ew framework i Chapter 2.
Atiti Lookig Forward, Lookig Back BLM 1.1.4 Caada ca be a diverse, excitig, productive, carig coutry...a coutry where every child has a equal opportuity to grow up full of hope ad ethusiasm for the future. Martha Flaherty Presidet, Pauktuutit Iuit Wome's Orgaizatio Risk of Violece Aborigial people have made it clear, i words ad deeds, that they will o loger sit quietly by, waitig for their grievaces to be heard ad their rights restored. Despite their log history of peacefuless, some leaders fear that violece is i the wid. What Aborigial people eed is straightforward, if ot simple: cotrol over their lives i place of the well-meaig but ruious pateralism of past Caadia govermets lads, resources ad self-chose govermets with which to recostruct social, ecoomic ad political order time, space ad respect from Caada to heal their spirits ad revitalize their cultures We are gettig sick ad tired of the promises of the federal govermet. We are gettig sick ad tired of Commissios. We are gettig sick ad tired of beig aalyzed... We wat to see actio. Norma Evas Pacific Métis Federatio The Ghosts of History Every Caadia will gai if we escape the impasse that breeds cofrotatio betwee Aborigial ad o-aborigial people across barricades, real or symbolic. But the barricades will ot fall util we uderstad how they were built. Studyig the past tells us who we are ad where we came from. It ofte reveals a cache of secrets that some people are strivig to keep hidde ad others are strivig to tell. I this case, it helps explai how the tesios betwee Aborigial ad o-aborigial people came to be, ad why they are so hard to resolve. Caadias kow little about the peaceful ad co-operative relatioship that grew up betwee First Peoples ad the first Europea visitors i the early years of cotact. They kow eve less about how it chaged, over the ceturies, ito somethig less hoourable. I our report, we examie that history i some detail, for its ghosts haut us still. The ghosts take the form of dishooured treaties, theft of Aborigial lads, suppressio of Aborigial cultures, abductio of Aborigial childre, impoverishmet ad disempowermet of Aborigial peoples. Yet at the begiig, o oe could have predicted these results, for the theme of early relatios was, for the most part, co-operatio.
Atiti Lookig Forward, Lookig Back BLM 1.1.4 The relatioship betwee Aborigial ad o-aborigial people evolved through four stages: There was a time whe Aborigial ad o-aborigial people lived o separate cotiets ad kew othig of oe aother. Followig the years of first cotact, fragile relatios of peace, friedship ad rough equality were give the force of law i treaties. The power tilted toward o-aborigial people ad govermets. They moved Aborigial people off much of their lad ad took steps to civilize ad teach them Europea ways. Fially, we reached the preset stage a time of recovery for Aborigial people ad cultures, a time for critical review of our relatioship, ad a time for its reegotiatio ad reewal. May of today's malfuctioig laws ad istitutios the Idia Act ad the break-up of atios ito bads, to ame just two are remats of the third stage of our history. But there was hoour i history, too; ideed, the foudatios of a fair ad equitable relatioship were laid i our early iteractio. Lookig Forward, Lookig Back: Copyright Idia ad Norther Affairs Caada. Reproduced uder the terms for No-commercial Reproductio, as defied at <www.aic-iac.gc.ca/1ifo/imts-eg.asp>.
Atiti Idetity Quotatios BLM 1.2.1 Read the followig quotatios cocerig Aborigial idetity ad aalyze oe or more usig BLM G.1: Aalyzig Quotatios. Add your aalysis to your portfolio. The fact is that whe the settlers came, the Idias were there, orgaized i societies ad occupyig the lad as their forefathers had doe for ceturies. This is what Idia title meas... Supreme Court of Caada Calder v. Attorey Geeral of British Columbia (1973) Assimilatio policies failed because Aborigial people have the secret of cultural survival. They have a edurig sese of themselves as peoples with a uique heritage ad the right to cultural cotiuity. Aborigial peoples are atios. That is, they are political ad cultural groups with values ad lifeways distict from those of other Caadias. From A Word From Commissioers, Highlights from the Report of the Royal Commissio o Aborigial Peoples (1996) America, separated from Europe by a wide ocea, was ihabited by a distict people, divided ito separate atios, idepedet of each other ad the rest of the world, havig istitutios of their ow, ad goverig themselves by their ow laws. It is difficult to comprehed...that the discovery of either by the other should give the discoverer rights i the coutry discovered which aulled the previous rights of its aciet possessors. Chief Justice Joh Marshall, Uited States Supreme Court Worcester v. Georgia (1832) From a ladmark case quoted by the Commissioers i Lookig Forward, Lookig Back, Highlights from the Report of the Royal Commissio o Aborigial Peoples (1996) We the Dee of the N.W.T. isist o the right to be regarded by ourselves ad the world as a atio. Our struggle is for the recogitio of the Dee Natio by the govermet ad people of Caada ad the peoples ad govermets of the world.... Dee Natio. Dee Declaratio: Statemet of Rights, Idia Brotherhood of the Northwest Territories, 1975. Available olie at <www.deeatio.com/deedec.html>.
Atiti Idetity Quotatios BLM 1.2.1 There is somethig my ucle said, you kow, You re ot a true Idia uless you follow the culture, the you are a Idia. It s ot a status thig. It s ot a piece of paper. It s a spiritual thig, a emotioal thig, a metal thig, a physical thig. Idia ad Norther Affairs Caada. Report of the Royal Commissio o Aborigial Peoples, Vol. 4: Perspectives ad Realities. Chapter 7: Urba Perspectives, 1991. Etah, a 17-year-old street youth i Vacouver, quoted i Kãptitipis e- pimohteyahk (Urba Perspectives: Aborigial Street Youth Study): Vacouver, Wiipeg ad Motreal by Lauri Gilchrist ad R. Athoy Wichester, research study prepared for RCAP (1995). The First Natios people view themselves ot as custodias, stewards or havig domiio over the Earth, but as a itegrated part i the family of the Earth. The Earth is my mother ad the aimals, plats ad mierals are my brothers ad sisters. Lickers, Hery F. The Cultural Divide i Sciece Educatio for Aborigial Learers, Caadia Coucil o Learig. Available olie at <www.ccl-cca.ca/ccl/reports/lessosilearig/lil20070116_ab_sci_edu.htm>.
Atiti Childhood i a Idia Village BLM 1.2.2 Read Childhood i a Idia Village by Wilfred Pelletier. With a parter, compare the commuity customs described by Pelletier to your ow experieces ad complete a reflectio joural etry. Because of copyright restrictios, the article is available oly i the prit versio of this documet. It ca also be foud at <www.belcourt.et/source/childhoodiaidiavillage.doc>.
Atiti First Natios, Métis, ad Iuit Orgaizatios: Overview BLM 1.2.3 Usig prit, electroic, ad huma resources, research a First Natios, Métis, or Iuit orgaizatio usig the followig framework to record your fidigs. Add the completed sheet to your portfolio. Name of Orgaizatio: Leadership ad represetatio: How are the members/costituets of the orgaizatio represeted (e.g., the umber of represetatives, coucillors, board members, etc.)? How is the leader (e.g., Grad Chief, Presidet, etc.) chose? Who is the curret leader of the orgaizatio? What is the orgaizatio s costituecy (i.e., Who does it represet?)? Brief history ad backgroud:
Atiti First Natios, Métis, ad Iuit Orgaizatios: Overview BLM 1.2.3 Goals: Achievemets: Challeges:
Atiti Agai, I was the Oly Idia... BLM 1.3.1 Read the followig excerpt from For Joshua by Aishiabek writer Richard Wagamese ad, i a small group, discuss Richard s attempt to create a idetity that would impress his ew frieds. I your reflectio joural, record your respose to the followig questios: Why do you thik it was so importat for Richard to be thought of as a authetic Idia? What could you tell other people about your ow culture ad traditios? Where did you get your iformatio? Agai, I was the oly Idia. As the laughter followed me dow the hallway to my home room I decided to do aythig I could to stop the laughter. I smoked, swore, acted out i class, ad lied about who I was. I chose to be the class clow ad with every laugh I got I felt more like I was accepted. I bega to believe that all I eeded to do was get a reactio from people, that gettig attetio was the same as gettig recogitio. It was t. My grades fell. I wet from As to Ds i oe term ad the resultig outcry at home was loud ad paiful. But more hurtful was Lori. I guess all of us remember our first crush. For me it was Lori. She was a hippie, or at least as close to a hippie as her mother allowed her to be. She had log, curly brow hair that she wore uder a variety of hats ad she favoured the mii skirts that were popular at the time. She was beautiful big, blue eyes, log lashes, ad a smile that made her seem to radiate. Whe she ivited me to a couple s skate at the roller rik oe Saturday afteroo I almost fell over. All of the guys were after her. Whe we glided out oto the floor that afteroo I felt a curious mixture of beig superior to every guy there ad of beig iferior to the beautiful ad popular girl with whom I was holdig hads. I became ifatuated very quickly. Lori was very ito Idias. She had read may books about Idia people, draw may pictures, see may movies ad televisio shows about them ad she really wated to go with a Native guy. I was the oly Native perso she d ever met ad she was determied to be with me. She told me all about this as I walked her home after skatig that afteroo. Whe she asked me questios about my backgroud ad heritage I did the oly thig I kew how to do: I lied. Because I had t bee give ay exposure to my tribal idetity at home, I got all my Idia iformatio from the same place everyoe else aroud me got theirs. I watched Westers o televisio, read comic books, ad wet to the movies. From these I gleaed that Idias were bloodthirsty savages with a religio that was close to voodoo. We all rode horses, wore war pait, ad must have bee afraid of the dark because wago trais ever got attacked durig the ight. We were utamed, uruly, ad eeded the help of white people to survive. That was the extet of my cultural kowledge.
Atiti Agai, I was the Oly Idia... BLM 1.3.1 By the time I got to school o Moday the word was already out. Guys who d ever bothered talkig to me before were suddely iterested i me. Girls who d laughed ad poited at me before bega lookig at me out of curiosity. I felt huge. I felt like I mattered. But o oe kew that I had o clue at all about my tribe, my history, laguage, culture, ad ritual. No oe kew how afraid I was that, whe Lori foud out that I was t really a Idia, she would drop me ad I would be back to beig very Jerry i o time at all. So I lied eve bigger lies. I iveted a laguage I called Ojibway a guttural, grutig kid of talk with a lot of extraeous had motios ad gestures. I took great pais to write this ew laguage dow ad commit it to memory. I gave Lori a ame i that fictitious laguage. I told her about ceremoies I d bee to the Su Dace, the Rai Dace, the Ghost Dace. I told her about my gradfather the medicie ma ad the shamas from other tribes who had give me strog medicie so that I could survive i the city. I talked about life o a reservatio ad stories about life o the lad. The more I lied the more she clug to me, ad the more iterest she showed the more esteem I garered at school. With the respect came a huger for more, ad the bigger ad more fatastic the lies became. I ca almost laugh whe I recall that performace. Almost. As I gazed upwards at the stars that ight i the foothills I remembered the collapse. Lori had kept o readig about Native life while we were together ad she bega to detect wide variatios betwee what I was tellig her ad what the books were sayig ad showig. I was showig her how to do a war dace ad explaiig the meaig of war drums to her whe she d fially had eough. There s o war drum. There s just a drum ad it s used for may thigs ot just war. If you were really Idia you d kow that. But you re o Idia, I recall her sayig. You re othig but a phoy. She dropped me. Word spread just as quickly this time ad I remember the shame ad embarrassmet I felt walkig dow the hallway to jeers ad laughter. Big Chief Full-of-Shit was scrawled across my locker ad I was aloe agai. All of the life I d felt flowig through me whe I was with Lori was goe ad i its place was bitteress, shame, ad a ager I d ever felt before. I was agry that o oe, either the Tackyks or the Gilkisos, had allowed me to lear aythig about who I was. They d ever allowed me to lear about my tribe, my history or culture. I kew the, i the loss of Lori, that I was o oe, that all the play-actig I did was just that, that I was a o-etity because I did t kow who I was. I heard the same familiar words i my head oe more time. There s somethig wrog with you. If you were lovable, worthy, wated, adequate, she d have kept you. But you re ot, she foud out, ad ow you re aloe. Not much chaged after that. I lied eve more at home, school, ad church, ad whe I was foud out i those lies I was puished, baished, or rejected outright. With each reactio, I became more determied to be see, kow, recogized. I skipped classes ad hug out i pool halls. Ad I ra away from home. I ra away because eve the I thought that geography was a cure. The first time I fled it was just for oe ight, which I spet huddled i the cab of a parked truck outside of Vielad, Otario. It was miserable, cramped, ad cold, ad I actually looked forward to goig back to my warm bed. From For Joshua: A Ojibway Father Teaches His So by Richard Wagamese. Toroto, ON: Doubleday, 2002. Reprited with permissio from the author. All rights reserved.
Atiti Whose World Is It? BLM 1.3.2 As a class, discuss the list of statemets by respodig to the followig questios: Does the statemet describe what you experiece, witess, or hear about? If you aswered o to the above questio, describe what happeed, what you did (if aythig), ad how you felt. How should oe respod to discrimiatio? Complete a reflectio joural etry. 1. My family or I ca easily ret or buy affordable, decet housig i a safe eighborhood. 2. I ca go shoppig without drawig the uwated attetio of store security or clerks. 3. I ca watch televisio or read a ewspaper or magazie ad see people like me represeted i a positive way. 4. The cotributios of my culture(s) are ackowledged i the histories of Caada ad Maitoba. 5. I ca easily buy, i most stores or malls, music or food that is represetative of my culture. 6. People of authority whom I ecouter are of my culture. 7. If a policema stops me, it is ot because of what I look like. 8. I see ad/or hear my culture reflected i my school, classroom, learig activities, textbooks, ad other resources. 9. My shortcomigs ad problems are ot attributed to my cultural backgroud. 10. I feel welcome i public places such as libraries, malls, hospitals, schools, etc.
Atiti Moder Racism i Caada BLM 1.3.3 I a small group, read ad discuss (Assembly of First Natios) Natioal Chief Phil Fotaie s speech Moder Racism i Caada. Complete BLM G.5: Issue-Based Article Aalysis, ad add to your portfolio. Aswer the followig questio: I your ow words, explai what Chief Fotaie meas whe he writes: Sustaiable solutios toward equality betwee Aborigial ad o-aborigial Caadias ca be developed, but the truth of the preset ad past must be told. Record your respose to the questio i your learig log. Moder Racism i Caada Phil Fotaie, B.A., LLD. There are few topics that are more importat for the well-beig of our atio tha public policy issues aroud racism, ad its atidote, equality. There is a lot of sesitivity aroud the subject of racism. For a perso or party to be called racist i Caada today, is cosidered a serious slur (my lawyers will attest to that!). May do ot wat to admit that it eve exists, i fact may people say surely Phil Fotaie, as Natioal Chief, you caot possibly experiece racism. But I quote Sammy Davis Jr., who oce said, Beig a star has made it possible for me to get isulted i places where the average Blackma could ever hope to get isulted. I may ot be a star like Sammy Davis Jr., but I still like the lie. Racism, amog other thigs, is a cotest over meaigs. Caada s cherished image as a tolerat society leads eve progressive Caadias to the view that racism meas oly overt acts by some asty idividuals agaist other idividuals. I do ot see it that way. No Aborigial perso i Caada sees it that way. What we see, experiece, ad uderstad o a daily basis, is racism iterwove i the very fabric of the social system i Caada. I this paper I will discuss both overt ad covert racism. I will describe what racism is, what racism looks like from our perspective, ad the its impacts. I will seek to idetify the barriers to solutios for racism ad fially, will describe our visio of what is required to achieve the future equality of Aborigial peoples i Caada. What is Racism? A defiitio of racism is, a attributio of iferiority to a particular racial group ad the use of the priciple to propagate ad justify the uequal treatmet of this group. It ca be based o the otio of biological iferiority, or may attribute iferiority to cultural deficiecy, social iadequacy ad techological uderdevelopmet. Racism ca be istitutioal, systemic, ad idividual; ad it ca be directly or idirectly iflicted. But whe we talk of racism, it is importat to go beyod defiitios ad attempt to uderstad its complexities. There are may differet types of racism, implemeted i may differet ways, used to accomplish may differet racist goals.
Atiti Moder Racism i Caada BLM 1.3.3 Racism is geerally categorized ito three types: (i) idividual, direct racism whe idividuals expressly espouse racist views as part of a persoal credo; (ii) subcoscious, idirect, or uitetioal racism whe idividuals hold egative attitudes toward racial miorities based o stereotypical assumptios, fear, ad igorace; ad (iii) istitutioal or systemic racism whe istitutios such as govermet agecies, busiesses, ad orgaizatios that are resposible for maitaiig public policy, health care, educatio, housig, social, ad commercial services ad other frameworks of society, fuctioig i such a way as to limit rights or opportuities o the basis of race. Istitutioal racism ca be both direct ad idirect. A 1989 report etitled Elimiatig Racial Discrimiatio i Caada describes the extet to which idividual racism is deeply embedded i the Caadia culture. The report states that betwee 12 ad 16 percet of Caadias admitted to strog itolerace based o race; ad 94 percet of job-agecy recruiters surveyed idicated that they had rejected job seekers based o race. The report also showed that 31 of 73 Toroto ladlords questioed discrimiated o the basis of race. The Aborigial Justice Iquiry of Maitoba captured the experiece of systemic ad istitutioalized racism for Aborigial people i its summary. Their report spoke of policig that is at times uresposive ad at others overzealous, itesive, ad ofte abusive. It recorded a system of laws ad courts that igores sigificat cultural factors ad subjects them to icomprehesible proceedigs ad iordiate delays i the dissipatio of cases. The report called the peal system harsh ad uproductive, ad spoke of parole procedures that ofte caused delays i releasig parolees. The iquiry talked about child welfare ad youth justice systems that isolate youg people from their families ad their commuities. It spoke too, of historical wrogs, of betrayals ad ijustice, ad of a visio for restorig social harmoy to their commuities. A popular fallacy is that racism is irratioal. It is ot. Particularly i politics, racism ad prejudice are always fouded o seemigly ratioal, strategic argumets, desiged to appeal to commo sese ad so-called logical thikig. This approach has major cosequeces. It makes the specific prejudices upo which the argumets are fouded seem acceptable. It could be said that racism is the idea ad discrimiatio the practice. But there are other ways to practice racism. I additio to overt discrimiatory treatmet, ad covert discrimiatory treatmet, the tools of the racist iclude the use of violece ad geocide, racial hate messages, ad threats ad deial. The choice of tool ofte varies with the class, positio, or power of the oppressor. Lower- ad middle-class members of the domiate group might use violece agaist racial miorities, while upper-middle-class members of the domiate group might resort to deial, i their righteous idigatio agaist diversity ad reverse discrimiatio. Istitutios govermet bodies, schools, ad corporatios perpetuate racism through a variety of overt ad covert meas. But whatever the meas, all forms of racism iflict wouds, wouds that are either radom or isolated, wouds that ca be fatal. Regardless of whether we are talkig gutter racism, parlour racism, corporate racism, or govermet racism, they all work i cocert, reiforcig ad perpetuatig existig coditios of iequality.
Atiti Moder Racism i Caada BLM 1.3.3 Today, moder racism, as a ideology, is for the most part a covert operatio. I fact, its cetral ad most distiguishig characteristic, as compared to traditioal racism, is the vigour with which it is cosistetly deied. A example, writ large, is the frot cover of the February editio of the Alberta Report magazie. I its respose to the federal govermet s apology for the abuse of Aborigial childre i residetial schools, the magazie ra a cover page with a photograph of smilig Aborigial childre at a residetial school. The title emblazoed across the top of the cover was The Holocaust that Never Happeed. To make such a cruel assertio i the face of survivors of residetial schools i wester Caada shows how strog the motivatio to dey racism is. The Alberta Report, ad those for whom it speaks, kow that deial is the cetral feature critical to the way i which moder racism works. That is to say, if you dey that racism exists, you do ot have to take resposibility for it. More importatly, if you dey racism exists, ay attempt to correct it ca be categorized as discrimiatio ad the creatio of special rights for the miority group. Usig the termiology of special rights to describe legal protectio of vulerable groups deies the fact that racism, sexism, ad other forms of discrimiatio exist. Eve a superficial uderstadig of the history ad curret realities of discrimiatio i Caada reveals that such special rights talk is little more tha the igorace of privilege ad the privilege of igorace. It is o accidet that the hot racial issues i equality today is reverse discrimiatio challeges to affirmative actio plas, based o claims by white people that they are victims of racism. Aother techique of deial is to call racism by aother ame. The media are very good at this. The presece of racism is ofte igored or covered up with euphemisms such as disadvataged or uderprivileged. This status is the subtly, or eve ot subtly, liked to stereotypes which portray us as people who either have problems or cause problems. We are pictured as too lazy to work, failures i school, ad proe to substace abuse ad crime. We are portrayed as less bright, less civilized, less sesitive, less huma. Is it ay woder our people are treated i ways that are less friedly ad less huma tha the ways others are treated? Such portrayals justify oppressio i the mids of racists ad eggs them o. The Wiipeg Su is a case i poit. For several moths, the paper ra a ad for Crime Stoppers usig a photograph of two Aborigial teeagers beig frisked by police officers. The effect of the photograph ad ad was to reiforce i the mids of readers the stereotype that all Aborigial youth are deliquets. The Calgary Herald provides aother example. For almost a year, the Herald has repeatedly prited sesatioal frot-page headlies about alleged fiacial mismaagemet by the admiistratio of the Stoey Reserve. At the same time, may more egregious cases of mismaagemet of much larger amouts of taxpayers moey by the provicial govermet causes little commet. Two thigs are happeig here. First, the disproportioate coverage miimizig the fault of the white govermet ad maximizig the fault of the Aborigial govermet effectively maitais white superiority ad Aborigial iferiority. Secod, sesatioal coverage over such a log period of time caot help but create the false impressio that a crisis exists, ad that all Aborigial people must be icapable of ruig their ow affairs. Aother curret example is the New Bruswick furor over the harvestig of trees o Crow lad. There was ot much public outrage about forestry maagemet practices i the provice util a court ruled that Aborigial people had harvestig rights o Crow lads. Now that Aborigial people are ivolved, it seems that everyoe has coservatio cocers.
Atiti Moder Racism i Caada BLM 1.3.3 The use of egative stereotypes combied with deial of racism creates a perfect Catch-22 situatio for ative people. It says our iferiority is systemic, but discrimiatio agaist us is ot. Aother high profile example of creative deial was demostrated i the Aita Hill case i the Uited States. The Seate committee called all the other wome i Clarece Thomas office to testify that Clarece Thomas did ot sexually harass them, thus cocludig that he could ot have sexually harassed Aita Hill. This techique of deyig discrimiatio through assumptio of sameess of treatmet is remiiscet of a commet a particularly astute judge made i a dog-barkig case. It seems the judge was asked to eforce a local by-law about dogs barkig. The defedat attempted to itroduce a audio tape cotaiig complete silece ito evidece to disprove the allegatios. The judge disallowed the tape, sayig that it could be aybody s dog ot barkig! Aother way to make racism disappear is to culturalize it. To make this work, racism must be characterized as a pheomeo havig more to do with ethicity ad culture tha with domiatio ad discrimiatio. Examples of this ca be foud i some well-meaig but misguided culturally sesitive iterpretatios of racist practices i the admiistratio of justice, such as tryig to explai the overrepresetatio of Aborigial youth i jail. These aalyses have cocluded that cultural differeces affectig demeaour i the courtroom explai why youths are uecessarily crimialized ad labelled as ureliable, remorseless, ad ucooperative. This iterpretatio is based o the uderstadig that police, lawyers, ad judges admiisterig justice o reserves, more ofte tha ot, come from cultural, social, ad ecoomic backgrouds that are differet from the majority of persos i the commuities they serve. As a result, they may misiterpret demeaour to the detrimet of Aborigial youth. The dager here is that uder the umbrella of cross-cultural sesitivity, discrimiatory activities which are completely urelated to culture may be overlooked, such as Crow prosecutors who prosecute more readily because they are uwillig to overrule the police who are over-iclied to charge offeders, producig 200 to 300 percet more covictios tha i other jurisdictios. There are few, if ay, support services used as alteratives to jail. All these o-cultural factors cotribute to a overrepresetatio of Aborigial youth i jail, but they are overlooked i a culturally sesitive explaatio. Racism is ever metioed. Occasioally, o-aborigial judges, lawyers, ad other players i the justice ad social services systems have bee too quick to embrace culture i ways that fail to challege patriarchy, coloialism, imperialism, ad sexism. Their otio of culture simply cofies it to a static, uchageable, ad timeless vacuum of values, beliefs, kowledge, ad customs which sometimes operates to the detrimet of Aborigial wome. While cultural values of healig ad recociliatio must be respected, equality ad the safety of wome caot be overlooked, especially i cases ivolvig violece. Comig to terms with wome s reality at the itersectio of racism ad sexism is somethig that more ofte tha ot, ca be easily lost i the rush to be culturally sesitive.
Atiti Moder Racism i Caada BLM 1.3.3 I order to deal properly with these complex issues, Caadia courts must come to grips with the cotemporary act of white supremacy i ad out of the courtroom ad ot simply get by with a superficial referece to history, cultural biases, ad social coditios. They must strive to uderstad how cultural differeces withi ad betwee groups operate, such as the differece i geder ad race status. This approach ievitably egages discussio about differeces, about cotrol, about racism, about sexism, ad about how Aborigial ad o-aborigial cultures work to sustai them, or eradicate them. Oce these uderstadigs are obtaied, there is a far better chace that substative chages toward meaigful equality ad respectig cultural differeces will take place. It always fasciates me that I see the world so differetly from may of my o- Aborigial frieds ad acquaitaces. Obviously, the idetity of the perso doig ay aalysis makes a differece. Whe somethig particularly horrifyig ad tragic happes, such as the shootig deaths of Coie Jacobs ad her little so Ty by a RCMP officer at their home o the Tsuu T ia Reserve i Alberta, differet perceptios become more stark. My reactio ad the reactio of my people is to uderstad the killigs i the cotext of a historical patter of state behaviour directed at Aborigial people geerally, ad Aborigial wome ad childre i particular behaviour that has disrespected ad devalued us, see our wome as iferior mothers ad gradmothers, ad failed to give us the same cosideratio ad protectio that is take for grated by whites. As a result, we are alarmed ad agry ad thus call for immediate redress i the form of a idepedet iquiry by First Natios to examie all the surroudig cotextual issues, icludig sexism ad racism i istitutioal practices of the RCMP ad other agecies. O the other had, the reactio of the o-aborigial populatio to the Jacobs killig is to see the icidet as horrifyig, but isolated ad maybe eve a result of some itemperate actio by the Aborigial woma herself. (Oe ca oly speculate whether there would have bee a greater public outcry ad a greater distrust of police coduct if similar killigs took place i a up-scale Calgary suburb.) There is o immediate coectio with cotext social, ecoomic, political, or historic. A further discussio of the icidet from the possibility of race ad sex discrimiatio has led may to the coclusio that there is o istitutioal or state resposibility to respod to the icidet other tha through a RCMP iquiry ito their ow procedures ad a fatalities iquiry, which would examie the arrow circumstaces immediately surroudig the deaths. These differig attitudes to the same evet arise from differet life experieces based o race. Most white people have ever had their childre spat upo, or bee tauted at school, or at the hockey rik, or at the park. Nor have they had their daughters subjected to obsceities as they walk dow the street. Most elderly white wome ad me are respected as they buy groceries or visit a health cliic. Whe o-aborigial people are i a car accidet or domestic dispute, the police are respectful ad atted quickly.
Atiti Moder Racism i Caada BLM 1.3.3 Eve though you would ever kow it from media coverage, our life experiece tells us that racial violece ad harassmet are widespread, commo, ad life threateig; ad that we caot ecessarily rely o the police to protect us whe we most certaily expect respect. The arrest of five people i what police have described as the racially motivated killig of a 65-year-old Sikh ma i British Columbia clearly demostrates that racism ad itolerace are alive ad well i Caada. For us, it is very logical to lik together several thousad real-life stories ito the iterpretatio we put o Coie Jacobs case. We similarly iterpret the cases ivolvig J.J. Harper, Dudley George, Doald Marshall, Hele Betty Osbore, ad the Kittyowdlok- Reyolds. It is also logical for us to lik the five attempted suicides o the Tssu T ia Reserve withi two weeks to Coie Jacobs ad her so s deaths. The despair, hopelessess, ad lack of cotrol we all feel as a result of such a seseless ad brutal loss of life, leads some to the tragic belief supported by experieces ad perceptios that they do ot have lives worth livig. The Future As far as Aborigial people are cocered, racism i Caadia society cotiues to ivade our lives istitutioally, systematically, ad idividually. The Aborigial Justice Iquiry i Maitoba, the Doald Marshall Iquiry i Nova Scotia, the Cawsey Report i Alberta, ad the Royal Commissio o Aborigial People all agree. The questio ow is, What is to be doe? Ati-racism strategies, to the extet that they exist, are all about the relative value of huma lives. A egative respose to racism is a statemet that victims of racism are valued members of our society. Recogizig the harms of racism ad the eed to stregthe our dagerously fickle collective commitmet to equality requires us to liste to those who suffer from discrimiatio, ad to hear their stories. Sustaiable solutios toward equality betwee Aborigial ad o-aborigial Caadias ca be developed, but the truth of the preset ad past must be told. Patricia Moture, a Mohawk woma ad legal scholar, stated that if the white society caot brig itself to uderstad the pai that Aborigial me, wome ad childre go through, the they are ever goig to uderstad aythig. All the equality promises i the world will ot get us aywhere because without that uderstadig, the theories do ot reflect social reality, ad do ot reflect peoples experieces. To combat racism, we must give up o moolithic, etho-cetric reality ad believe that there is somethig to be leared ad a better society to be achieved by listeig to formerly sileced people. Listeig to the powerless may, i tur, lead to the uderstadig that some groups ad group members have ejoyed disproportioate privilege, icludig the power to defie, to appropriate, ad to cotrol the realities of others. It must be uderstood that racists have o iterest or desire to ivestigate the reality of others differet from themselves or the ijustices that result whe others realities are imposed upo them. Their objectives are to roll back progress through the mobilizatio of fear, resetmet, igorace, ad itolerace. For them, differece is dealt with by makig it disappear, by treatig everyoe the same. No- Aborigial Caadias must uderstad that this ever has bee ad ever will be good eough, because it will oly perpetuate racism, idefiitely. Equality requires a commitmet to the propositio that there are alterative claims to the truth.
Atiti Moder Racism i Caada BLM 1.3.3 Aother prerequisite to future equality is a accoutig of the past. The heious violatios of huma rights which have bee perpetuated upo our people for geeratios, merely because of our race, caot go umarked. Their extet should be catalogued, their detail exposed, ad their causes explored. Oce all this has bee doe, the results must be published so that society will have a lastig record ad guide to avoid future repetitio of the violatios we have suffered. If the truth of residetial schools, religious persecutio, cultural destructio, ad mass abductios of our childre remais uexplored ad obscure, I fear that equality, peace, ad justice will elude our grasp. Oly whe miscoduct is exposed ad addressed ca we begi to build a fece aroud it ad move cofidetly ad purposefully toward the full achievemet of equality, digity, ad respect. Some progress has bee made. A first step was take with the establishmet of the Healig Fud ad the apology for residetial school abuse. May other steps remai which will require the partership of goodwill of both Aborigial ad o-aborigial Caadias. I look forward to travellig this path with all Caadias. Megweetch. Lecture Moder Racism i Caada: 1998 Doald Gow Lecture by Phil Fotaie. Reprited with permissio of the School of Policy Studies at Quee s Uiversity. All rights reserved.
Atiti Commo Portrayals of Aborigial People BLM 1.3.4 Read Commo Portrayals of Aborigial People ad use prit ad electroic resources to research films ad/or televisio for examples of the various stereotypes described i the article. Record your fidigs i your learig log. Because of copyright restrictios, the article is available oly i the prit versio of this documet. It ca also be foud at the Media Awareess Network website at <www.media-awareess.ca/eglish/issues/stereotypig/ aborigial_people/aborigial_portrayals.cfm>.
Atiti Redski Jersey about Pride, Not Prejudice BLM 1.3.5 Read the Wiipeg Free Press article, Redski jersey about pride, ot prejudice ad write a letter to the editor agreeig or disagreeig with the headlie ad supportig your poit of view. Add your letter to your portfolio. Because of copyright restrictios, the article is available oly i the prit versio of this documet. It ca also be foud at the Wiipeg Free Press website at <www.wiipegfreepress.com/historic/32711129.html>.
Atiti Seeig The Other : Europea Views Of First Natios, Métis, ad Iuit Peoples BLM 1.3.6 With a parter, aalyze two or more of the followig quotatios usig BLM G.1: Aalyzig Quotatios. Discuss your aalysis i a small group, ad add your aalysis to your portfolio. [Idias] are a remarkably strage ad savage people, without faith, without law, without religio, without ay civility whatever, livig like irratioal beasts, as ature has produced them, eatig roots, always aked, me as well as wome. Adre Thevet, mok, 16th Cetury although they have bee formed by as may differet skills ad usages as we have bee, their ature is still half-way betwee ma ad beast, as they have ot developed ad leared the arts of peace ad war as have the people of the other three parts of the habitable world. Aoymous, 16 th cetury This people may well be called savage, for they are the sorriest folk there ca ever be i the world, ad the whole lot of them had ot aythig above the value of five sous, their caoes ad fishig ets excepted. Jacques Cartier, explorer, 1491-1557 These people live like aimals it is evidet that some me are by ature free, ad others servile. I the atural order of thigs, the qualities of some me are such that they should serve, while others, livig freely, exercise their atural authority ad commad. Joh Mair, theologia, 1469-1550 The above quotes are foud i: Dickaso, Olive Patricia. The Myth of the Savage: Ad the Begiigs of Frech Coloialism i the Americas, by Olive Patricia Dickaso, The Uiversity of Alberta Press, 1984.
Atiti Seeig The Other : Europea Views Of First Natios, Métis, ad Iuit Peoples BLM 1.3.6 They [the Norse people who settled i North America] eeded to copy the Iuit practice of burig seal blubber for heat ad light i the witer, ad to lear from the Iuit the difficult art of hutig riged seals, which were the most reliably pletiful source of food available i the witer. But the Norse had cotempt for the Iuit they called them skraeligs, wretches ad preferred to practice their ow brad of Europea agriculture. From a review of Jared Diamod s Collapse: How Societies Choose to Fail or Succeed. Gladwell.com, The New Yorker, 2005 Archive. Available olie at <www.gladwell.com/2005/2005_01_15_a_collapse.html>. The Idias o board the ships called this islad Saomete. I amed it Isabela. Christopher Columbus From Revolutio to Recostructio:Documets: Christopher Columbus: Extracts from Joural (1942). Available olie at <http://odur.let.rug.l/~usa/d/1400-1500/columbus/extract.htm>. The Idias gave up the lad of their ow free will, ad for it received brass kettles, blakets, gus, shirts, flits, tobacco, rum ad may trikets i which their simple hearts delighted. Patrick Gordo Available olie at <www.chagesurfer.com/family/ps05/ps05_107.htm>. I do't feel we did wrog i takig this great coutry away from them. There were great umbers of people who eeded ew lad, ad the Idias were selfishly tryig to keep it for themselves. Joh Waye Joh Waye s Approach to Native Americas Available olie at <www.emauellevy.com/article.php?articleid=3792>. The, I realized that there is a idigeous presece i the Solar System. It s us. So, the, I got to woderig what would happe if a more techologically advaced society moved ext door to us, the way we moved ext door to the America Idias. Sarah Zettel A Coversatio with Sarah Zettel Available olie at <www.sfsite.com/02a/sz74.htm>. Our objective is to cotiue util there is ot a sigle Idia i Caada that has ot bee absorbed ito the body politic, ad there is o Idia questio, ad o Idia Departmet. Duca Campbell Scott, Deputy Superitedet Geeral of Idia Affairs, 1920 Titley, Bria, E. A Narrow Visio: Duca Campbell Scott ad the Admiistratio of Idia Affairs i Caada, Uiversity of British Columbia Press, 1986, p. 50.
Atiti First Natios ad British (Wester) Historical Worldviews BLM 1.3.7 Compare the lists o the followig pages, ad create a Ve diagram comparig traditioal worldviews of First Natios, Métis, ad Iuit peoples to wester worldviews. Respod to the followig questios: I your view, which beliefs have caused the greatest misuderstadig betwee Idigeous ad o-idigeous Caadias? which beliefs have the greatest potetial for buildig uderstadig betwee Idigeous ad o-idigeous Caadias? Add your Ve diagram ad the aswers to your questios to your portfolio.
Atiti First Natios ad British (Wester) Historical Worldviews BLM 1.3.7 First Natios Worldview 1800s Spiritual The Creator is the ultimate spiritual etity ad the giver of all life. The Creator created the uiverse ad all Creatio has a spiritual coectio to the Creator. The Creator placed First Natios o Mother Earth ad gave them a way of life ad a way to pray so that they could commuicate with the Creator. First Natios follow atural laws give to them by the Creator. Natural laws gover relatioships with all that was created. They are built o respect for all thigs. Huma beigs are the most depedet of all creatures. They deped o the earth, the aimals, ad the plats give to them by the Creator for their susteace. All life forms are equally importat. Attitude of respect ad humility toward others ad the atural world is required to sustai harmoy (iterdepedece). Fudametal ethic is respect. Spiritual ceremoies to celebrate importat evets (amig ceremoies, marriage, feasts, the passig of people to the spirit world). Political The Creator is greater tha all govermets. The Creator gave First Natios atural laws that addressed how to live i peace ad harmoy with all Creatio. Harmoy i the atural world is the model from which the rules of behaviour come. Right behaviour cetres o duties ad resposibilities. Rules of acceptable behaviour are agreed upo by cosesus of the group. Leaders were chose for specific evets ad legth of time (e.g., Chief ad War Chief). Chiefs were chose for their leadership talets, the stregth of their character, ad their sese of commitmet to the commuity. Or i time of war, ofte youger me were chose to be War Chiefs for their skills as strategists, or their military prowess. Leadership required the approval of the group. Decisios were made through a process of cosesual decisio-makig. Members of society (usually males) participated i the goverig coucil. Ecoomic The Creator provides for all eeds. Sharig with the collective for the beefit of the group is paramout. Co-operatio ad sharig are the domiat ethic. Magaimity (sese of geerosity) is valued. Waste is disrespectful ad harmful to all. Status comes from service to the commuity. Whe the eeds of all are take care of, there will be harmoy ad security withi society.
Atiti First Natios ad British (Wester) Historical Worldviews BLM 1.3.7 British (Wester) Worldviews 1800s Spiritual God is the ultimate spiritual etity ad the giver of all life. He created the uiverse ad life o earth. He is all kowig ad all lovig. God is worshipped through prayer ad religious ceremoies. The Church follows God-give laws ad teaches these to idividuals as rules to live by. These rules are writte i the Holy Bible. Huma beigs are the most domiat of all creatures. They are made i the image of God. Attitude of domiace over ature alog with a sese of owership characterizes the relatioship. Fudametal ethic is compassio (love). Ceremoies ad rituals to celebrate importat evets (religious services; ceremoies for baptism, marriage, death). Political God is greater tha all govermets. The Kig/Quee was head of state ad protector of faith. Govermet is a huma creatio. Laws passed by a elected assembly (Parliamet) were imposed for a ordered society. Laws are writte. Right behaviour cetres o obeyig laws. Havig order i society provides the eviromet that will protect the rights of idividuals ad provide them with the freedom withi the limits of the law. Members of a elite society (usually males) participated i goverig the state. Ecoomic Idividual effort provides for all eeds. The well-beig of specific classes of society is essetial. Accumulatio of persoal wealth is valued. Capitalism, competitio, ad owership are paramout. Competitio ad profit guide ecoomic productio rather tha govermet cotrol. Status derives from wealth ad the power that it bestows o people. Order i society provides the eviromet for the idividual to pursue wealth ad attai security withi a society. Worldview: Reprited, with permissio, from Teachig Treaties i the Classroom by Ida Iro, Sadra Bellegrade, Susa Beaudi, ad Sue Derager. Saskatchewa, SK: Office of the Treaty Commissioer, 2002.
Atiti First Peoples Traditioal Worldview: Word Splash BLM 2.1.1 experietial learig pipe carrier creatio gifts oral traditio smudge cosesus Gradfathers, Gradmothers prophecy sweetgrass kowledge keeper dace/sog iheret rights Elders Creator collective idetity cedar bravery petroforms spirit Idigeous Kowledge holistic seve fires medicie Naabush pipe ceremoy tobacco all my relatios seve geeratios sacred lad laws of relatioship potlatch balace sage totem sharig atios sweat lodge atural laws humility Wisakechak Turtle Islad kiship Seda geerosity respect
Atiti Europea Worldview True or False BLM 2.1.2 Do the followig statemets accurately reflect the worldviews of the Europea peoples who coloized the New World? With a parter or i a small group, discuss ad respod by addig True or False after each statemet. Add this completed sheet to your portfolio. 1. The good of the may was more importat tha the good of the oe. 2. Lad could be bought ad sold. 3. Spirituality was more importat tha amassig material wealth. 4. All cultures ad beliefs were equally respected. 5. Leaders were geerally chose by the people. 6. Kigs ruled by divie right. 7. Agreemets betwee atios were sacred ad ubreakable. 8. History ad traditios were recorded through writte text. 9. Laws came from the Creator. 10. Some thigs were aimate, some were iaimate. 11. Decisios were arrived at through cosesus. 12. Society was a hierarchy; some idividuals were more powerful ad privileged tha others.
Pre-Europea Cotact Map of North America Atiti I a small group, study the map illustratig the traditioal territories of First Peoples o Turtle Islad before the arrival of Europeas. Complete the followig ad record your resposes i your learig log: Geerate as may statemets as possible about pre-cotact First Peoples based o the map (e.g., Some First Peoples had larger territories tha others). Note: For a larger, full-colour versio of this map, see the lik i the ackowledgemet below. Reprited from <http://upload.wikimedia.org/wikipedia/commos/a/a5/lags_n.amer.pg> uder the terms of the Creative Commos Attributio 2.0 Geeric licese. BLM 2.1.3
Atiti Rupert s Lad ad North America BLM 2.1.4 I a small group, with referece to this map ad the video, complete the followig: Write a statemet about the extet of the territory grated to the Hudso s Bay Compay. Compare this map with the pre-cotact map of North America (BLM 2.1.3). What does the compariso reveal? By what right was the Hudso s Bay Compay able to sell the traditioal lad of the First Natios to Caada? Why did t First Natios, Métis, ad Iuit peoples beefit from the sale? Was the sale of Rupert s Lad to Caada a just trasactio? Record your resposes i your learig log. Note: For a larger, full-colour versio of this map, see <http://vmccorley. wikispaces.com/file/view/22bp69eh.pg/ 216934892/22bp69eh.pg>. Map #1: Copyright 2001 Natural Resources Caada. Reproduced uder the terms for No-commercial Reproductio, as described by Natural Resources Caada at <www.rca.gc.ca/>.
Atiti The Fur Trade Game BLM 2.1.5 The Big Picture: Create a game based o the fur trade, ad preset ad demostrate it to the class. The objective is to survive ad maitai or better your quality of life through participatio i the fur trade. The cocepts ad procedures described below are oly a startig poit; you must develop ad add to these i order to create a playable game. Overview/Descriptio: You are a trader, either Idigeous or Europea, operatig i Rupert s Lad or New Frace i the period 1608 1867. Settig: New Frace, 1608 1763 OR Rupert s Lad, 1670 1867 Idigeous Players: Represet the atios that existed i those parts of Turtle Islad that became kow as New Frace or Rupert s Lad. Europea Players: Frech i New Frace Hudso s Bay Compay (British) ad North West Compay (British) i Rupert s Lad The outcome of the game is affected by: Players strategic decisio makig Evets/coditios beyod players cotrol that may iclude historical facts (e.g., i the early days of the Rupert s Lad trade, HBC forts were located oly o the coast of Hudso Bay) Measures of quality of life may iclude: Acquisitio of material goods (e.g., copper kettles, sowshoes) Reliable food supply Icreased security from coflict Evet/Coditio may iclude: Hard witer makes hutig difficult Acquisitio of horses icreases mobility Supply ship fails to reach tradig post Rival compay builds post earby
Atiti The Fur Trade Game BLM 2.1.5 Ecoomic strategies for Idigeous players: Trade furs directly with Europea traders Act as suppliers of food to Europea traders Trade with either the Frech or Eglish Form a alliace with aother atio Possible cosequeces: Access to food ad ammuitio results i icreased chace of survival i times of famie Role as middleme keeps competitors at a disadvatage Exposure to deadly diseases Deial of access to posts ad goods by middleme Ecoomic strategies for Europea players: Stay i posts ad rely o middleme Trade fairly Give presets Marry ito a Idigeous commuity Possible cosequeces: Sustaiable trade Opeig ew areas for trade Losig potetial trade parters to aother compay Death or ijury by misadveture Other poits to cosider: Degree of historical accuracy Do players compete as teams or as idividuals? Layout of the game Catchy ame
Atiti Treaty Areas ad Locatios of First Natios i Maitoba BLM 2.2.1 With a parter, compare the followig map of the umbered treaty areas i Maitoba to a provicial highways map that shows the areas of reserves i Maitoba today. Compare the area of lad surredered by First Natios uder the terms of the umbered treaties ad the area of reserve lad that was received. Complete a reflectio joural etry i respose to the compariso. Note: For a larger, full-colour versio of this map, see <http://www.aic-iac.gc.ca/ai/scr/mb/rm/mps/mpfta-eg.pdf>. Treaty Areas Map: Copyright Idia ad Norther Affairs Caada. Reproduced uder the terms for No-commercial Reproductio, as defied at <www.aic-iac.gc.ca/1ifo/imts-eg.asp>.
Atiti Treaty Charades BLM 2.2.2 Play charades usig the followig words take from the writte text of the Numbered Treaties. Commissioer Hereiafter Tract Covee Cede Yield Subscribe Perpetual Esquire Pursuat Allowace Respective Surreder Successors Bid Beevolece
Atiti The Crow Iitiated the Treaties? Says Who? BLM 2.2.3 Read ad discuss the followig quote with a parter ad complete a reflectio joural etry i respose to the questio: Why should it matter who iitiated the umbered treaty process? Traditioal historical iterpretatios have teded to portray the treatymakig process as a Crow iitiative, with a beevolet Crow extedig its largesse to the less fortuate atios. However, the umbered treaties came about because First Natios demaded that special arragemets be made through treaties before the Crow could expect to use Idia lads ad resources. They were ot prepared to give up their lads, o which they depeded for their livelihood, without a formal arragemet that would protect adequate lads ad resources for their ow use. Report of the Royal Commissio o Aborigial Peoples Volume 1: Lookig Forward Lookig Back Part Oe: The Relatioship i Historical Perspective 6 Stage Three: Displacemet ad Assimilatio 4.2 Treaties 1 ad 2
Atiti Report of the Royal Commissio o Aborigial Peoples Uderstadig Treaties ad the Treaty Relatioship BLM 2.2.4 With a parter, read ad aalyze Uderstadig Treaties ad the Treaty Relatioship usig BLM G-5: Issue-Based Article Aalysis. 3.4 Uderstadig Treaties ad the Treaty Relatioship We have oted that differeces i the iterpretatio of treaties have arise because of differig cultural traditios, for example, with respect to the relatioship of humakid to the lad. Diverget uderstadigs exteded to other matters as well. From a Aborigial treaty perspective, Europea rights i the Americas to the use of lads ad resources, for example did ot derive legitimately from iteratioal law precepts such as the doctrie of discovery or from Europea political ad legal traditios. Rather, the historical basis of such rights came about through treaties made with Aborigial atios. I this view, the terms of the treaties defie the rights ad resposibilities of both parties. It is as a result of the treaties that Caadias have, over time, iherited the wealth geerated by Aborigial lads ad resources that Aborigial atios shared so geerously with them. Thus, although the term treaty Idias is commoly (if somewhat misleadigly) used to refer to members of Idia atios whose acestors siged treaties, Caadias geerally ca equally be cosidered participats i the treaty process, through the actios of their acestors ad as the cotemporary beeficiaries of the treaties that gave the Crow access to Aborigial lads ad resources. I the traditio of Idia atios, treaties are ot merely betwee govermets. They are made betwee atios, ad every idividual member of the allied atios assumes persoal resposibility for respectig the treaty. This is why, for example, the putu s or treaty-keeper amog the Mi kmaq would read the wampum treaties to the people every year, so that they would behave properly whe travellig through the territories of their allies. Treaties amog Idia atios specified the ceremoies, symbols ad sogs that would be used by idividuals to demostrate, at all times, their respect for their obligatios. Amog Europeas, the average citize took o part i makig treaties ad kew little about the treaties that had bee made. It was left to heads of state ad govermets to remember, ad implemet, atioal obligatios. To the Aborigial atios, treaties are vital, livig istrumets of relatioship. They forged dyamic ad powerful relatioships that remai i effect to this day. Ideed, the spirit of the treaties has remaied more or less cosistet across this cotiet, eve as the terms of the treaties have chaged over time. Caadias ad their govermets, however, are more likely to look o the treaties as aciet history. The treaties, to Caada, are ofte regarded as icoveiet ad obsolete relics of the early days of this coutry. With respect to the early treaties i particular, which were made with the British or Frech Crow, Caadia govermets dismiss them as havig o relevace i the post-cofederatio period. The fact remais, however, that Caada has iherited the treaties that were made ad is the beeficiary of the lads ad resources secured by those treaties ad still ejoyed today by Caada s citizes.
Atiti Report of the Royal Commissio o Aborigial Peoples Uderstadig Treaties ad the Treaty Relatioship BLM 2.2.4 A fial source of misuderstadig about treaties lies i the fact that the relatioship created by treaty has meaig ad precedet i the laws ad way of life of the Idia atios for which there are o equivalets i British or Caadia traditios. Oe aspect of treaty makig that is little uderstood today is the spiritual aspect of treaties. Traditioal Aborigial govermets do ot distiguish betwee the political ad the spiritual roles of the chiefs, ay more tha they draw a sharp demarcatio lie betwee the physical ad spirit worlds. Ulike Europea-based govermets, they do ot see the eed to achieve a separatio betwee the spiritual ad political aspects of goverig: Everythig is together spiritual ad political because whe the Creator made this world, he touched the world all together, ad it automatically became spiritual ad everythig come from the world is spiritual ad so that is what leaders are, they are both the spiritual metors ad the political metors of the people. This itegratio of spiritual ad political matters exteds to treaty makig, where sacred wampum, sacred sogs ad ceremoies, ad the sacred pipe are itegral parts of makig the commitmet to uphold the treaty. I affirmig these sacred pacts, the treaty parters assured oe aother that they would keep the treaty for as log as the su shies, the grass grows ad the waters flow. What sacred pacts, symbols ad thigs of cocrete value did the Crow brig to treaty makig? The Crow s represetatives gave their word ad pledged to uphold the hoour of the Crow. The symbols of their hoour ad trustworthiess were the reigig kig or quee i whose ame the treaty was beig egotiated ad with whose authority the treaty was vested. Missioaries were a testamet to the itegrity of the vows that were made ad witesses to the promises that were to be kept. Outward symbols, like flags, the red coats, treaty medals, gifts ad feasts were also part of the rituals. While Europea treaties borrowed the form of busiess cotracts, Aborigial treaties were modelled o the forms of marriage, adoptio ad kiship. They were aimed at creatig livig relatioships ad, like a marriage, they required periodic celebratio, reewal, ad recociliatio. Also like a marriage, they evolved over time; the agreed iterpretatio of the relatioship developed ad chaged with each reewal ad geeratio of childre, as people grew to kow each other better, traded, ad helped defed each other. This atural historical process did ot reder old treaties obsolete, sice treaties were ot a series of specific promises i cotracts; rather they were iteded to grow ad flourish as broad, dyamic relatioships, chagig ad growig with the parties i a cotext of mutual respect ad shared resposibility. Despite these differeces, Europeas foud o difficulty adaptig to Aborigial protocols i North America. They leared to make codolece before a coferece with the Six Natios, to give ad receive wampum, to smoke the pipe of peace o the prairies, to speak i terms of brothers (kiship relatios), ot terms ad coditios (cotract relatios). Whatever may have come later, diplomacy i the first ceturies of Europea cotact i North America was coducted largely o a commo groud of symbols ad ceremoy. The treaty parties shared a sese of solemity ad the itetio to fulfill their promises.
Atiti Report of the Royal Commissio o Aborigial Peoples Uderstadig Treaties ad the Treaty Relatioship BLM 2.2.4 The apparet commo groud was real, but uder the surface the old differeces i world view still existed, largely uarticulated. Fudametally, the doctrie of discovery guided the Europea uderstadig of the treaties. They were to legitimize Europea possessio of a lad whose title was already vested i a Europea crow. The idigeous uderstadig was differet. Idigeous territories were to be shared; peace was to be made ad the separate but parallel paths of Europea ad idigeous cultures were to be followed i a peaceful ad mutually beeficial way. Uderstadig Treaties ad the Treaty Relatioship: Copyright Idia ad Norther Affairs Caada. Reproduced from the Report of the Royal Commissio o Aborigial Peoples uder the terms for No-commercial Reproductio, as defied at <www.aic-iac.gc.ca/1ifo/imts-eg.asp>.
Use this sheet to record the fidigs of your research ito the origis ad sigificace of the practices ad protocols observed i the egotiatio of the umbered treaties. BLM 2.2.5 Atiti Symbolism ad Sigificace i the Numbered Treaty Process PRACTICE OR PROTOCOL ORIGIN SIGNIFICANCE TO FIRST NATIONS
Atiti The Idia Act: Assimilatig First Natios BLM 2.3.1 The origial Idia Act (1876) was ameded several times over the years, icludig the amedmets listed below. Read the followig list of restrictive amedmets with a parter, ad aswer the followig questio: How would each of these measures cotribute to the govermet s goal of assimilatig First Natios? Record your resposes i your learig log. 1. The Potlatch, the Sudace, ad other spiritual practices are baed. 2. The govermet gives itself the power to lease reserve lads without Bad coset. 3. The govermet gives itself the power to efrachise idividuals without their coset. 4. First Natio members who obtai a uiversity degree are automatically efrachised ad lose their Status ad treaty rights. 5. First Natios wome who marry o-status me lose their Status, as do their childre. 6. First Natios idividuals may ot leave their reserve without a pass from the Idia aget. Note: Although similar to the may amedmets to the Idia Act that restricted First Natios rights, the pass system was ot a provisio of the Idia Act. Rather it was a ulegislated policy that was followed i the west for about two decades after the 1885 Northwest Resistace. 7. The wearig of traditioal clothig is baed. 8. Traditioal First Natios methods of choosig leaders are replaced by a process of Europea, muicipal-style electios. 9. Wome are ot eligible to vote or ru for Bad Coucil or Chief. 10. Meetigs of three or more First Natios members to discuss a grievace agaist the govermet are baed.
Atiti The Idia Act: Symbol of a Chaged Relatioship BLM 2.3.2 Eve as the umbered treaties were beig egotiated (Treaties 1-7, 1871 1877), the federal govermet eacted the Idia Act (1876) uilaterally (with o iput from First Natios). I a small group, read this excerpt from the Report of the Royal Commissio o Aborigial Peoples, discuss the followig questios, ad record your aswers i your learig log. 1. How did the Idia Act sigal a chage from the atio-to-atio relatioship affirmed by the Royal Proclamatio of 1763 ad cotiued i the treaty-makig processes betwee First Natios ad coloial ad Caadia govermets? 2. What is your respose to the Caadia govermet s impositio of the Idia Act o First Natios? What is revealed by the passig of this legislatio i the midst of the Numbered Treaty egotiatios? I keepig with the clear policy of assimilatio, the Idia Act made o referece to the treaties already i existece or to those beig egotiated at the time it was passed. The absece of ay sigificat metio of the treaty relatioship cotiues i the curret versio of the Idia Act. The omissio is curious ad speaks volumes about official itetios with regard to Idia autoomy [idepedece] after 1876. I short, it may give rise to a iferece that Caadia officials did ot attach great importace to the atio-to-atio ature of the treaty relatioship. (Royal Commissio o Aborigial Peoples, 1991)
Atiti Layig the Groudwork for the Idia Act: Legislative Precedets BLM 2.3.3 Read the followig excerpts from the Report of the Royal Commissio o Aborigial Peoples. As you read, cosider the followig questios: What was the purpose of each of these acts? How did each act attempt to achieve its purpose? How successful was each act i achievig its purpose? What did the acts reveal about the chagig relatioship betwee govermet ad First Natios? What effect did these acts have o the autoomy of First Natios? Record your aswers i your learig log. 5. The GRADUAL CIVILIZATION ACT: Assimilatig Civilized Idias Before the fial report of the Peefather Commissio was published, the Gradual Civilizatio Act was passed i 1857. It applied to both Caadas ad was oe of the most sigificat evets i the evolutio of Caadia Idia policy. Its premise was that by evetually removig all legal distictios betwee Idias ad o-idias through the process of efrachisemet, it would be possible i time to absorb Idia people fully ito coloial society. Efrachisemet, which meat freedom from the protected status associated with beig a Idia, was see as a privilege. There was thus a pealty of six moths imprisomet for ay Idia falsely represetig himself as efrachised. Oly Idia me could seek efrachisemet. They had to be over 21, able to read ad write either Eglish or Frech, be reasoably well educated, free of debt, ad of good moral character as determied by a commissio of o-idia examiers. For those uable to meet these criteria, a three-year qualifyig period was allowed to permit them to acquire these attributes. As a ecouragemet to abado Idia status, a efrachised Idia would receive idividual possessio of up to 50 acres of lad withi the reserve ad his per capita share i the pricipal of the treaty auities ad other bad moeys. A efrachised ma did ot ow the 50 acres of lad allotted to him, however. He would hold the lad as a life estate oly ad it would pass to his childre i fee simple owership upo his death. This meat that it was ialieable by him, but could be disposed of by his childre oce they had received it followig his death. If he died without childre, his wife would have a life estate i the lad but upo her death it would revert to the Crow ot to the bad. Thus, it would o loger be reserve lad, thereby reducig the overall amout of protected lad for the exclusive use ad occupatio of the reserve commuity. Where a efrachised ma died leavig childre, his wife did ot iherit the lad. She would have a life estate like his ad it would pass to the childre of the marriage oce she died.
Atiti Layig the Groudwork for the Idia Act: Legislative Precedets BLM 2.3.3 Efrachisemet was to be fully volutary for the ma seekig it. However, a efrachised ma's wife ad childre would automatically be efrachised with him regardless of their wishes, ad would equally receive their shares of bad auities ad moeys. They could ot receive a share of reserve lads. The provisios for volutary efrachisemet remaied virtually uchaged through successive acts ad amedmets, although some elemets were modified over the years. Other developmets i efrachisemet policy i subsequet legislatio, such as makig efrachisemet ivolutary, will be described later i the discussio of the Idia Act. The volutary efrachisemet policy was a failure. Oly oe Idia, Elias Hill, was efrachised betwee 1857 ad the passage of the Idia Act i 1876. His story was told i Chapter 6. Idias protested the provisios of the Gradual Civilizatio Act ad petitioed for its repeal. I additio, Idia bads idividually refused to fud schools whose goals were assimilative, refused to participate i the aual bad cesus coducted by coloial officials, ad eve refused to permit their reserves to be surveyed for purposes of the 50-acre allotmet that was to be the icetive for efrachisemet. The passage of the Gradual Civilizatio Act marked a watershed i the log history of Idia policy makig i Caada. I may ways, the act ad the respose it geerated were precursors of the 1969 white paper termiatio policy i terms of sourig Idia/govermet relatios ad egederig mutual suspicio. The impact of this legislatio was profoudly egative i may ways. The ew policy created a immediate political crisis i coloial/idia relatios i Caada. The formerly progressive ad co-operative relatioship betwee bad coucils ad missioaries ad humaitaria Idia agets broke dow i acrimoy ad political actio by Idias to see the act repealed. Idia people's refusal to comply ad the govermet's refusal to rescid the policy showed that the atio-toatio approach had bee abadoed almost completely o the Crow side. Although it was reflected i subsequetly egotiated treaties ad lad claims agreemets, the Crow would ot formally ackowledge the atio-to-atio relatioship as a explicit policy goal agai util the 1980s. By virtually abadoig the Crow promise, implied by the Royal Proclamatio of 1763 ad the treaty process, to respect tribal political autoomy, the Gradual Civilizatio Act marked a clear chage i Idia policy, sice civilizatio i this cotext really meat the piecemeal eradicatio of Idia commuities through efrachisemet. I the same way, it departed from the related priciple of Crow protectio of the reserve lad base. Reserve lads could be reduced i size gradually without a public ad formal surreder to which the bad as a whole had to agree. No loger would reserve lad be cotrolled exclusively by tribal govermets. The Gradual Civilizatio Act was also a further step i the directio of govermet cotrol of the process of decidig who was or was ot a Idia. While the 1850 Lower Caada lad act had begu this process by defiig 'Idias' for reserve residecy purposes, this ew legislatio set i motio the efrachisemet mechaism, through which additioal persos of Idia descet ad culture could be removed from Idia status ad bad membership. I these two laws, therefore, ca be see the begiig of the process of replacig the atural, commuity-based ad self-idetificatio approach to determiig group membership with a purely legal approach cotrolled by o-aborigial govermet officials.
Atiti Layig the Groudwork for the Idia Act: Legislative Precedets BLM 2.3.3 Moreover, the Gradual Civilizatio Act cotiued ad reiforced the sexism of the defiitio of Idia i the Lower Caada lad act, sice efrachisemet of a ma automatically efrachised his wife ad childre. The cosequeces for the wife could be devastatig, sice she ot oly lost her coectio to her commuity, but also lost the right to regai it except by marryig aother ma with Idia status. Fially, the toe ad goals of the Gradual Civilizatio Act, especially the efrachisemet provisios, which asserted the superiority of coloial culture ad values, also set i motio a process of devaluig ad udermiig Idia cultural idetity. Oly Idias who reouced their commuities, cultures ad laguages could gai the respect of coloial ad later Caadia society. I this respect it was the begiig of a psychological assault o Idia idetity that would be escalated by the later Idia Act prohibitios o other cultural practices such as traditioal daces ad costumes ad by the residetial school policy. 7. The GRADUAL ENFRANCHISEMENT ACT: Resposible Bad Govermet Two years after Cofederatio the Gradual Efrachisemet Act marked the formal adoptio by Parliamet of the goal of assimilatio. It repeated the earlier volutary efrachisemet provisios ad itroduced stroger measures that would psychologically prepare Idias for the evetual replacemet of their traditioal cultures ad their absorptio ito Caadia society. With these provisios Parliamet etered a ew ad defiitive phase regardig Idia policy, apparetly determied to recast Idias i a mould that would haste the assimilatio process. The earlier Gradual Civilizatio Act had iterfered oly with tribal lad holdig patters. The Gradual Efrachisemet Act, o the other had, permitted iterferece with tribal self-govermet itself. These measures were take i respose to the impatiece of govermet officials with slow progress i civilizatio ad efrachisemet efforts. Officials were uited i poitig to the oppositio of traditioal Idia govermets as the key impedimet to achievig their policy goals. This ew act, it was hoped, would allow those traditioal govermets to be udermied ad evetually elimiated. The primary meas of doig this was through the power of the superitedet geeral of Idia affairs to force bads to adopt a muicipal-style 'resposible' govermet i place of what the deputy superitedet geeral of Idia affairs referred to as their "irresposible" traditioal goverace systems. This ew system required that all chiefs ad coucillors be elected for three-year terms, with electio terms ad coditios to be determied by the superitedet geeral as he saw fit. Elected chiefs could be deposed by federal authorities for "dishoesty, itemperace or immorality." Noe of the terms was defied, ad the applicatio of these criteria for dismissal was left to the discretio of the Idia affairs officials upo receivig a report from the local Idia aget. Oly Idia me were to be allowed to vote i bad electios, thereby effectively removig Idia wome from bad political life. Idia wome were ot give the right to vote i bad electios util the 1951 Idia Act.
Atiti Layig the Groudwork for the Idia Act: Legislative Precedets BLM 2.3.3 The authority accorded the elective bad coucils was over relatively mior matters: public health; order ad decorum at public assemblies; repressio of itemperace ad profligacy ; prevetig trespass by cattle; maitaiig roads, bridges, ditches ad feces; costructig ad repairig schools ad other public buildigs; ad establishig pouds ad appoitig poud keepers. There was o power to eforce this authority. Thus, uder this goverace regime Idia govermets were to be left with mere shadows of their former self-goverig powers. Moreover, eve i these limited areas their laws would be ieffective if they were ot cofirmed by the goveror i coucil (the cabiet). This restricted list of powers later became the basis for the powers accorded bad coucils uder the later Idia Act. Although referred to i the legislatio as the Tribe i Coucil, it is clear that the elective coucil system was ot at all tribal i the larger sese of the atios or tribes referred to i the Royal Proclamatio of 1763. It was restricted to idividual reserves ad to the ihabitats of idividual reserves a group that would be described i the later Idia Act of 1876 as a bad. There was simply o provisio for traditioal groupigs goig beyod the idividual bad level. I fact, the goal of the measures was specifically to udermie atio-level goverace systems ad the broader atio-level associatios of Idias more geerally. Traditioal Idia patters of lad teure were also affected. O reserves that had already bee sub-divided ito lots, a system of idividual property holdig could be istituted by requirig that residets obtai a locatio ticket from the superitedet geeral. Otherwise, reserve residets would ot be cosidered to be lawfully holdig their idividual plots of lad. The itetio was to establish a bod betwee Idias ad their idividual allotmets of property i order to break dow commual property systems ad to iculcate attitudes similar to those prevailig i maistream Caadia society. This policy may have bee ispired by similar efforts i the Uited States, where idividual allotmets had always bee used as a method of termiatig tribal existece, particularly i the period betwee 1887 ad the early part of the twetieth cetury. Idividual lad allotmets were also used whe lads were set aside for the Métis people of Maitoba i 1871. The Gradual Efrachisemet Act also provided for the first time that a Idia woma who married a o-idia would lose Idia status ad bad membership, as would ay childre of that marriage. I a similar way, ay Idia woma who married a Idia from aother bad ad ay childre from that marriage would become members of the husbad s bad. As discussed i Volume 4, Chapter 2, which examies Aborigial wome's perspectives, the sexism that had bee bubblig beeath the surface of Idia policy was ow apparet ad would become a elemet of the Idia Act whe it was passed a few years later. The maifest ufairess of these provisios led to Idia complaits. For example, the Grad Coucil of Otario ad Quebec Idias wated the provisio cocerig marryig out ameded so that Idia wome may have the privilege of marryig whe ad whom they please without subjectig themselves to exclusio or expulsio from the tribe.
Atiti Layig the Groudwork for the Idia Act: Legislative Precedets BLM 2.3.3 Origially desiged for the more advaced Idias of Otario ad Quebec, this legislatio was later exteded to Maitoba ad British Columbia ad evetually to all of Caada. The bad ad bad coucil system of the Gradual Efrachisemet Act ad later the Idia Act ad all it etailed were thus made uiform throughout Caada. The Gradual Civilizatio Act ad The Gradual Efrachisemet Act: Copyright Idia ad Norther Affairs Caada. Reproduced from the Report of the Royal Commissio o Aborigial Peoples uder the terms for No-commercial Reproductio, as defied at <www.aic-iac.gc.ca/1ifo/imts-eg.asp>.
Atiti The Paradox of the Idia Act BLM 2.3.4 Read the followig two quotatios i preparatio for your speech protestig the 1969 White Paper. We do ot wat the Idia Act retaied because it is a good piece of legislatio. It is't. It is discrimiatory from start to fiish. But it is a lever i our hads ad a embarrassmet to the govermet, as it should be. No just society ad o society with eve pretesios to beig just ca log tolerate such a piece of legislatio, but we would rather cotiue to live i bodage uder the iequitable Idia Act tha surreder our sacred rights. Ay time the govermet wats to hoour its obligatios to us we are more tha ready to help devise ew Idia legislatio. Cardial, Harold. The Ujust Society, The Tragedy of Caada s Idias, M.G. Hurtig Ltd., 1969, p. 140. I 1969, the recetly elected federal govermet like may other Caadias at the time wished to elimiate the barriers that were see icreasigly as prevetig Idia people from participatig fully i Caada s prosperity. The govermet issued a white paper o Idia policy that, if implemeted, would have see the global elimiatio of all Idia special status, the gradual phasig out of federal resposibility for Idias ad protectio of reserve lads, the repeal of the Idia Act, ad the edig of treaties. The govermet watchword was equality, its apparet goal the full, free ad o-discrimiatory participatio of the Idia people i Caadia society o the basis that the Idia people s role of depedece be replaced by a role of equal status. Surprised by the massive ad fervet oppositio to this measure, the govermet was forced to withdraw its proposal i 1970. The Idia Act, largely uchaged, is still with us.
Atiti The Paradox of the Idia Act BLM 2.3.4 Noetheless, most still agree that progress i self-govermet, i ecoomic developmet ad i eradicatig the social ills afflictig may Idia commuities caot be accomplished withi the cofies of the Idia Act. Despite beig its harshest critics, however, Idia people are ofte extremely reluctat to see it repealed or eve ameded. May refer to the rights ad protectios it cotais as beig almost sacred, eve though they are accompaied by other pateralistic ad costraiig provisios that prevet Idia peoples assumig cotrol of their ow fortues. This is the first ad most importat paradox that eeds to be uderstood if the partership betwee First Natios ad other Caadias is to be reewed. Report of the Royal Commissio o Aborigial Peoples Volume 1: Lookig Forward Lookig Back (1996) Part 2: False Assumptios ad a Failed Relatioship PDF Versio of 9 The Idia Act 1. The Paradox of Idia Act Reform pp. 5 6 Available olie at <www.collectioscaada.gc.ca/webarchives/20071211051151/> ad <http://www.aic-iac.gc.ca/ch/rcap/sg/sg22_e.html>.
Atiti Trick or Treaty BLM 2.3.5 Trick or Treaty: by Gerald McMaster, 1990, acrylic ad oil pastel. Reproduced with permissio from the artist.
Atiti Word Splash The Métis BLM 2.4.1 Red River cart Red River Resistace Louis Riel Day Pemmica Red River Jig Batoche Scrip Maitoba Act Seve Oaks Michif Road Allowace People Mariage à la faço du pays
Atiti What Do You Kow About The Métis? BLM 2.4.2 Complete the followig quiz with a parter. After checkig, add your aswers to your portfolio. 1. True or False: Some Métis people speak Michif, which icludes elemets of Frech ad First Natios laguages. The Métis are oe of three Aborigial peoples recogized i Caada s costitutio. The historic origis of the Métis people were i the uios betwee First Natios wome ad Europea fur traders. At the time of Maitoba s etry ito Cofederatio (1870), the Métis made up the majority of the populatio i the Red River Settlemet. 1. Draw the Métis flag. Idicate the colours. 2. Match the followig Métis Maitobas with their descriptios from the list below: Theore Fleury Gabriel Dumot Sierra Noble Cuthbert Grat Joh Norquay Yvo Dumot Beatrice Culleto Mosioier a. Premier of Maitoba 1878-1887 b. First leader of the Métis Natio, led Métis forces at the Battle of Seve Oaks c. Led Métis forces i 1885 Resistace d. Former NHL star raised i Russell, Maitoba e. Novelist (I Search of April Raitree) f. Lieuteat-Goveror Maitoba, 1993 1999 g. Maitoba-bor etertaier/fiddle virtuoso 3. What is the ame of the 19th cetury Métis bard for whom Falco Lake, Maitoba is amed? 4. What are two objects symbolically associated with Métis culture ad heritage? 5. Why does Louis Riel deserve a Maitoba civic holiday amed i his hoour?
Atiti Historic Métis Coflicts: Research Guide BLM 2.4.3 I a small group, usig prit ad electroic resources, research a sigificat historic coflict ivolvig the wester Métis by respodig to the followig questios. Record your fidigs i your learig logs ad cite your sources. 1. What were the evets leadig up to, durig, ad followig the coflict? 2. Who were the sigificat figures? What role did they play? 3. What was/were the issue(s) that led to the coflict? Was there resolutio? 4. How did each side view the coflict? 5. How did the coflict affect the Métis? 6. Why was the coflict a sigificat evet? 7. What reliable evidece supports your uderstadig of the coflict? Cite your sources. 8. What adjective or phrase would you use to describe the coflict? Explai your choice. You may choose from the followig words or phrases or use your ow: Tragedy Victory Futile Necessary (a meas to a ed) Ispiratioal Destructive Ievitable
Atiti Métis Scrip: Research Guide BLM 2.4.4 I a small group, usig prit, electroic, ad/or huma resources, research Métis scrip by respodig to the followig questios. Record your fidigs i your learig logs ad cite your sources. 1. How did the Métis attempt to secure a lad base i Maitoba? 2. What were the Métis promised i Sectio 31 of the Maitoba Act? 3. Why did the govermet wat to settle the Métis lad issue? 4. What is lad scrip? 5. What is moey scrip? 6. How did the scrip process ad its iteded results differ from that of the umbered treaties? I what ways were they similar? 7. Why did the scrip process fail to fulfill the promise of Sectio 31 of the Maitoba Act? 8. What effect did the failure of the scrip process have o the Métis of Red River? 9. Who beefited from the scrip distributio process i Maitoba? 10. What was the process of dealig with Métis lad claims i the North West Territories (icludig preset day Saskatchewa ad Alberta) as laid out i a 1879 amedmet to the Domiio Lads Act?
Atiti Word Splash: Self-Determiatio, Moder Treaties, ad Rights BLM 2.5.1 Iheret Rights Treaty Rights Specific Lad Claim Urba Reserves Norther Flood Agreemet Natio Crow Lad Collective Rights Treaty Lad Etitlemet Self-Govermet Self-Determiatio Aborigial Commo Law Comprehesive Lad Claim
Atiti River Road by Ted Logbottom ad Greg Prude BLM 2.5.2 Read ad discuss the followig lyrics with a parter, the complete a reflectio joural etry i respose to the questio: What do the lyrics reveal about the siger s ties to his homelad? There are may River Roads. The oe referred to i these lyrics rus alog the west bak of the Red River betwee Lockport ad Selkirk, Maitoba. I the pre-cofederatio days of the Red River Settlemet, the coutry-bor Métis farmed their river lots alog this stretch. I was bor o River Road The clothes I wore my mother sewed Past our door the Red river flowed Like a mother s edless love o River Road Chorus I m goig home to River Road It s fuy how you fid The thigs that you were lookig for Are the thigs you left behid I love to hear the river s sog Breathe the air so clea ad cold To wake up i the place I love Back home o River Road We had a farm o River Road My daddy huted the buffalo My brothers ad my sisters we shared the load No I ever felt aloe o River Road Chorus I got itchy feet o River Road I was 17 thought that I d explode How all my dreams of freedom glowed They led me far away from River Road I m a thousad miles from River Road Still payig for the debts I owed I ve reaped the bitter seeds I sowed I eed to fid my way back to River Road Chorus River Road: Copyright 2005 by Ted Logbottom ad Greg Prude. Reproduced with permissio. All rights reserved.
Atiti People ad the Lad, a Reciprocal Relatioship BLM 2.5.3 After readig ad discussig the speech by Chief Gisdaywa, aswer the followig questios ad record your aswers i your learig logs: What is the relatioship betwee traditioal Wet suwet e people ad the lad? How is this relatioship maitaied? I a closig statemet to the British Columbia Supreme Court i the case of Delgamuukw v. The Quee, a Wet'suwet e chief described his people's uderstadig of the workig of atural law: Now this Court kows I am Gisdaywa, a Wet suwet e Chief who has resposibility for the House of Kaiyexwaiits of the Gitdumde. I have explaied how my House holds the Biiweii Be territory ad had the privilege of showig it to you. Log ago my acestors ecoutered the spirit of that lad ad accepted the resposibility to care for it. I retur, the lad has fed the House members ad those whom the Chiefs permitted to harvest its resources. Those who have obeyed the laws of respect ad balace have prospered there. The meas by which istructios were coveyed are described cosistetly as 'sacred gifts received through dreams ad visios, i fastig huts ad sweat lodges, as well as from huma teachers: I times of great difficulty, the Creator set sacred gifts to the people from the spirit world to help them survive. This is how we got our sacred pipe, sogs, ceremoies, ad differet forms of govermet... Icluded i the spiritual laws were the laws of the lad. These were developed through the sacred traditios of each tribe of red atios by the guidace of the spirit world. We each had our sacred traditios of how to look after ad use the medicies from the plat, wiged ad aimal kigdoms. The law of use is sacred to traditioal people today. Report of the Royal Commissio o Aborigial Peoples Volume 1: Lookig Forward Lookig Back Part 3: Buildig the Foudatios of a Reewed Relatioship 15 - Rekidlig the Fire 8. Ceremoies ad Symbols
Atiti Map of Treaties ad Comprehesive Lad Claims i Caada BLM 2.5.4 I a small group, study ad discuss the followig map ad develop statemets about the scope (geographical extet) of comprehesive lad claims the sigificace of comprehesive lad claims to First Natios claimats ad to all Caadias Appoit a reporter to share the group s statemets with the class. Record the statemets i your learig log. Note: For a larger, full-colour versio of this map, see <http://maitobawildlads.org/maps/canladclaimtreatymap.pdf>. Treaties ad Comprehesive Lad Claims i Caada: Copyright Natural Resources Caada. Reproduced uder the terms for Nocommercial Reproductio, as described at <www.rcarca.gc.ca/com/o tiavis-eg.php>.
Atiti Lad Claims, A Laguage Not Our Ow BLM 2.5.5 I the followig passage, Georges Erasmus, co-chair of the Royal Commissio o Aborigial Peoples, discusses the use of the term lad claims. With a parter, read the followig excerpt ad summarize Erasmus argumet with specific referece to the term lad claims. Record your summary i your learig log. There is a problem of laguage. A study doe for the Royal Commissio o Aborigial Peoples examied over two hudred commissio ad task force reports issued betwee 1966 ad 1991. The researchers poited out that eve whe we used the same words, Aborigial people ad govermet represetatives were ofte talkig about differet thigs. I first wat to focus o the ature of discourse betwee our cultures. By discourse I mea the way we carry o coversatios. Iter-cultural discourse is carried o predomiatly i Eglish or Frech. Sice this requires traslatio of cocepts ad experiece, there is the ormal problem of fidig words i a secod laguage that approximate the meaig we wat to covey. But beyod that, the discourse has bee framed i terms that are ofte fudametally alie to the way we thik about a issue. Take lad claims for example. Elders i our atios fid it strage that youger leaders lauch "claims" to lads that have supported our peoples sice time immemorial. Comprehesive ad specific claims are the terms aroud which the Govermet of Caada is prepared to egage i legalistic dialogue. Aborigial people have had to work with the prescribed terms i order to get lad questios o the policy ageda, eve though the laguage distorts our reality. The discourse is drive by a imbalace i power, ad cosideratios of strategy. I other areas as well goverace, health, educatio Aborigial people have bee required to adopt laguage that is ot quite our ow. The above is a excerpt from the 2002 speech by Georges Erasmus preseted at the LaFotaie-Baldwi Symposium. Available olie at <www.icc-icc.ca/fr/projects/erasmus.php>.
Atiti Comprehesive Lad Claim: Research Guide BLM 2.5.6 I a small group, usig prit ad electroic resources, research a comprehesive lad claim egotiatio/agreemet i Caada. Orgaize your fidigs i poit form o a wall chart. You may use the followig outlie to orgaize your research. (Some headigs may ot apply.) Preset your chart to the class ad cite your sources. Whe orgaizig your research, cosider the followig: Overview/descriptio of groups(s) advacig the claim, icludig: brief history traditioal govermet geographical territory traditioal reserve lad(s) populatio ecoomies other Issues leadig to claim History of claim Govermet(s) ivolved Third-party iterests (Aborigial ad/or o-aborigial) Process of egotiatio key persoalities obstacles Terms of agreemet: lad area categories moetary compesatio resources goverace rights timelie of implemetatio other Curret ecoomic, evirometal, ad social coditios How the agreemet has affected: culture/laguage spirituality educatio Summative statemets: What was gaied? What was lost?
Atiti Specific Maitoba Lad Claims: Research Guide BLM 2.5.7 I a small group, usig prit ad electroic resources, research a specific lad claim egotiatio/agreemet i Maitoba. Orgaize your fidigs i poit form o a wall chart. You may use the followig outlie to orgaize your research. (Some headigs may ot apply.) Preset your chart to the class ad cite your sources. Whe orgaizig your research, cosider the followig: Overview/descriptio of groups(s) advacig the claim, icludig: brief history traditioal govermet geographical territory traditioal reserve lad(s) populatio ecoomies other Reasos for o-receipt or loss of lad Timelie of sigificat evets Govermet(s) ad (where applicable) govermet agecies ivolved Third-party iterests (Aborigial ad/or o-aborigial) Negotiatios category (e.g., Treaty Lad Etitlemet, Norther Flood Agreemet) key persoalities obstacles Terms of agreemet: lad area categories moetary compesatio resources rights maagemet timelie of implemetatio other Curret ecoomic, evirometal, ad social coditios How the agreemet affects: culture/laguage spirituality educatio Summative statemets: What was gaied? What was lost?
Atiti Alberta Métis Settlemets: Research Guide BLM 2.5.8 I a small group, usig prit ad electroic resources, research the Alberta Métis settlemets. You may use the followig outlie to orgaize your research. Record your fidigs i your learig logs ad cite your sources. The Alberta Métis settlemets iclude Buffalo Lake, East Prairie, Elizabeth, Fishig Lake, Gift Lake, Kikio, Paddle Prairie, ad Peavie. Whe orgaizig your research, cosider the followig: Brief history Goverace Geographical territory Populatio Ecoomies Eviromet Social coditios Culture/laguage Spirituality Educatio Relatioship with provicial govermet Issues Summative statemets: Are the settlemets a success? Why or why ot?
Atiti Rights, Lad Claims, ad the Courts BLM 2.5.9 Workig i small groups, use prit ad electroic resources to research a sigificat legal case ivolvig treaty rights (First Natios), Aborigial rights (Métis ad Iuit), or lad claims. You may choose from the list of ladmark cases that follows the suggested framework or a legal case of your choice (i cosultatio with your teacher). Orgaize your fidigs i poit form o a wall chart. You may use the followig outlie to orgaize your research. (Some headigs may ot apply.) Preset your chart to the class ad cite your sources. Whe orgaizig your research, cosider the followig: Brief descriptio/backgroud of issues/evets leadig to trial Plaitiff(s)/Appellat(s) Defedat(s)/Respodet(s) Locatio Timelie The charge(s) or what was/were the plaitiff(s)/appellat(s) seekig? What was/were the questio(s)/issue(s) at stake? What was the court s decisio ad how was it arrived at? How did the decisio affect the plaitiff(s)/appellat(s) or the group they represeted? What was the sigificace of the decisio o treaty or Aborigial rights or lad claims i Caada? Note: The Royal Proclamatio of 1763 recogized the existece of Aborigial title (to lad). This recogitio established a startig poit for all future lad claim settlemets i Caada. Ladmark Cases 1888 St. Catharie s Millig ad Lumber Compay v. The Quee Supreme Court of Caada 1973 Calder et al. v. Attorey-Geeral of British Columbia Supreme Court of Caada 1984 Gueri v. The Quee Supreme Court of Caada 1990 R. v. Sioui Supreme Court of Caada 1990 R. v. Sparrow Supreme Court of Caada 1996 R. v. Va der Peet Supreme Court of Caada 1997 Delgamuukw v. British Columbia Supreme Court of Caada 1999 R. v. Marshall Supreme Court of Caada 2003 R. v. Powley Supreme Court of Caada 2005 Mikisew Cree First Natio v. Caada (Miister of Caadia Heritage) Supreme Court of Caada 2008 Maitoba Metis Federatio v. Caada ad Maitoba Maitoba Court of Quee s Bech 2008 R. v. Goodo Provicial Court of Maitoba
Atiti Stadig Their Groud Protest ad Resistace: Research Framework BLM 2.5.10 Use prit ad electroic resources to research oe of the followig acts of resistace. Fill i the followig framework i poit form. Acts of Resistace: Lubico Lake Cree (1988) Oka (1990) Ipperwash (1995) Burt Church (2000) First Natios Natioal Day of Actio (2007 ad 2008) Caledoia (2008) Other? Act of Resistace: 1. Who were the parties ivolved? 2. Where did the resistace take place? 3. What was/were the issue(s)?
Atiti Stadig Their Groud Protest ad Resistace: Research Framework BLM 2.5.10 4. Timelie of key evets: 5. What were the short-term results? 6. What were the log-term results? 7. Cite your sources.
Atiti Eulogy for a Truat by Joae Bealy BLM 3.1.1 Read ad discuss the poem with a parter, the respod to the followig: Why do you thik the poet has iterpolated the athem lyrics ad the arrative passages describig Charlie s death? Explai the sigificace of the title. Note: defiitios for truacy iclude shirkig resposibilities ad duties. Record your resposes i your learig log ad complete a reflectio joural etry. Note: Charlie Wejack was a 12-year-old Aishiabe studet at a residetial school ear Keora, Otario. Charlie perished i 1966 tryig to retur home. Eulogy for a Truat, 1966 by Joae Bealy O Caada our home ad ative lad, the coutry sag, still celebratig its brad ew shiy red maple leaf flag, still dacig i the streets, log past discord, well beyod fractious debate over how we came to be. True patriot love i all thy so s commad Except there alog the tracks i the woods orth of Keora, lay little Charlie Wejack, thi cotto clothig soaked, froze, stuck to his ski, othig but a screw top glass jar i his pocket, keepig dry six woode matches. With glowig hearts we see thee rise Nobody kew Cecilia Jeffrey but there she was, had a school amed after her: Cecilia Jeffrey Idia Residetial School, 400 miles south of Charlie s home. They d take him, his sibligs ad most of his frieds, were t about to let him go. the true orth strog ad free Charlie could't practice his religio aymore, was't allowed to speak his laguage; so he whispered to his brother, sag to him i the ight; paid later with beatigs ad ridicule; he was tired of beig their heathe, he was tired of ot beig free. O Caada we stad o guard for thee Charlie Wejack was 12 years old whe he ra. 400 miles othig but a umber. Charlie Wejack died aloe ad cold, hugry, probably scared, just tryig to get home. O Caada, glorious ad free. O Caada, with breakig hearts we see thee. Oh. Caada. Oh. Eulogy for a Truat, 1966: Reprited with permissio from the author. All rights reserved.
Atiti Prime Miister Harper s Residetial Schools Apology BLM 3.1.2 Text of Prime Miister Stephe Harper s Residetial Schools Apology House of Commos Wedesday, Jue 11, 2008 I stad before you today to offer a apology to former studets of Idia residetial schools. The treatmet of childre i these schools is a sad chapter i our history. For more tha a cetury, Idia residetial schools separated over 150,000 aborigial childre from their families ad commuities. I the 1870s, the federal govermet, partly i order to meet its obligatios to educate aborigial childre, bega to play a role i the developmet ad admiistratio of these schools. Two primary objectives of the residetial school system were to remove ad isolate childre from the ifluece of their homes, families, traditios ad cultures, ad to assimilate them ito the domiat culture. These objectives were based o the assumptio that aborigial cultures ad spiritual beliefs were iferior ad uequal. Ideed, some sought, as was ifamously said, to kill the Idia i the child. Today, we recogize that this policy of assimilatio was wrog, has caused great harm, ad has o place i our coutry. Oe hudred ad thirty-two federally-supported schools were located i every provice ad territory, except Newfoudlad, New Bruswick ad Price Edward Islad. Most schools were operated as joit vetures with Aglica, Catholic, Presbyteria ad Uited churches. The Govermet of Caada built a educatioal system i which very youg childre were ofte forcibly removed from their homes ad ofte take far from their commuities. May were iadequately fed, clothed ad housed. All were deprived of the care ad urturig of their parets, gradparets ad commuities. First Natios, Iuit ad Métis laguages ad cultural practices were prohibited i these schools. Tragically, some of these childre died while attedig residetial schools, ad others ever retured home. The govermet ow recogizes that the cosequeces of the Idia residetial schools policy were profoudly egative ad that this policy has had a lastig ad damagig impact o aborigial culture, heritage ad laguage. While some former studets have spoke positively about their experieces at residetial schools, these stories are far overshadowed by tragic accouts of the emotioal, physical ad sexual abuse ad eglect of helpless childre, ad their separatio from powerless families ad commuities.
Atiti Prime Miister Harper s Residetial Schools Apology BLM 3.1.2 The legacy of Idia residetial schools has cotributed to social problems that cotiue to exist i may commuities today. It has take extraordiary courage for the thousads of survivors who have come forward to speak publicly about the abuse they suffered. It is a testamet to their resiliece as idividuals ad to the stregths of their cultures. Regrettably, may former studets are ot with us today ad died ever havig received a full apology from the Govermet of Caada. The govermet recogizes that the absece of a apology has bee a impedimet to healig ad recociliatio. Therefore, o behalf of the Govermet of Caada ad all Caadias, I stad before you, i this chamber so cetral to our life as a coutry, to apologize to aborigial peoples for Caada s role i the Idia residetial schools system. To the approximately 80,000 livig former studets ad all family members ad commuities, the Govermet of Caada ow recogizes that it was wrog to forcibly remove childre from their homes, ad we apologize for havig doe this. We ow recogize that it was wrog to separate childre from rich ad vibrat cultures ad traditios, that it created a void i may lives ad commuities, ad we apologize for havig doe this. We ow recogize that i separatig childre from their families, we udermied the ability of may to adequately paret their ow childre ad sowed the seeds for geeratios to follow, ad we apologize for havig doe this. We ow recogize that far too ofte these istitutios gave rise to abuse or eglect ad were iadequately cotrolled, ad we apologize for failig to protect you. Not oly did you suffer these abuses as childre, but as you became parets, you were powerless to protect your ow childre from sufferig the same experiece, ad for this we are sorry. The burde of this experiece has bee o your shoulders for far too log. The burde is properly ours as a govermet, ad as a coutry. There is o place i Caada for the attitudes that ispired the Idia residetial schools system to ever agai prevail. You have bee workig o recoverig from this experiece for a log time, ad i a very real sese we are ow joiig you o this jourey. The Govermet of Caada sicerely apologizes ad asks the forgiveess of the aborigial peoples of this coutry for failig them so profoudly. We are sorry.
Atiti Prime Miister Harper s Residetial Schools Apology BLM 3.1.2 I movig toward healig, recociliatio ad resolutio of the sad legacy of Idia residetial schools, the implemetatio of the Idia residetial schools settlemet agreemet bega o September 19, 2007. Years of work by survivors, commuities ad aborigial orgaizatios culmiated i a agreemet that gives us a ew begiig ad a opportuity to move forward together i partership. A corerstoe of the settlemet agreemet is the Idia residetial schools truth ad recociliatio commissio. This commissio represets a uique opportuity to educate all Caadias o the Idia residetial schools system. It will be a positive step i forgig a ew relatioship betwee aborigial peoples ad other Caadias, a relatioship based o the kowledge of our shared history, a respect for each other ad a desire to move forward with a reewed uderstadig that strog families, strog commuities ad vibrat cultures ad traditios will cotribute to a stroger Caada for all of us. God bless all of you. God bless our lad. Residetial Schools Apology: Reprited from <www2.parl.gc.ca/housepublicatios/publicatio.aspx?laguage=e&mode=1&parl=39&ses=2 &DocId=3568890&File=0> uder the terms for No-commercial Reproductio described at <www.gc.ca/importatotices.html>.
Atiti Respose to Apology to Residetial School Survivors by Premier Doer BLM 3.1.3 Ho. Gary Doer (Premier): Yes, Mr. Speaker, I have a statemet for the House. Mr. Speaker, elders, survivors, Aborigial people, members of this Chamber. Yesterday the Right Hoourable Prime Miister of Caada, Prime Miister Stephe Harper, made a formal apology to the survivors of residetial schools ad to Aborigial peoples of Caada. He apologized for the great wrog that was doe by forcibly removig childre from their homes, placig them beyod the protectio ad guidace of their families ad robbig them of their laguages ad culture. The simple words, we are sorry, mark a importat momet i our atio s history. As Natioal Chief Phil Fotaie said yesterday from the floor of the House of Commos, they opeed the possibility of a ew relatioship with the first peoples of Caada, with the Aborigial peoples of Caada ad a commo road of hope for our shared future. With those words of apology ad regret, a historic ijustice has bee ackowledged ad the pai ad sufferig of thousads of Caadias who were placed i residetial schools has bee recogized from the very Chamber i which geeratios ago the policy of forced assimilatio of Aborigial people was coceived ad legislated. Yesterday, that policy was formally repudiated. The words ever agai were spoke by our Prime Miister o behalf of all Caadias ad echoed by Grad Chief Fotaie o behalf of Caada s First Natios; Presidet Chartrad o behalf of the Métis people; Presidet Mary Simo o behalf of Iuit people; Presidet Beverley Jacobs o behalf of the Native Wome s Associatio of Caada; Patrick Brazeau o behalf of the Cogress of Aborigial Peoples. I commed the Prime Miister ad the leaders of all parties i our atioal Parliamet for joiig i the apology yesterday. I particular, I wish to commed Grad Chief Fotaie for the digity of his respose ad i the movig way he, as a survivor of our residetial schools, cotiues to lead o the path to healig ad recociliatio. Mr. Speaker, there are may thousads of Maitobas, icludig members of this Chamber, who have experieced directly the pai of beig separated from their families ad placed i istitutios that sought to chage their idetity, the very sese of who they are, where they came from ad where they beloged.
Atiti Respose to Apology to Residetial School Survivors by Premier Doer BLM 3.1.3 As oe who did ot experiece it, I simply caot imagie the pai of childre who were take from their homes at the age of five ad six years old. As a paret, I caot imagie the pai that parets experieced to have their childre take away from them ad to be powerless to stop it. It is due to the resiliece of survivors i residetial schools ad their commuities that the goal of forced assimilatio was ot achieved. Ideed, it is a tribute to the stregth of First Natios, Iuit ad Métis people that they ot oly preserved their culture but assert it today with reewed spirit ad a sese of pride. But the damage doe by the residetial schools is beyod calculatio. Some childre did ot survive the experiece. May suffered physical ad sexual abuse. For all survivors, for whatever beefits they received from this schoolig, they are as Grad Chief Fotaie said, scars o our soul, ad they have a lot to carry i their etire lives. I breakig the vital coectio childre had to their parets ad traditios, the residetial schools took away the ability of may survivors to feel secure i their ow idetity, to pass o their ow traditios to their childre ad to coect agai with families ad commuities. The impacts cotiue to be felt withi Aborigial commuities ad add to the eormity of this ijustice. The residetial schools have bee a major ad cotiuig cause of idividual tragedies, of addictios, of suicides ad family breakdow. Like may Caadias, I became aware of this ijustice oly as I grew older. This was ot part of the history we were taught i schools. It was missig from our history books, just like the story of Chief Peguis rescue of the Selkirk Settlers ad the tragic relocatio of the Peguis First Natio commuity. It was missig from our history books just like the cotributios of Louis Riel ad the Métis people i foudig our provice ad just like the adoptio of Aborigial childre out of Maitoba i more recet decades, a sad chapter i our ow provice s history that bears may of the hallmarks of the residetial school policy as articulated i the Aborigial Justice Iquiry report. As a boy growig up i Maitoba, I kew oe of these thigs. I remember playig hockey agaist the boys who atteded a residetial school just a few blocks away i Wiipeg. To me, they were just aother team of hockey players, of boys my ow age. I thought they or their families must have made the choice to sed their childre to commuities to atted school. I had o idea that they were forced to go to the residetial school or the fact that everythig they cotributed to their ow sese of family ad security had bee take away from them. I took for grated returig to my home ad my family ad the security of my family, that that was the same situatio for the boys I played hockey agaist.
Atiti Respose to Apology to Residetial School Survivors by Premier Doer BLM 3.1.3 It was with a growig sese of shame that I bega to appreciate the wrog that was doe ad to reflect o the devaluatio of Aborigial culture that lay behid the policy of assimilatio. Over the years, as I have listeed to Aborigial leaders ad elders ad visited Aborigial commuities throughout Maitoba, I have come to see more directly the devastatig impact of the residetial school system. I have also bee humbled to witess the utirig work of elders ad leaders to brig healig to the survivors, their families ad their commuities. As so ofte i history, it is ot the actios of those who seek to domiate other people but the resistace of domiatio which speaks to the stregth of huma spirit ad gives us hope ad ispiratio for the future. The apologies heard yesterday mark a importat step that all Caadias must take i comig to terms with this chapter i our collective Caadia history. This is the momet of ackowledgemet that begis a path towards recociliatio. We kow, however, that recociliatio is also a matter of actio, ot just words. Mr. Speaker, the establishmet of the Truth ad Recociliatio Committee is a importat step to further the dialogue about residetial schools ad expad our citizes awareess of what happeed. Similarly, the buildig of the Caadia Museum for Huma Rights will serve to promote historical uderstadig ad poit the way to a stroger recogitio of huma rights, icludig Aborigial rights, throughout Caada. We, Mr. Speaker, must esure that Aborigial youth from orther commuities ad remote commuities also have a opportuity to visit the huma rights museum i Wiipeg. At the same time, I wat to say that the most effective way for historic recociliatio i Maitoba ad our atio is to re-dedicate ourselves as elected leaders, as citizes, as a etire provice, to closig the gap that exists betwee the well-beig of Aborigial people ad the gap with o- Aborigial citizes. We must resolve to address the serious health ad housig eeds i Aborigial commuities. We must expad educatioal opportuities for Aborigial youth ad commit to raise the level of school success ad post-secodary educatio achievemet. We must commit to icrease the participatio of Aborigial citizes i our ecoomy, ad we must state that this is somethig that we will do i partership with Aborigial peoples i the spirit of respect ad opeess.
Atiti Respose to Apology to Residetial School Survivors by Premier Doer BLM 3.1.3 Actio is the oly way we ca remai true to what was said ad felt i the House of Commos ad across Caada yesterday. Aborigial commuities ad their leadership have sought ad patietly waited for that pledge of partership. For our elders i Maitoba, the residetial schools are ot part of the past. The 15 schools i our provice shaped the lives of five geeratios of Aborigial childre ad youth. The impact of that experiece is somethig that families ad commuities feel ad deal with every day. But elders have also taught us to keep the faith i the spirit that edures i their people, i their commuities ad to look with hope to the future. Yesterday, Maitoba Grad Chief Ro Evas gathered i Wiipeg with over a thousad people to watch this historic apology. A gatherig was also hosted by Presidet David Chartrad of the Maitoba Metis Federatio, ad similar evets took place i bad coucils ad commuity halls across Maitoba. Today, Mr.Speaker, we are joied by the Grad Chief, by Presidet Chartrad, by leaders, elders ad residetial school survivors from all across Maitoba. I wat to say to all of you that are with us here today, we respect the digity with which you have bore the impacts of residetial experiece. We pledge ot just words, but actios to esure the future of Aborigial people of Maitoba is based o partership, respect ad a determiatio that the rich culture of all commuities is allowed to survive ad flourish. Although the Provice of Maitoba did ot establish a residetial school system, we must ackowledge that members of this Chamber sat silet while Maitoba childre were take from their homes ad deprived of their culture ad families. Child welfare agecies i Maitoba also set Aborigial childre for adoptio outside of their coutry ad outside of their culture. O behalf of preset ad past members of this Legislature from all parties, I wat to offer a sicere apology for the pai iflicted o geeratios of our citizes, ad for that I say I am deeply sorry. Apology to Residetial School Survivors: Reproduced uder the terms for No-commercial Reproductio as described at <www.gov.mb.ca/legal/copyright.html>, as well as uder the terms of the Disclaimer, foud at <www.gov.mb.ca/legal/disclaimer.html>.
Atiti Residetial Schools: Research Questios BLM 3.1.4 Use prit, electroic, ad huma resources (survivors) to research residetial schools i Caada. Aswer the followig questios, record your fidigs i your learig log, ad cite your sources. 1. What was the purpose of residetial schools, accordig to a) the govermet? b) the churches? 2. What was a average day for a residetial school studet from wakig i the morig to goig to bed at ight? 3. What subjects were taught? 4. Whe were the schools i operatio? 5. Who admiistered the schools? 6. What level of educatio did residetial school studets attai? 7. What abuses did childre i the schools suffer? 8. What factors led to these abuses? 9. What accouts for the high death rate of studets attedig residetial schools? 10. What factors led to the closure of the schools? 11. What was the effect of the residetial school experiece o studets? 12. What is itergeeratioal impact? 13. What were the effects of the residetial school experiece o Idigeous commuities ad cultures? 14. How are First Natios, Métis, ad Iuit commuities ad orgaizatios workig with govermet to compesate survivors ad to eable healig ad recociliatio?
Atiti Visitig A Residetial School Site BLM 3.1.5 Use the followig framework to orgaize your iformatio about, documetatio of, ad resposes to your visit to a residetial school site. Note: For a list of residetial schools that were located i Maitoba, see BLM 3.1.6: Residetial School Sites i Maitoba. Before the Visit: Name of school Type of school (idustrial, boardig, day) Locatio of school History of school Timelie (iclude ay sigificat dates/evets) Studets home commuities Religious orgaizatio admiisterig Existig documets/records Durig the Visit: Descriptio of site School buildig Grouds ad surroudig area Cemetery? (if yes, describe) Other? Iformatio gaied o site Visual represetatio(s): Photograph(s) Sketch(es) Crayo rubbigs (gravestoes, corer stoes, moumets) Observace/Ceremoy Complete a reflectio joural etry After the Visit: Share your impressios, thoughts, ad feeligs about the visit with your classmates. Add your iformatio to your learig logs. Add your visual represetatio(s), icludig a brief descriptio, to your portfolio.
Atiti Residetial School Sites i Maitoba BLM 3.1.6 Residetial School Sites i Maitoba: Assiiboia (Wiipeg) Birtle Brado Churchill Vocatioal Cetre Cross Lake (St. Joseph s, Jack River Aex predecessor to Notre Dame Hostel) Elkhor (Washakada) Fort Alexader (Pie Falls) Guy (Guy Hill, Clearwater, The Pas, formerly Sturgeo Ladig, Saskatchewa) McKay (The Pas, replaced by Dauphi) Norway House Uited Church Notre Dame Hostel (Norway House Roma Catholic, Jack River Hostel, replaced Jack River Aex at Cross Lake) Pie Creek (Camperville) Portage la Prairie Sady Bay Source: Idia Residetial Schools Class Actio Settlemet Schools Eglish. Available olie at <www.residetialschoolsettlemet.ca/schools.html>.
IssAtiti Researchig a School: Guidelies BLM 3.1.7 Coduct surveys ad iterviews (i perso or electroically) to research educatio for ad about First Natios, Métis, ad Iuit peoples i a school of your choice. Icorporate iformatio from your previous research ito successful schools for First Natios, Métis, ad Iuit peoples. Record your fidigs i your learig log. Guidelies: What iformatio do you eed to gather i order to form a picture of the educatio for ad about First Natios, Métis, ad Iuit people i the school? Studet populatio Staff Courses offered Resources Extracurricular programs Commuity ivolvemet Physical eviromet Iclusive of parets/caregivers Successes Issues/challeges Solutios
Atiti Stuck-o Cocept Maps BLM 3.2.1 Materials Needed: Adhesive otes Flip chart papers or large ewsprit Markers Istructios: I your group, view ad discuss BLM 3.2.3: Dis-Ease Word Splash. Write each word or phrase o a sticky (self-adhesive) ote. Explore possible coectios betwee the words ad the phrases by maipulatig the otes to create a cocept map o your paper. Create additioal words or phrases that occur to you durig this process. Add duplicate otes for words or phrases that may have more tha oe possible coectio. Repeat the procedure for the Health Word Splash. Cotiue this process util you have explored all possible coectios for both BLMs ad have arrived at a cosesus to create your fial cocept maps. Preset your completed cocept maps to the class, explaiig the coectios ad allowig time for discussio.
Atiti Dis-ease: Word Splash BLM 3.2.2 suicide isolatio loss of idetity coloizatio pollutio assimilatio ijustice resource exploitatio policies abuse tee pregacy loss of laguage iadequate fudig itergeeratioal impacts iadequate housig tuberculosis pateralism limited resources violece stereotypes substace abuse residetial schools chroic disease poor detal health o lad base dishooured treaties despair high cost of utritioal food Elder abuse imbalace poverty commuity dislocatio urba migratio gags diabetes lad loss loss of traditios lack of recreatioal facilities sedetary lifestyle depedecy disrespect
Atiti Health: Word Splash BLM 3.2.3 medicie wheel ijustice family sacred lad educatio First Natios, Métis, ad Iuit health care practitioers spiritual health commuity clea water traditioal kowledge prevetio programs capacity diversity commuity-based research moey accessible care commuity health safe commuities collective health self-determiatio recreatioal facilities balace respect traditioal models family health devolutio geriatric care recreatioal programs stregth pride adequate housig healig utritio vetera support ad care lad claim settlemets recoverig traditios medicie chest clause detal health cotrol bi-cultural health care model paretig
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 I 1997, the Associate Chief Judge Murray Siclair spoke to the Elders-Policy Makers-Academics Costituecy Group Meetig. I his speech, Judge Siclair made several recommedatios for Aborigial justice. Read the followig set of questios before readig the article, ad complete the questios followig your readig. Record your resposes i your learig log. 1. What are the most importat questios that a huma beig must grapple with? What is the coectio betwee the over-represetatio of First Natios, Métis, ad Iuit peoples i the justice system ad a failure to address these questios? Why have so may Idigeous people failed to aswer these questios? 2. Why did the govermet pursue a policy of assimilatio? 3. What were the various ways the govermet carried out its policy of assimilatio of Idigeous peoples? 4. At what poit i Caadia history did statistics begi to show a overrepresetatio of Aborigial people i the justice system? How does Judge Siclair accout for this icrease? 5. Judge Siclair makes referece to a umber of statistics regardig Idigeous Caadias i the justice system. Compare preset-day statistics to these 1997 figures. 6. Judge Siclair refers to First Natios, Métis, ad Iuit people whose first exposure to their culture occurs oly after they ve bee jailed. Is this still the case? What opportuities are available to Idigeous Caadias i your commuity to coect with their history ad culture? 7. What solutios does Judge Siclair propose to improve the justice system for Idigeous peoples?
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 Trascript of Presetatio by Associate Chief Judge Murray Siclair Elders-Policy Makers-Academics Costituecy Group Meetig Aylmer, Quebec, April 16-18, 1997 We have a lot of groud to cover, all of us, i a very short period of time. We oly have oe lifetime each ad we have much to do whe it comes to dealig with Aborigial people ad justice issues. I am ot sure that oe lifetime is eough to do all that eeds to be doe. So let us begi with the uderstadig that we caot do all of the thigs that eed to be doe i the short time we have together. We ca oly do so much with what we have bee give ad we ca oly go so far withi the time that we are here together. As always, I m a bit perplexed about how I ca cotribute to the coversatio whe ivited to gatherigs like this because I m ever certai what it is that each of you kows, or am I certai of what each of you do or wat to do ad how I ca help with whatever you ve come here for. So, perhaps, some of you have already heard some of the thigs I m goig to talk about, however there are may of you here who I have ot previously met ad those people have ot yet had a chace to hear some of the views that I have o the issues that Aborigial people face i the Aborigial justice system. You have also ot had a opportuity to hear, perhaps, some of my thoughts about where it is, we should be goig. If you have heard some of these thoughts, I hope you ca liste oce more, ad perhaps they ll help you to get a ew isight. I m always a bit cocered ad humbled whe I m asked to speak to a gatherig like this, such a august body of people with such kowledge ad I m ot talkig about you lawyers, icidetally, so stop stickig out your chests. I m talkig about our Elders here, who have so much iformatio ad kowledge about the thigs I am oly begiig to uderstad ad have ot yet grasped the full ability to apply those thigs to my life or for that matter, to the lives of others. So I wat to begi by ackowledgig the greater gifts they have ad the greater uderstadig they ca brig to this coversatio. O the other had however, I also recogize that my law degree seems to give me istat credibility with some people. My stature as a judge makes you feel compelled to liste to me. So I will take advatage of that by doig what it is that you ve asked me to do ad that is to talk to you.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 Where do we begi? It is hard to kow where we begi. It really is, because as I said earlier we have so much groud to cover, so may thigs that we wat to do. I have bee asked to talk primarily, to address the issue of the Aborigial Justice Learig Network ad where I see it goig, what I see it beig able to do. So as with all good speakers I m told by my Elders, keep the best part to the ed so I m goig to do that, I m goig to talk about that at the ed just i case you thought I was leadig to a coclusio. What I do wat to talk to you about are some very basic issues I thik you eed to keep your mid o as we are goig through this process. The most importat thig that we as huma beigs have to come to grips with, is who we are. That is the biggest questio i life, who am I? The biggest questio of life ecessarily leads us to ask other questios, such as, Where did I come from? Ad Why am I here? Ad probably the most importat questio is, Where am I goig, ad what s goig to happe to me after my life is over o this earth ad I go to the ext world? What happes to me over there? Ad our Elders always tell us that those questios are very basic to ope for every huma beig. What I see for our youg people or all Aborigial people who come before me i court, is the tremedous imbalace they are cofroted with. How out of balace each ad every oe of them is i their life, that they ed up comig to me i the process. I m ofte ivolved at the very ed of a very tragic set of circumstaces ad I m preseted with just eough iformatio to decide whether they should go to jail, ad for how log. But I m ever preseted with eough iformatio to decide what I ca truly do, to help this perso to fid his balace. As a judge, the sigle most difficult thig for us to accept is that we do t have the aswers. I speak to judges all the time. I fact, just this week I came from a ew judge s traiig program just orth of Motreal. All of the ew judges i Caada are brought together there to begi their legal careers. What I try to impress upo them the most is that if you do t have the aswers, do t begi to thik that your appoitmet as a judicial officer will automatically allow you to set thigs right. That you somehow have the ability istatly because of your appoitmet to determie ot oly the truth which is a impossibility, but to determie how it is that you re goig to chage the lives of these people ad move society ito a better mode, because we ca t do that. The great flaw of our justice system is that the justice system somehow assumes by orietig thigs the way we do, we are able to correct everythig ad ca do it ifallibly. The reality however, is the system is fallible at virtually every step i the process, ad the challege of the process is to make it as little fallible as possible. The ufortuate thig is what our iquiry ad every other iquiry i Caada has foud, cocerig Aborigial people i the justice system. That is, whe the justice system ca be fallible where Aborigial people are cocered, it is fallible. It fails at virtually every poit i the system i the process.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 This is uderstadable because quite frakly, Aborigial people ad the Euro- Caadia justice system they come ito cotact with are iheretly i coflict. So it is uderstadable that where a system oriets people to do thigs a certai way vs. Aborigial people who come from a system that oriets them to do thigs differetly, will aturally do thigs at odds with the system. So the first thig we have to uderstad is the system is i coflict with the very people it purports to assist ad help, ad our report i Maitoba talked about that. We spet a lot of time ad a lot of words talkig about where i the process the system fails Aborigial people ad how we thik the chages we recommeded could address those shortcomigs. But there is a eve more fudametal issue at play here we eed to talk about ad I wat to give you a bit of a history lesso because it s importat for you to lear it, if you are to uderstad who you are as players withi or outside of the system or if you are to uderstad who you are as a Aborigial perso. You have to uderstad where it is we have come from, to get to this poit i time. I am ot always the way I am. I was ot always this way ad I will ot always be this way. Ad i the same way, our system, our justice system was ot always as we ow see it. I the same way, Aborigial people were ot always as we see them. I this day ad age whe we look aroud us at our commuities, at our youg people ad our me, we see great discordace, we see great pai. Our youg people are killig themselves at icredibly high rates, six to eight times the atioal average rate of suicide amog youg people. We have amog our wome, icredibly high rates of domestic violece, of sexual abuse. Our me do ot kow how to treat our wome properly aymore. We are i a situatio i some of our commuities borderig o social chaos ad aarchy where people have o respect ot oly for their brothers ad their sisters but they have o respect for their parets, they have o respect for their Elders, they have o respect for their leaders if there are ay ad they have o respect for their society, however they see it, which is ot to say that we all live that way. Sometimes we overstate the problem, with the result beig that may people have the wrog impressio about us as Aborigial people. May people have the impressio that we are still savages as they were taught so log ago i our history books. As a result of the dysfuctio withi some of our commuities, people believe this is the way all Aborigial people would ted to be if it were ot for the grad civilizig process we have come through with the help of the churches ad Caadia society. But the reality is, whe you look at that picture, at the way Aborigial people are today, ad look at it i historical terms, you come to realize that we have ot always bee this way. Aborigial people did ot always kill themselves at a high rate. Aborigial me did ot always abuse their wome ad their childre. Aborigial people did ot always represet 70 per cet of the jail populatios of our provices. Aborigial people lived a relatively stable life at log poits of our history ad very recetly.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 I fact, our study i Maitoba poited out, ad those of you who read it kow we poited out i Maitoba at least, util the Secod World War, Aborigial people were ot over-represeted i the justice system. I fact, their presece i the jails was less tha their presece i the populatio. 12 per cet of Maitoba s populatio is Aborigial today. It was probably i the area of 15 to 20 per cet durig the 30s ad 40s, ad less tha 9 per cet of the people who were icarcerated i Maitoba durig that period of time, were Aborigial people. The same with our child welfare system. The umber of childre i care today i Maitoba who are of Aborigial acestry represet about 70 per cet, ad yet prior to the Secod World War the umber of Aborigial childre i care was miimal. I fact, they are uable to poit to ay statistical existece whatsoever. Why is that the case the? Why is it util that period of time we appeared to have relative stability i our commuities, our people did ot appear to be dysfuctioal. Our people did ot appear to be actig out ad committig crimes at such excessive rates. Our people did ot appear to be abusig themselves ad others i the same way we see today. A part of it, for me, is because of the way the govermet has treated our leadership, the way the govermet has treated our families, the way the govermet has treated our culture. There has bee ad there still is great disruptio amog our people today as a direct result of some of the laws that have bee passed i this coutry. I have spoke may times about this issue, but I thik it is always worth repeatig. Begiig with Cofederatio i 1867, the govermet set out o a deliberate attempt to udermie the very existece of Aborigial commuities, to udermie the very ature of Aborigial families withi society. The view was, it would be better for Aborigial people to assimilate ito Caadia society ad to therefore, become more civilized. There was a belief existet amog the policy makers at the time that Aborigial people were iheretly iferior ad eeded to be brought up to a state of civilizatio more advaced tha what they were offerig the rest of the world at that time. So because of that, they passed laws desiged to assimilate us. They passed laws desiged to udermie some of the istitutios of our existece they felt had created our state of iferiority. They passed laws, for example, that said Idia people livig o reserves were icapable of eterig ito cotracts, were icapable legally of sellig aythig that they produced, aythig they maufactured, aythig they discovered. If they had mierals or resources i their commuity they could exploit, they were forbidde by law from sellig or leasig those resources uless the govermet gave its coset. Part of that was the govermet believed they were iferior ad icapable of cotractig. Aother part of it also was the govermet had a deliberate policy that it did ot wat the Aborigial commuities of this coutry to flourish ecoomically. They did ot wat Aborigial commuities to become self sufficiet ad stable. They wated Aborigial people to assimilate, to leave their commuities ad itegrate with the rest of society.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 Ultimately, withi a few geeratios, Joh A. Macdoald was reported as sayig, there will o loger be ay Idia reserves, there will o loger be ay Idias ad, therefore, there will o loger be ay Idia problem. That is a quotatio from the discussios ad debates of Hasard. The thrust of govermet policy at that time was ot merely to make it difficult to be a Idia, but it was to make it difficult to be as a Idia, for they did other thigs as well to udermie our existece. They passed laws for example, that said that all of our childre could be take away from our families at the age of five ad locked up i residetial schools, away from their families util the age of 18, ad they did that. I may of our commuities, 100 per cet of the childre betwee the ages of 5 ad 18 were take from their families ad put i residetial schools ad i some cases we are told ad the whole issue of residetial schools icidetally, has ot bee adequately discussed ad studied they would be removed from their families at a youg age ad told they would ever see their families agai util they tured 18 ad were allowed to leave. Ofte however, they were ot allowed to leave uless they agreed to marry someoe else who was i the school system with them. The purpose of that was to further the view that we ca t allow these ewly civilized Idias who have bee raised i this residetial school to go back to their commuities ad marry a ucivilized Idia. We have to keep these people together ad flourishig. Ad so marriages were arraged i these schools ad childre were ofte required to marry each other. This happeed with my gradmother ad my gradfather. My gradmother was ot allowed to leave the covet where she wet to school util she agreed to marry my gradfather. We kow the atural istict of a mother whe a child is take away from her, is to go ad do somethig about that. We kow that. All good parets who lose their childre i that way will wat to do somethig about it. History records that Idia people tried to do somethig about that as well. While all of the treaties ad the treaty egotiatios of the time reflected a desire by Idia people for their childre to grow up, be educated ad have careers just like the white ma, it was ot this form of educatio they wated for their childre. Idia people ofte protested ad tried to get their childre out of this form of educatio, this istitutioal situatio. Well, the govermet passed a law that said Idia people could ot do that. They made it a offece for ay Idia apparet to iterfere with the educatio of their child who was take ad placed i a educatioal system like that. Icidetally, compulsory educatio for Idia people does t soud so bad today because we kow all of our childre have to go to school i this day ad age. Compulsory educatio is the orm for everyoe. However, compulsory educatio was ot the orm for Caadia society util the 1930s, ad i some cases, 1940s. I those days, white childre did t have to go to school compulsorily. They did ot have to go to school util laws were passed i the 30s ad 40s. So i some ways, we were 50 years ahead of time.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 Parets were prohibited from iterferig with their childre. The govermet iaugurated i the 1880s what came to be kow as the Idia Pass System. It required that ay Idia perso who was outside of a reserve who did t have a writte pass, could be arrested by the police ad retured to his commuity. This effectively preveted of course, parets from leavig their commuities to go ad get their childre out of those schools. They also made it a offece for Idias to protest these thigs. Of course, the atural thig was families would get together ad say well, we are goig to do somethig about this, but that was made to be a offece. It was the Idia cospiracy laws of the 1880s which said if three or more Idias get together i order to discuss a grievace agaist the Govermet of Caada, the they were guilty of a offece ad could be set to jail. So, two people could talk about their grievaces, but three Idias could t. Furthermore, they kew that Aborigial gatherigs i the 19th cetury such as su dace ad pot latch ceremoies ad the huge gatherigs we saw the ad see today i pow wows were ot just social evets but were importat political evets as well. Chiefs would be recogized ad births would be ackowledged. Names would be give, marriages would be performed, property would be shared ad all of those importat thigs. They also represeted opportuities for Idia people to get together i order to grieve their cocers about Aborigial people about the Govermet of Caada. Laws were the passed i the 1880s sayig Idia people could ot have those gatherigs aymore. They came to be kow as the su dace ad pot latch laws. They said it was a offece for a Idia to participate i those ceremoies. It was also made a offece for Idia people to do other thigs like go to sweat lodges or participate i ay traditioal ceremoy ivolvig the wearig of Idia garb. Art Shofley would have bee guilty of a offece years ago by dacig at pow wows he s ow famous for. All of us would have bee guilty of a offece last ight just by sittig here ad watchig those people perform, because attedig those kid of fuctios was also a offece uder those laws. They were very clear about the ature of the ceremoy you could ot participate i ad said a Idia was guilty of a offece if he participated i ay ceremoy ivolvig the exchage of gifts. This was iteded to address the issue of the pot latch ceremoy o the west coast. It iadvertetly also caught Christmas i its defiitio, so i 1888 they ameded the defiitio to allow them to participate i Christmas, a very importat Christia evet of course. If you ca t go ad do somethig about your child who s i a school you do t wat him to be i, if you ca t gather i order to air a grievace, the perhaps the oe thig you wat to do is go to court. A very commo reactio to those who feel a grievace agaist govermet is to go to court, ad that is why we have lawyers, lawyers all over the place. We have about 67,000 lawyers i Caada, all of whom are ready to go to court for you.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 I the 19th cetury there were t 67,000, but there were still lots of lawyers ready to go to court for Idias, ad all the Idia had to do was just say the word ad they were there. However, the govermet had a aswer for that too. They said o Idia could go to court ad sue the Govermet of Caada uless they first got the permissio of the govermet. There was ever ay reported icidece of the govermet givig its coset that we were able to discover, but it certaily had a chillig effect o Idia s accessibility to the legal system. It also had the effect of makig lawyers thik twice about doig aythig about these laws, eve those who felt the laws were clearly wrog ad there were lawyers who felt that way. Friedship societies were formed of o Aborigial people who supported the Idia cause, who themselves, were willig to go to court o behalf of Idias. So the govermet passed a law sayig obody ca go to court o behalf of a Idia perso uless they also got the permissio of the Govermet of Caada. Aother law was passed sayig ay lawyer who secretly agrees to represet ay Idia perso, eve as a lobbyist to represet their iterests with the Quee, ad there were may cases of people goig to Eglad to speak to the Quee, were guilty of a offece if they accepted such a retaier ad they could lose their licece to practice law. So what the govermet did was effectively take away from Aborigial people some very essetial civil rights, rights we take for grated. Not oly did they take away the right to demostrate, the right to have access to the courts, but they decided by 1890 Idias were so ucivilized they could t vote, either. Idias had the right to vote icidetally i federal electios util about that time, but they took that away i a law that said Idias could t vote uless they agreed to be efrachised. So all of the recourses to the democratic procedures every citize of Caada took for grated i the 19th cetury, were take away from Idia people. But the govermet was t satisfied with that, because they truly believed these Idias would cotiue to do thigs secretly to keep themselves goig, ad of course, that is what we were doig. We kow all about how our Elders cotiued to protect our ceremoies. They d ofte go ito the bush miles ito the distace ad coduct their secret little sweat lodge ad other ceremoies. Sometimes they d go off o a islad i the middle of a lake ad do their ceremoies there. But eve that did t sit well with the govermet, so they passed a law sayig ay perso who cotiues to represet himself as a idividual with medicie or healig abilities, was guilty of a offece. They attacked our medicie people, our healers, ad said if they cotiued to say they could heal people i a traditioal way, they were guilty of a offece. The a law was passed that I thik is iroically titled the Idia Advacemet Act i 1891, which said ay Idia commuity which is cosidered by the govermet to be i a advaced stage of developmet ad that is the phrase a advaced stage of developmet would heceforth from that poit o, have to elect its leadership i accordace with rules ad regulatios created by the govermet.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 Those rules ad regulatios said oly Idia me over the age of 21 could hold office, ad oly Idia me over the age of 21 could vote for them, which of course udermied the status of wome i society ad greatly udermied the matriarchal societies of some of our tribes by creatig this form of govermet, that was modeled o the form of govermet that Caadia society followed, its so called democracy. But they wet further tha that ad said the forms of govermet that are elected i that way, really have o power. If they wat, they ca cotrol oxious weeds, decide where houses ca be built, or cotrol where the garbage is to be dumped. If they wat, they ca decide whether people comig ito their commuity ca sell trikets ad goods, but beyod that they have o real authority. Ad just to keep a hadle o it, they passed a law sayig wheever the coucil wats to meet, they have to give otice to a Idia aget who is resposible for that territory, ad they ca t have a meetig without them, ad it was always a ma, of course. The Idia aget had a right to atted those meetigs ad furthermore, had the right to chair those meetigs ad set the ageda. So those advaced Idia commuities were still subject to the directio of the local Idia aget. Ay Idia leader who held himself out to be a represetative of the commuity, who said he was the traditioal chief ad ot these ew chiefs, was guilty of a offece ad could go to jail just for declarig these ew forms of govermet were ivalid, ad that his traditioal form of govermet was still valid. Those leaders were prosecuted, ad we kow of several istaces where they were icarcerated for cotiuig to do that. Icarceratio was a relatively easy thig to accomplish because Idias who were prosecuted uder the Idia Act, had to appear before a Justice of the Peace desigated by the Miister of Idia Affairs, ad was prosecuted by someoe also desigated by the Miister of Idia Affairs. Govermet cutbacks were as importat i those days just as they are today, so they decided to roll that perso ito oe, ad the prosecutor was the Idia aget. Just to keep it easy, the Justice of the Peace was also the Idia aget. So as you ca see, the rule of law we take for grated i our system, that everyoe is subject to the equal eforcemet of the law, was ever there for Idia people. Those laws were i place util 1951 whe the Idia Act was ameded. Some of them were repealed i 1927, but they were there for several geeratios, ad certaily the Idia residetial school legislatio is still i the Idia Act today, it s just ot eforced i the same way. But the Idia residetial school system was a part of our lives for almost oe hudred years. Whe you thik of how may geeratios of childre wet through those schools ad that kid of lifestyle, you ca begi to see how the lives of those childre would become disrupted, disorieted, ad how they would be out of balace with their Elders ad their families. For whe you thik about it, you caot take a child ad raise that child i a istitutio, ad expect that child to be able to fuctio well ad provide a lovig or carig eviromet to his or her family.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 You caot take a child ad separate that child ot oly from his or her mother ad family, but also separate that child from his sisters, his brothers, his auties, his ucles, ay adult of ay importace to him ad put that child i a eviromet where they do t see a lovig ad carig family eviromet, ad the ask that child to retur ad become a paret ad expect them to be able to fuctio properly. We kow the effect of that istitutioal situatio is ot goig to be immediate because the first geeratio of childre still have their parets livig back home to help them whe they retur, those who did. Eve the secod ad third geeratios would have their parets ad great gradparets to help them because we kow that older people cotiue to have that ifluece with youg childre, eve to that level. But evetually, those who were ot taited by the residetial school system bega to die off ad subsequetly, lost their importace withi the family. As each geeratio retured, the previous geeratio would become less ad less able to maitai a stable ad balaced ifluece for them. So we begi to see the impact of it all after five, six, eve seve geeratios i the families, ad I thik that is why we do t see ay chage i the statistics util after the Secod World War. A umber of thigs occurred which added a great deal of impetus to the chage. A lot of our me wet off to war ad retured havig fought i battles as soldiers at the frotlies. Today, we kow about post traumatic stress disorder because of studies that were doe o Vietam veteras. We kow today what the impact fightig i wars has upo idividual huma beigs ad we kow today those me returig from those wars to our commuities did ot receive aythig ear the support, care ad rights o-aborigial veteras received whe they retured. We kow as well that i the 50s a lot of provices chaged their laws to allow Aborigial people ito places that served liquor i Maitoba. The famous report is the Bracke Report i 1956, which allowed Aborigial people to drik alcohol i a beverage room or beer parlor, as it was called, ad we kow the relatioship betwee alcohol ad crime i our commuities. Also i the 1950s, the Departmet of Idia Affairs decided these Idias were t migratig ito urba areas fast eough so they created a ative housig program through the federal govermet which gave Idias large fiacial icetives to buy or build houses i urba commuities, as log as they moved away from their reserves. Ayoe watig to build a house o a Idia reserve could t get ay federal moey but aybody buildig a house i a urba area could get a $10,000 forgivable loa ad i those days that could build you a pretty good house. So a lot of people migrated ito the urba areas i the 1950s as a direct result of that program ad I thik we kow that. But I thik it is durig the start of the family dysfuctio s whe we begi to see the statistics chage. Stoy Moutai Peitetiary reported i 1962 for the first time, a aberratio i their imate statistics. They estimated 20 per cet of their populatio were Aborigial, the first reported otice of over represetatio i the jail system. Aroud the same time, i the early 1960s, we begi to see those statistics icrease for all provicial ad federal istitutios i Wester Caada. Those statistical icreases grew eve more as the years wet by to the state we see today.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 Our educatioal system fuctioed much alog the same lies as well. Whe I wet to school ad I m sure this is true for every Aborigial perso today of my geeratio, or close to it, that we were taught about the cocept of discovery, about the great arrival of Christopher Columbus. We were taught about Jacques Cartier ad Samuel de Champlai. We were taught about the massacre of father Jea de Brébeuf by the Idias of Easter Caada who tore out his heart, as savages are wot to do, ad ate it. We were taught how Idias were really othig more tha part of the coutry side whe the white me arrived ad had o real rights. We were taught that Idias were actually pretty lucky that the white me came here ad saved them from their life of barbarism ad the terrible livig coditios the white me saw. We were taught all of that. It amazes me today that i some cases our childre are still taught that. I kow of a youg girl back home, the same age as my daughter, who was expelled from school for two days because she refused to write a paper o the beefits of Christopher Columbus discovery of North America. We have a situatio i our lifetime whe growig up i that kid of eviromet resulted i our iability to fid out who we are. The great questio each ad every oe of us had to aswer was beyod our capability of aswerig as Aborigial people, because who we were, was ot who society wated us to be. I was ot what society wated me to be, ad what society wated me to be, was ot what I saw myself as beig. I grew up i a era with Elvis Presley ad the Beatles, ad for a while that is what I wated to be. But whe I looked i the mirror, I did t see Elvis, ad whe I let my hair grow, it did t grow ito the same style that the Beatles did. I could t speak with a Eglish accet ad the people I grew up with, could t fuctio that way either. Whe we looked i the mirror we always saw Aborigial faces, ad for a log time may of us did t like what we saw. We did t like our ourselves growig up i that day ad age because of what we had bee taught about ourselves. We did t like ourselves because of the images of Aborigial people that we saw i books, ewspapers, movies, ad o televisio. We did t like the images of the people we saw whe we took the bus to Wiipeg ad saw these druke Idias o Mai Street, all of whom were victims of the same kids of thigs we were victims of. We did t like those images, ad so we did t wat to be that way. But that was ever a positive optio for us. I other words, we were ot told how ot to be that way. We were told simply if you do t do what we tell you to do, you will ed up like that. The uarticulated premise of our educatioal system was, if you do t grow up to be the way we are sayig you should be, the you re goig to be a failure like your ucle, you re goig to be a failure like your cousi who s livig i a Mai Street hotel, ad that was the great threat we faced. So the reality the, for us as Aborigial youth, was growig up with terrible coflicts over who we were. We did ot kow who we were ad our youg people today, they still do ot kow who they are. We have ot bee able to give our youg people their sese of idetity today, just as I was ot able to get my sese of idetity as a youg perso i the 50s ad 60s.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 This is the great dilemma we face, because each ad every youg perso who comes before me i court, is weighed dow by that burde ad that is why, whe I look at the optios available to me as judge, I thik well, I ca impose a fie. Now, if I fie him $50 is that goig to give him his sese of idetity? Well o, maybe ot. Maybe $100 will give him a sese of idetity or perhaps $500, but that will ot give him a sese of idetity either. So how about if I put him o probatio ad make him go ad report to a white probatio officer dowtow, will that give him his aswer of idetity? Well, I do t kow, maybe it would. It would deped o the probatio officer. I have ot met too may Aborigial probatio officers, but there are some out there who have a good sese of what they have to do. But i our system, probatio officers geerally fuctio very much like police officers. They are there to keep a eye o somebody ad if they do somethig wrog, they report it ad ed up back i the system. It is very rare ad I mea o disrespect, but it is very rare to fid probatio officers who go that extra mile with their cliets. They are overworked, overburdeed, just like everyoe else i the system. Maybe if I sed this perso to jail, I thik maybe that will give him a sese of his idetity. The sad reality is, there is a awful truth to that. May Aborigial me who stop a life of crime, tell us the aswer for them was whe they leared about their culture, ad where did they lear about their culture? The first time they leared about their culture was whe they were i jail. It s a terrible thig to say, that you ca go to jail to lear about who you are ad fid your solutio there. If that s the oly thig to stop him from livig a life of crime, the could t we fid a way of doig that outside of jail? That is the questio I ask. The reality is that some of our me ad wome do fid their aswer through learig their culture while they are icarcerated. Icarceratio for that purpose seems to me to be a little illogical, but there it is. There are oly three thigs I ca do with somebody who is i frot of me as a judge. I ca take away their moey, ad the moey that goes to their family. I ca put them o probatio ad hope, hope that somebody will help him, or I ca sed him to jail ad perhaps keep him out of trouble for a while. However, more ad more evidece is comig before us that sedig someoe to jail simply icreases their crimial activity, ad does t decrease it. All of this is what s goig to lead me to the coclusio. I told you I was goig to make this soud like I kew where I was goig. We have a situatio where too few of our lawyers ad too few of our judges ad probatio officers kow about that history. They thik that Aborigial people are just like every other crimial that comes before them, people who commit a crime out of coveiece, commit a crime out of eed or commit a crime out of passio. The reality i my view, is that for most Aborigial people, crimiality is ofte a forced state of existece. Crimiality is ofte a direct result of their iability to fuctio as idividuals, as huma beigs i society.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 Our youg people i Wiipeg are joiig street gags i huge umbers. A year ago they were estimatig there were 300 to 400 Aborigial youth gag members. Now they are sayig it is about 1,500. I thik it s a scare tactic myself, but eve if they are joiig i disproportioately high umbers like that, it s merely a reflectio of the eed of our youg people to fid out who they are, who am I? This gives them part of the aswer. This gives them a sese of comfort about who they are. So I thik, we i the justice system, are compelled to accept it is our resposibility for a vast majority of the people who come before us, Aborigial ad o-aborigial, to fid a way to help them fid out who they are. The we ca help them to aswer those questios I metioed earlier, which are, where did I come from, why am I here ad where am I goig? We eed to fid ways to help them cofrot those questios ad fid aswers. For by aswerig those questios, each perso i society is able to fid a way of fuctioig properly. The problem with our justice system, as it fuctios today, is we are ofte discouraged from eve probig ito that. We emphasize i our system the eed to geerate umbers. I remember I was talkig oe time with judges about doig setecig circles, ad I said the very first setecig circle I ever did, ivolved 500 people who were i attedace. 150 of them spoke at that setecig circle. Oe judge said, We ca t take all day to setece somebody., ad I said, Well, thik about it for a momet, you re dealig with the rest of this perso s life. This is probably the most importat thig that will ever happe to this perso. Why would t you wat to take all day to do it right? The reality is we get thousads ad thousads of people i our system who we feel we eed to move alog. There is a great sese of discouragemet over doig it carefully ad doig it right. But that is a reflectio of the umbers, the umber game we are caught up i. The problem is our system is ot orieted i my view to doig it right yet. It eeds to be reorieted to doig it right. Somebody else here said, What is justice? Well, justice is doig the right thig, that is really what justice is. It is ot ay more complicated tha that, doig the right thig. Where Aborigial people are cocered, we are ot doig the right thig. All of the statistics ad all of the studies we kow about, have all come to that coclusio. What is the right thig? Well, we have to lear that. It s ot goig to be the same for our frieds i Maiwaki as it is for our frieds i Moose Factory. It is ot goig to be the same for the Ojibways i Roseau River, as it will be for the Crees i Lac l Orage. It will ot be the same for the people i the Blood Reservatio i Alberta, as it will be for the west coast Idias i British Columbia, or the people of the Northwest Territories, or our Iuit brothers ad sisters i Iuvik. They will all have differet solutios based upo their uderstadig of how to do thigs because process is just as importat as results. We must ever forget that. The process each will follow will reflect who they are. The results will be the same I thik, for all of us if we let that happe.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 The Aborigial Justice Learig Network arose i a discussio David Arot had with a umber of people icludig myself, a couple of years ago. I that coversatio with me, David said there is a recommedatio i the AJI report suggestig we should have a learig cetre. We called it a Aborigial Justice Istitute. We said all Aborigial people who wat to lear how to deliver justice to their people should be give a place where they ca lear ad study from Elders who will be able to give them that kowledge. Who ca lear from lawyers about how law is supposed to work. Who ca lear from judges about experiece ad about how justice systems are supposed to work, but will also allow them ultimately, to do their ow thig. I the similar way, we said o Aborigial judges, lawyers, police officers ad probatio officers should go there to lear how Aborigial justice is supposed to work, ad it s all desiged, we said, to allow the implemetatio of oe of the major recommedatios we made, which is Aborigial people should be allowed to deliver justice their ow way. Aborigial people should be allowed to have their ow justice systems i their ow commuities to do justice for their people, to do what is right for their people. This program you re ow participatig i grew out of that discussio. Ultimately, i my view, what we eed to focus o is how we ca establish a process whereby you, who are Aborigial, ad you, who are o-aborigial, ca cotiue to come together with a view i mid about how we ca do what is right where Aborigial people are cocered. We eed to thik about that ad we eed to talk about that. I wat us to have a o goig process so whe we have ew judges appoited i Saskatchewa, Quebec or the Maritimes, we ca say to them as admiistrators of our courts, i additio to goig to the ew judges traiig program, put o by the judicial istitutes of our courts, you will also go ad sped a couple of days with the Aborigial Justice Learig Network, to lear how to deal with Aborigial justice issues i our courts ad with our commuities. I d like to be able to say that to them, but we eed to have a o goig process that is supported by govermets, ad recogized by those who are withi the justice system. We eed to have a way of cotiuig this dialogue, so it is ot just a opportuity for us to sped a few days i a very ice hotel, eatig some very ice food, ad sittig i some very hard chairs. We eed a lot more tha that. So ultimately it rests with you, those of you who are here. It does t deped o David, it does t deped o me or Romola. It rests with you, all of you who are here. You have to commit persoally those of you who thik this is importat, to see this will cotiue to happe. You have to go back, those of you who represet departmets ad programs ad govermets, you have to go back to your offices o Moday morig, sed a memo to your boss somewhere, whoever that might be, ad say I just came from a iterestig program I thik we should make a commitmet to. This is why you have to do that. You have to be able to see the beefit of this, ad if you do t see it today, maybe you ll see it the ext time you come to this sessio. Maybe you will eed to sed somebody there who does see it, if you re ot the right perso.
Atiti Judge Murray Siclair Speech ad Questios BLM 3.3.1 We have a lot of groud to cover, ad we have a short time to do it. I wat to be able to leave this life, this earth, thikig I have moved the coversatio alog a little bit ad I hope you will commit your life to the same thig, that whe you are doe whatever it is you do, you will feel that you have moved the coversatio alog a little bit. I hope these words I have shared with you have give you a little appreciatio for how I feel about these thigs. I do ot preted to have the aswers. I sometimes feel I oly have questios, but I do wat you to kow that I have strog feeligs about this. A strog feelig about the importace of these issues i this day ad age, ad also a strog feelig about the importat role each ad every oe of you is goig to play, ad the resolutio of those programs. So I thak you for listeig, meegwetch. Trascript of Presetatio by Associate Chief Judge Murray Siclair: Reproduced uder the terms for No-commercial Reproductio as described at <www.justice.gc.ca/eg/otices-avis.html>.
Atiti Creatig a Successful Commuity BLM 3.4.1 Phase Oe: Guidig Questio: What does a successful commuity look like? Object: To pla, desig, ad costruct a model (either two-dimesioal or three-dimesioal) of a successful First Natio, Métis, or Iuit commuity. Procedure: I your group, decide what defiitio of success should be used to measure ecoomic ad commuity developmet: maistream Wester Idigeous bi-cultural model icorporatig aspects of both Wester ad Idigeous coceptios Choose a artistic medium to create your model of a successful commuity: collage wood electroic Lego Preset your model to the class. Allow time for discussio. As a class, create a list of characteristics of a successful commuity.
Atiti Creatig a Successful Commuity BLM 3.4.1 Phase Two: Guidig Questio: How do you create ad maitai a successful commuity? Objective: To pla, desig, ad costruct a model that illustrates the process of creatig a successful commuity (e.g., buildig capacity). Procedure: I your group, braistorm how to create a successful commuity. Choose a artistic medium to costruct your process model for creatig a successful commuity. Preset your process model to the class. Allow time for discussio. The class braistorms a list of themes of how to build capacity to create ad move a commuity to success. Add your work ad a visual represetatio of your models to your portfolio.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Uited Natios Declaratio o the Rights of Idigeous Peoples Adopted by Geeral Assembly Resolutio 61/295 o 13 September 2007 The Geeral Assembly, Guided by the purposes ad priciples of the Charter of the Uited Natios, ad good faith i the fulfilmet of the obligatios assumed by States i accordace with the Charter, Affirmig that idigeous peoples are equal to all other peoples, while recogizig the right of all peoples to be differet, to cosider themselves differet, ad to be respected as such, Affirmig also that all peoples cotribute to the diversity ad richess of civilizatios ad cultures, which costitute the commo heritage of humakid, Affirmig further that all doctries, policies ad practices based o or advocatig superiority of peoples or idividuals o the basis of atioal origi or racial, religious, ethic or cultural differeces are racist, scietifically false, legally ivalid, morally codemable ad socially ujust, Reaffirmig that idigeous peoples, i the exercise of their rights, should be free from discrimiatio of ay kid, Cocered that idigeous peoples have suffered from historic ijustices as a result of, iter alia, their coloizatio ad dispossessio of their lads, territories ad resources, thus prevetig them from exercisig, i particular, their right to developmet i accordace with their ow eeds ad iterests,
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Recogizig the urget eed to respect ad promote the iheret rights of idigeous peoples which derive from their political, ecoomic ad social structures ad from their cultures, spiritual traditios, histories ad philosophies, especially their rights to their lads, territories ad resources, Recogizig also the urget eed to respect ad promote the rights of idigeous peoples affirmed i treaties, agreemets ad other costructive arragemets with States, Welcomig the fact that idigeous peoples are orgaizig themselves for political, ecoomic, social ad cultural ehacemet ad i order to brig to a ed all forms of discrimiatio ad oppressio wherever they occur, Coviced that cotrol by idigeous peoples over developmets affectig them ad their lads, territories ad resources will eable them to maitai ad stregthe their istitutios, cultures ad traditios, ad to promote their developmet i accordace with their aspiratios ad eeds, Recogizig that respect for idigeous kowledge, cultures ad traditioal practices cotributes to sustaiable ad equitable developmet ad proper maagemet of the eviromet, Emphasizig the cotributio of the demilitarizatio of the lads ad territories of idigeous peoples to peace, ecoomic ad social progress ad developmet, uderstadig ad friedly relatios amog atios ad peoples of the world, Recogizig i particular the right of idigeous families ad commuities to retai shared resposibility for the upbrigig, traiig, educatio ad wellbeig of their childre, cosistet with the rights of the child, Cosiderig that the rights affirmed i treaties, agreemets ad other costructive arragemets betwee States ad idigeous peoples are, i some situatios, matters of iteratioal cocer, iterest, resposibility ad character, Cosiderig also that treaties, agreemets ad other costructive arragemets, ad the relatioship they represet, are the basis for a stregtheed partership betwee idigeous peoples ad States, Ackowledgig that the Charter of the Uited Natios, the Iteratioal Coveat o Ecoomic, Social ad Cultural Rights (2) ad the Iteratioal Coveat o Civil ad Political Rights, 2 as well as the Viea Declaratio ad Programme of Actio, (3) affirm the fudametal importace of the right to self-determiatio of all peoples, by virtue of which they freely determie their political status ad freely pursue their ecoomic, social ad cultural developmet,
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Bearig i mid that othig i this Declaratio may be used to dey ay peoples their right to self-determiatio, exercised i coformity with iteratioal law, Coviced that the recogitio of the rights of idigeous peoples i this Declaratio will ehace harmoious ad cooperative relatios betwee the State ad idigeous peoples, based o priciples of justice, democracy, respect for huma rights, o-discrimiatio ad good faith, Ecouragig States to comply with ad effectively implemet all their obligatios as they apply to idigeous peoples uder iteratioal istrumets, i particular those related to huma rights, i cosultatio ad cooperatio with the peoples cocered, Emphasizig that the Uited Natios has a importat ad cotiuig role to play i promotig ad protectig the rights of idigeous peoples, Believig that this Declaratio is a further importat step forward for the recogitio, promotio ad protectio of the rights ad freedoms of idigeous peoples ad i the developmet of relevat activities of the Uited Natios system i this field, Recogizig ad reaffirmig that idigeous idividuals are etitled without discrimiatio to all huma rights recogized i iteratioal law, ad that idigeous peoples possess collective rights which are idispesable for their existece, well-beig ad itegral developmet as peoples, Recogizig that the situatio of idigeous peoples varies from regio to regio ad from coutry to coutry ad that the sigificace of atioal ad regioal particularities ad various historical ad cultural backgrouds should be take ito cosideratio, Solemly proclaims the followig Uited Natios Declaratio o the Rights of Idigeous Peoples as a stadard of achievemet to be pursued i a spirit of partership ad mutual respect: Article 1 Idigeous peoples have the right to the full ejoymet, as a collective or as idividuals, of all huma rights ad fudametal freedoms as recogized i the Charter of the Uited Natios, the Uiversal Declaratio of Huma Rights (4) ad iteratioal huma rights law. Article 2 Idigeous peoples ad idividuals are free ad equal to all other peoples ad idividuals ad have the right to be free from ay kid of discrimiatio, i the exercise of their rights, i particular that based o their idigeous origi or idetity.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 3 Idigeous peoples have the right to self-determiatio. By virtue of that right they freely determie their political status ad freely pursue their ecoomic, social ad cultural developmet. Article 4 Idigeous peoples, i exercisig their right to self-determiatio, have the right to autoomy or self-govermet i matters relatig to their iteral ad local affairs, as well as ways ad meas for fiacig their autoomous fuctios. Article 5 Idigeous peoples have the right to maitai ad stregthe their distict political, legal, ecoomic, social ad cultural istitutios, while retaiig their right to participate fully, if they so choose, i the political, ecoomic, social ad cultural life of the State. Article 6 Every idigeous idividual has the right to a atioality. Article 7 1. Idigeous idividuals have the rights to life, physical ad metal itegrity, liberty ad security of perso. 2. Idigeous peoples have the collective right to live i freedom, peace ad security as distict peoples ad shall ot be subjected to ay act of geocide or ay other act of violece, icludig forcibly removig childre of the group to aother group. Article 8 1. Idigeous peoples ad idividuals have the right ot to be subjected to forced assimilatio or destructio of their culture. 2. States shall provide effective mechaisms for prevetio of, ad redress for: (a) Ay actio which has the aim or effect of deprivig them of their itegrity as distict peoples, or of their cultural values or ethic idetities; (b) Ay actio which has the aim or effect of dispossessig them of their lads, territories or resources; (c) Ay form of forced populatio trasfer which has the aim or effect of violatig or udermiig ay of their rights; (d) Ay form of forced assimilatio or itegratio; (e) Ay form of propagada desiged to promote or icite racial or ethic discrimiatio directed agaist them. Article 9 Idigeous peoples ad idividuals have the right to belog to a idigeous commuity or atio, i accordace with the traditios ad customs of the commuity or atio cocered. No discrimiatio of ay kid may arise from the exercise of such a right.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 10 Idigeous peoples shall ot be forcibly removed from their lads or territories. No relocatio shall take place without the free, prior ad iformed coset of the idigeous peoples cocered ad after agreemet o just ad fair compesatio ad, where possible, with the optio of retur. Article 11 1. Idigeous peoples have the right to practise ad revitalize their cultural traditios ad customs. This icludes the right to maitai, protect ad develop the past, preset ad future maifestatios of their cultures, such as archaeological ad historical sites, artefacts, desigs, ceremoies, techologies ad visual ad performig arts ad literature. 2. States shall provide redress through effective mechaisms, which may iclude restitutio, developed i cojuctio with idigeous peoples, with respect to their cultural, itellectual, religious ad spiritual property take without their free, prior ad iformed coset or i violatio of their laws, traditios ad customs. Article 12 1. Idigeous peoples have the right to maifest, practise, develop ad teach their spiritual ad religious traditios, customs ad ceremoies; the right to maitai, protect, ad have access i privacy to their religious ad cultural sites; the right to the use ad cotrol of their ceremoial objects; ad the right to the repatriatio of their huma remais. 2. States shall seek to eable the access ad/or repatriatio of ceremoial objects ad huma remais i their possessio through fair, trasparet ad effective mechaisms developed i cojuctio with idigeous peoples cocered. Article 13 1. Idigeous peoples have the right to revitalize, use, develop ad trasmit to future geeratios their histories, laguages, oral traditios, philosophies, writig systems ad literatures, ad to desigate ad retai their ow ames for commuities, places ad persos. 2. States shall take effective measures to esure that this right is protected ad also to esure that idigeous peoples ca uderstad ad be uderstood i political, legal ad admiistrative proceedigs, where ecessary through the provisio of iterpretatio or by other appropriate meas.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 14 1. Idigeous peoples have the right to establish ad cotrol their educatioal systems ad istitutios providig educatio i their ow laguages, i a maer appropriate to their cultural methods of teachig ad learig. 2. Idigeous idividuals, particularly childre, have the right to all levels ad forms of educatio of the State without discrimiatio. 3. States shall, i cojuctio with idigeous peoples, take effective measures, i order for idigeous idividuals, particularly childre, icludig those livig outside their commuities, to have access, whe possible, to a educatio i their ow culture ad provided i their ow laguage. Article 15 1. Idigeous peoples have the right to the digity ad diversity of their cultures, traditios, histories ad aspiratios which shall be appropriately reflected i educatio ad public iformatio. 2. States shall take effective measures, i cosultatio ad cooperatio with the idigeous peoples cocered, to combat prejudice ad elimiate discrimiatio ad to promote tolerace, uderstadig ad good relatios amog idigeous peoples ad all other segmets of society. Article 16 1. Idigeous peoples have the right to establish their ow media i their ow laguages ad to have access to all forms of o-idigeous media without discrimiatio. 2. States shall take effective measures to esure that State-owed media duly reflect idigeous cultural diversity. States, without prejudice to esurig full freedom of expressio, should ecourage privately owed media to adequately reflect idigeous cultural diversity. Article 17 1. Idigeous idividuals ad peoples have the right to ejoy fully all rights established uder applicable iteratioal ad domestic labour law. 2. States shall i cosultatio ad cooperatio with idigeous peoples take specific measures to protect idigeous childre from ecoomic exploitatio ad from performig ay work that is likely to be hazardous or to iterfere with the child s educatio, or to be harmful to the child s health or physical, metal, spiritual, moral or social developmet, takig ito accout their special vulerability ad the importace of educatio for their empowermet. 3. Idigeous idividuals have the right ot to be subjected to ay discrimiatory coditios of labour ad, iter alia, employmet or salary. Article 18 Idigeous peoples have the right to participate i decisio-makig i matters which would affect their rights, through represetatives chose by themselves i accordace with their ow procedures, as well as to maitai ad develop their ow idigeous decisio-makig istitutios.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 19 States shall cosult ad cooperate i good faith with the idigeous peoples cocered through their ow represetative istitutios i order to obtai their free, prior ad iformed coset before adoptig ad implemetig legislative or admiistrative measures that may affect them. Article 20 1. Idigeous peoples have the right to maitai ad develop their political, ecoomic ad social systems or istitutios, to be secure i the ejoymet of their ow meas of subsistece ad developmet, ad to egage freely i all their traditioal ad other ecoomic activities. 2. Idigeous peoples deprived of their meas of subsistece ad developmet are etitled to just ad fair redress. Article 21 1. Idigeous peoples have the right, without discrimiatio, to the improvemet of their ecoomic ad social coditios, icludig, iter alia, i the areas of educatio, employmet, vocatioal traiig ad retraiig, housig, saitatio, health ad social security. 2. States shall take effective measures ad, where appropriate, special measures to esure cotiuig improvemet of their ecoomic ad social coditios. Particular attetio shall be paid to the rights ad special eeds of idigeous elders, wome, youth, childre ad persos with disabilities. Article 22 1. Particular attetio shall be paid to the rights ad special eeds of idigeous elders, wome, youth, childre ad persos with disabilities i the implemetatio of this Declaratio. 2. States shall take measures, i cojuctio with idigeous peoples, to esure that idigeous wome ad childre ejoy the full protectio ad guaratees agaist all forms of violece ad discrimiatio. Article 23 Idigeous peoples have the right to determie ad develop priorities ad strategies for exercisig their right to developmet. I particular, idigeous peoples have the right to be actively ivolved i developig ad determiig health, housig ad other ecoomic ad social programmes affectig them ad, as far as possible, to admiister such programmes through their ow istitutios. Article 24 1. Idigeous peoples have the right to their traditioal medicies ad to maitai their health practices, icludig the coservatio of their vital medicial plats, aimals ad mierals. Idigeous idividuals also have the right to access, without ay discrimiatio, to all social ad health services. 2. Idigeous idividuals have a equal right to the ejoymet of the highest attaiable stadard of physical ad metal health. States shall take the ecessary steps with a view to achievig progressively the full realizatio of this right.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 25 Idigeous peoples have the right to maitai ad stregthe their distictive spiritual relatioship with their traditioally owed or otherwise occupied ad used lads, territories, waters ad coastal seas ad other resources ad to uphold their resposibilities to future geeratios i this regard. Article 26 1. Idigeous peoples have the right to the lads, territories ad resources which they have traditioally owed, occupied or otherwise used or acquired. 2. Idigeous peoples have the right to ow, use, develop ad cotrol the lads, territories ad resources that they possess by reaso of traditioal owership or other traditioal occupatio or use, as well as those which they have otherwise acquired. 3. States shall give legal recogitio ad protectio to these lads, territories ad resources. Such recogitio shall be coducted with due respect to the customs, traditios ad lad teure systems of the idigeous peoples cocered. Article 27 States shall establish ad implemet, i cojuctio with idigeous peoples cocered, a fair, idepedet, impartial, ope ad trasparet process, givig due recogitio to idigeous peoples laws, traditios, customs ad lad teure systems, to recogize ad adjudicate the rights of idigeous peoples pertaiig to their lads, territories ad resources, icludig those which were traditioally owed or otherwise occupied or used. Idigeous peoples shall have the right to participate i this process. Article 28 1. Idigeous peoples have the right to redress, by meas that ca iclude restitutio or, whe this is ot possible, just, fair ad equitable compesatio, for the lads, territories ad resources which they have traditioally owed or otherwise occupied or used, ad which have bee cofiscated, take, occupied, used or damaged without their free, prior ad iformed coset. 2. Uless otherwise freely agreed upo by the peoples cocered, compesatio shall take the form of lads, territories ad resources equal i quality, size ad legal status or of moetary compesatio or other appropriate redress.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 29 1. Idigeous peoples have the right to the coservatio ad protectio of the eviromet ad the productive capacity of their lads or territories ad resources. States shall establish ad implemet assistace programmes for idigeous peoples for such coservatio ad protectio, without discrimiatio. 2. States shall take effective measures to esure that o storage or disposal of hazardous materials shall take place i the lads or territories of idigeous peoples without their free, prior ad iformed coset. 3. States shall also take effective measures to esure, as eeded, that programmes for moitorig, maitaiig ad restorig the health of idigeous peoples, as developed ad implemeted by the peoples affected by such materials, are duly implemeted. Article 30 1. Military activities shall ot take place i the lads or territories of idigeous peoples, uless justified by a relevat public iterest or otherwise freely agreed with or requested by the idigeous peoples cocered. 2. States shall udertake effective cosultatios with the idigeous peoples cocered, through appropriate procedures ad i particular through their represetative istitutios, prior to usig their lads or territories for military activities. Article 31 1. Idigeous peoples have the right to maitai, cotrol, protect ad develop their cultural heritage, traditioal kowledge ad traditioal cultural expressios, as well as the maifestatios of their scieces, techologies ad cultures, icludig huma ad geetic resources, seeds, medicies, kowledge of the properties of faua ad flora, oral traditios, literatures, desigs, sports ad traditioal games ad visual ad performig arts. They also have the right to maitai, cotrol, protect ad develop their itellectual property over such cultural heritage, traditioal kowledge, ad traditioal cultural expressios. 2. I cojuctio with idigeous peoples, States shall take effective measures to recogize ad protect the exercise of these rights. Article 32 1. Idigeous peoples have the right to determie ad develop priorities ad strategies for the developmet or use of their lads or territories ad other resources. 2. States shall cosult ad cooperate i good faith with the idigeous peoples cocered through their ow represetative istitutios i order to obtai their free ad iformed coset prior to the approval of ay project affectig their lads or territories ad other resources, particularly i coectio with the developmet, utilizatio or exploitatio of mieral, water or other resources. 3. States shall provide effective mechaisms for just ad fair redress for ay such activities, ad appropriate measures shall be take to mitigate adverse evirometal, ecoomic, social, cultural or spiritual impact.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 33 1. Idigeous peoples have the right to determie their ow idetity or membership i accordace with their customs ad traditios. This does ot impair the right of idigeous idividuals to obtai citizeship of the States i which they live. 2. Idigeous peoples have the right to determie the structures ad to select the membership of their istitutios i accordace with their ow procedures. Article 34 Idigeous peoples have the right to promote, develop ad maitai their istitutioal structures ad their distictive customs, spirituality, traditios, procedures, practices ad, i the cases where they exist, juridical systems or customs, i accordace with iteratioal huma rights stadards. Article 35 Idigeous peoples have the right to determie the resposibilities of idividuals to their commuities. Article 36 1. Idigeous peoples, i particular those divided by iteratioal borders, have the right to maitai ad develop cotacts, relatios ad cooperatio, icludig activities for spiritual, cultural, political, ecoomic ad social purposes, with their ow members as well as other peoples across borders. 2. States, i cosultatio ad cooperatio with idigeous peoples, shall take effective measures to facilitate the exercise ad esure the implemetatio of this right. Article 37 1. Idigeous peoples have the right to the recogitio, observace ad eforcemet of treaties, agreemets ad other costructive arragemets cocluded with States or their successors ad to have States hoour ad respect such treaties, agreemets ad other costructive arragemets. 2. Nothig i this Declaratio may be iterpreted as dimiishig or elimiatig the rights of idigeous peoples cotaied i treaties, agreemets ad other costructive arragemets. Article 38 States i cosultatio ad cooperatio with idigeous peoples, shall take the appropriate measures, icludig legislative measures, to achieve the eds of this Declaratio. Article 39 Idigeous peoples have the right to have access to fiacial ad techical assistace from States ad through iteratioal cooperatio, for the ejoymet of the rights cotaied i this Declaratio.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 Article 40 Idigeous peoples have the right to access to ad prompt decisio through just ad fair procedures for the resolutio of coflicts ad disputes with States or other parties, as well as to effective remedies for all ifrigemets of their idividual ad collective rights. Such a decisio shall give due cosideratio to the customs, traditios, rules ad legal systems of the idigeous peoples cocered ad iteratioal huma rights. Article 41 The orgas ad specialized agecies of the Uited Natios system ad other itergovermetal orgaizatios shall cotribute to the full realizatio of the provisios of this Declaratio through the mobilizatio, iter alia, of fiacial cooperatio ad techical assistace. Ways ad meas of esurig participatio of idigeous peoples o issues affectig them shall be established. Article 42 The Uited Natios, its bodies, icludig the Permaet Forum o Idigeous Issues, ad specialized agecies, icludig at the coutry level, ad States shall promote respect for ad full applicatio of the provisios of this Declaratio ad follow up the effectiveess of this Declaratio. Article 43 The rights recogized herei costitute the miimum stadards for the survival, digity ad well-beig of the idigeous peoples of the world. Article 44 All the rights ad freedoms recogized herei are equally guarateed to male ad female idigeous idividuals. Article 45 Nothig i this Declaratio may be costrued as dimiishig or extiguishig the rights idigeous peoples have ow or may acquire i the future. Article 46 1. Nothig i this Declaratio may be iterpreted as implyig for ay State, people, group or perso ay right to egage i ay activity or to perform ay act cotrary to the Charter of the Uited Natios or costrued as authorizig or ecouragig ay actio which would dismember or impair, totally or i part, the territorial itegrity or political uity of sovereig ad idepedet States.
Atiti Uited Natios Declaratio o the Rights of Idigeous Peoples BLM 4.1.1 2. I the exercise of the rights euciated i the preset Declaratio, huma rights ad fudametal freedoms of all shall be respected. The exercise of the rights set forth i this Declaratio shall be subject oly to such limitatios as are determied by law ad i accordace with iteratioal huma rights obligatios. Ay such limitatios shall be o-discrimiatory ad strictly ecessary solely for the purpose of securig due recogitio ad respect for the rights ad freedoms of others ad for meetig the just ad most compellig requiremets of a democratic society. 3. The provisios set forth i this Declaratio shall be iterpreted i accordace with the priciples of justice, democracy, respect for huma rights, equality, o-discrimiatio, good goverace ad good faith. (2) See resolutio 2200 A (XXI), aex. (3) A/CONF.157/24 (Part I), chap. III. (4) Resolutio 217 A (III). UN Declaratio o the Rights of Idigeous Peoples: Reprited with permissio from <www.u.org/esa/socdev/upfii/e/drip.html>. All rights reserved.
Atiti Suggested Fial Project Optios: Celebratios of Learig BLM 5.1.1 Projects must look to the past, preset, ad future must iclude a presetatio (maximum oe hour, miimum 30 miutes) must tie i explicitly with course (edurig uderstadigs, essetial questios, issues) that ivolve performaces must iclude a presetatio o the developmet ad backgroud research ivolved may be thematic (e.g., oppressio, decoloizatio, steps to the future) may be orgaized as part of a whole-class celebratio week or two may ivolve class, wider school populatio, commuity, special guests, family, hoorees, etc. are evaluated o both cotet ad presetatio Project Ideas: Aborigial approaches to sciece o Botay, Astroomy, eviromet, zoology, medicie o Idigeous Kowledge (IK) ad issues Build or create o Caoes, atlatl, birch bark art, bead work o daces, regalia Celebratio feast usig traditioal foods o May be part of celebratio evet o Prepare feast usig traditioal ad cotemporary updates of traditioal foods ad recipes Creative writig o Poetry o Write a sog (e.g., rap) o Book publishig Presetatio to youger class or to elemetary school Oral story-tellig or childre s book Graphic ovel Aborigial Super Hero format cotemporary focus traditioal
Atiti Suggested Fial Project Optios: Celebratios of Learig BLM 5.1.1 Develop a game - o A idetity game, like Scruples, ivolvig Aborigial values Drama, video productio o Series of Maitoba Momets, History of Aborigial Caada, or Maitoba i 50 miutes ; Historical Miutes Etrepreeurship o Develop a idea for productio ad marketig o Fashio (t-shirts, logos, images) o Jewelry Field trip o Research local Aborigial etrepreeurs o Goig to a site ad hoourig, clea-up o Research sigificace, proper ceremoy, ivolvemet of Elder or Pipe carrier o Takig pictures, evaluatio, create a moumet Hall of fame o images ad text hoorig Aborigial achievers (e.g., Douglas Cardial, Tia Keeper, Agela Chalmers, Myra Laramee, Lisa Meeches, Sheila Watt-Cloutier, Do Cardial, Adam Beach, Tatoo Cardial, Eric Robiso, Do Marks, Collee Simard, Ia Ross, Erroll Raville (C-Weed), Tompso Highway, etc.) Hoourig Aborigial wome o Focus could be o idividuals or issues o Cotemporary wome i differet fields sports, educatio, media, film, justice Multimedia presetatio o Iclude two or more PowerPoit presetatios, videos, music, visuals, drama, moologues, dialogue Pairig up with aother commuity o Commuicatio o Visits o Preset sapshot of commuity through visuals, biographies, etc. Photo display Produce a map of Maitoba or Caada or Wiipeg with traditioal Aborigial ames o Create a campaig to brig back Aborigial ames, sed to city officials
Atiti Suggested Fial Project Optios: Celebratios of Learig BLM 5.1.1 Radio play Research origi theories ad stories icludig cotemporary methodology such as mitochodrial DNA, liguistics Research the history ad developmet of a Aborigial commuity o Reserve, mixed commuity, urba o Iuit i Wiipeg o documetary, photo show Stad-up comedy o Research Aborigial humour ad comics (Gerry The Big Bear Barrett, Drew Hayde-Taylor, Charlie Hill, Do Burstick, etc.) o Prepare a stad-up routie Traditioal Aborigial sports day o Research evets ad orgaize a demostratio o Icorporate ito gym classes o Teach to youger studets o Create a statio at a elemetary field day o Brochure of activities Veteras o Research idividuals, campaigs, Aborigial cotributios o Research history of Aborigial warriors o Research how Aborigial veteras were treated differetly o Recet D-Day hoourig Aborigials o Ivite hoorees to view your fial project o Mural i school or commuity hoourig veteras, bech o Go to gravesite of vetera you have chose ad do a hoourig ceremoy ivolvig his/her family o Creative writig piece or sog (see Tommy Price by Logbottom) Website developmet Wampum belts ad witer couts o Traditioal ways of keepig records o Develop a virtual method of witer couts or wampum belts o What might you keep records of? o Create a traditioal belt or cout
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s appedix B: Geeral Blacklie Masters
Atiti Media Scrapbook Aalytical Outlie BLM G.1 For each of the etries i your prit media scrapbook, complete a idetificatio form usig the followig template. Iclude a variety of categories of jouralistic writig (e.g., ews reports, ivestigative reports, opiio pieces colums, editorials). Choose from a variety of ews publicatios icludig major ewspapers ad magazies, regioal ad commuity ewspapers, ad publicatios iteded for both geeral ad special iterest readership, icludig Aborigial ad o-aborigial readers.
Atiti Media Scrapbook Aalytical Outlie BLM G.1 Type of Jouralism (e.g., ews report, editorial, colum) Writer, Publicatio, & Date 1. Describe the topic/issue i your ow words: 2. What factual evidece supports the writer's opiios/viewpoit? What is the source? Is it reliable? Explai. 3. How does each of the followig elemets (if applicable) affect the reader s uderstadig of ad respose to the writig? Headlie Key words/phrases Locatio of the story (frot page of a ewspaper, cover story of a magazie) Accompayig photograph(s) Other 4. For what readership is the writig iteded? How does this affect the choices the writer ad editors have made? 5. Your respose to the article...
Issue-Based Article Aalysis BLM G.2 Title of article: Date, author, source: List the issue(s) discussed i the article. Summarize the mai poit of this article i oe setece. List five facts stated i this article. What evidece is give to support each fact? What is the author s opiio o the issue(s)? Explai his/her supportig reasos. What is your opiio o the issue(s)? Explai your supportig reasos. Why is/are the issue(s) importat?
Choosig a Service Learig Project BLM G.3 Name: Date: Idetified Need: 1. List reasos this is a importat eed for the class to address. 2. What is oe short-term project the class could do to address this eed? 3. What is eeded for this project? (Thik about expeses, materials, adult help, trasportatios.) 4. What challeges or barriers might keep this project from beig successful? 5. What are two log-term projects the class might carry out to address this eed? Adapted with permissio from Lios Clubs Iteratioal, Skills for Adolescece: Service Learig (4th editio) (Oak Brook, IL: Lios Clubs Iteratioal Foudatio, 2003), pp. 48 49.
Service Learig: Makig it Happe BLM G.4 Name: Date: 1. The eed we will address: 2. A brief descriptio of our project: 3. Our project goals: 4. Our committee: Jobs to be doe Who will do them? Timelies.............................. Adapted with permissio from Lios Clubs Iteratioal, Skills for Adolescece: Service Learig (4th editio) (Oak Brook, IL: Lios Clubs Iteratioal Foudatio, 2003), p. 51.
Reflectig o Our Service Learig BLM G.5 1. What skills did the class use to carry out this project? 2. What was accomplished through this project? 3. What ca we do to improve our ext project? Adapted with permissio from Lios Clubs Iteratioal, Skills for Adolescece: Service Learig (4th editio) (Oak Brook, IL: Lios Clubs Iteratioal Foudatio, 2003), p. 52.
Atiti Aalyzig Quotatios BLM G.6 Aswer as may of the followig questios as are applicable whe aalyzig quotatios. Cotext: Who is the speaker? Describe the speaker. Who is the iteded audiece? Where ad whe was the statemet made? How does this cotext affect your uderstadig of or respose to the quotatio? What does the quotatio reveal about the speaker? How does the speaker s choice of words (dictio) affect the message? What is the explicit (stated) message? Paraphrase (put i your ow words). Is there a implicit (ustated) message? If so, paraphrase (put it your ow words). Does the quote appeal to logic or emotio? Respod logically ad/or emotioally to the quotatio based o your kowledge ad experiece.
Atiti B-D-A Viewig Worksheet BLM G.7 Name: Class: Topic: Director: Video/DVD Title: Date: Before Viewig Durig Viewig After Viewig List three thigs that you kow about this topic. Briefly describe three effective scees, momets, or images. What do you thik is the filmmaker s purpose? Was the purpose achieved? How or why ot? A your expectatios based o: a. the topic? b. the title? How do you feel about what you see ad hear? Do oe of the followig: Create a image o the back of this sheet that coveys the way you thik or feel. OR Is this video/dvd importat? Explai.
Atiti Aalyzig Visual Images BLM G.8 Aswer as may of the followig questios as you ca whe aalyzig images. What type of image is it (cartoo, photo, drawig, etc.)? Who produced the image? Who is the iteded audiece? Whe ad where was the image produced? What does the image reveal about its creator? Briefly describe the image. What is happeig i the image? What is the purpose of the image? What is your respose/reactio to the image? Explai. What does the captio or title (if preset) add to your uderstadig of the image? Note: Studets are ecouraged to add their ow questios to the above list.
Coductig a Iterview BLM G.9 Preparig for the iterview: 1. Prepare a topic ad geerate a list of possible people to iterview. 2. Establish a purpose for the iterview ad write dow questios you would like to ask. 3. Cotact the perso, itroduce yourself, ad describe the purpose of the iterview. 4. Provide sample questios you would like to explore. Check whether the speaker is workig o a volutary or a fee-for-service basis. 5. Fix a iterview date ad time at the coveiece of the iterviewee. Explai how may people will be attedig ad the approximate time available for the iterview. 6. Determie together what the ageda will be (e.g., a 15-miute talk o the topic, followed by 30 miutes of questios ad aswers, followed by refreshmets). 7. Check with the perso whether they have ay special eeds or requiremets for equipmet or materials. 8. Check ahead of time whether the perso will permit photographs or video or audio tapig, ad if he or she ca be quoted i a publicatio (e.g., school ewsletter). Ask whether the perso would prefer to have all questios i advace. 9. Oce the topic ad format are cofirmed, fialize your questios i the light of what you kow about the perso. 10. Prepare a ote-takig outlie to help you take otes efficietly. Durig the iterview: 1. Itroduce the speaker to the people who will be participatig or listeig, ad aouce how much time is available ad the format to be followed. 2. Always be courteous ad attetive to the speaker, makig eye cotact ad actively listeig throughout the visit. 3. Follow your iterview outlie but remai flexible accordig to the situatio ad the speaker. 4. Expect that the speaker will sometimes go beyod what you have asked i your questios. Never restate a questio that the perso has already aswered as part of a earlier respose. 5. Do ot pose questios of a persoal ature. Stick to the types of questios you gave the iterviewee ahead of time. 6. Begi with factual questios that may be aswered briefly, the proceed to more complex questios. 7. As much as possible, pose ope-eded questios rather tha yes/o questios (e.g., Why, What do you thik of, Could you tell us a story about ). Followig the iterview: Formally thak the perso, makig direct referece to what he or she has shared with you. Offer a card or a small toke of appreciatio o the part of your school or class. If you will be pritig words or photos of the perso i a school assigmet or ay other publicatio, sed a complimetary copy to the perso as soo as it is completed.
Coductig a Survey BLM G.10 The purpose of the survey is to gather iformatio about Step 1: Formulate Questios Develop a set of 5 to 10 clear multiple-choice questios about the topic. Aswers that provide a rage of 3 to 5 optios from Strogly disagree to Strogly agree are ofte the easiest to total ad compare. Sample questios: The most importat huma rights issue i Caada today is: equal job opportuities the elimiatio of racism the elimiatio of poverty Citizes i Caada should be doig more to support huma rights. Strogly agree Agree Disagree Desig a aswer form that allows you to record all the aswers to your questios. Remember that it is harder to iterpret aswers from ope-eded questios. If you wish, iclude oly oe ope questio at the ed of your survey (e.g., What do you thik is the most importat thig Caadias ca do to support huma rights?). Step 2: Gather ad Record Data Develop a system for recordig your aswers, ad iterview a miimum of 20 people. Try to have a variety of cultural backgrouds ad ages represeted i your sample. Do ot ifluece the aswers. Ask the respodets to fill out the aswer form, or record all the aswers yourself. (This permits telephoe iterviews as well.) Step 3: Aalyze Data Prepare a chart that allows you to calculate the total resposes i each category for each questio. Compare ad aalyze the totals. Describe the geeral patters you have observed, ad ask yourself what these data tell you (e.g., May of the youger respodets said they believed Caadias were ot committed eough to supportig huma rights. This may be because, i Caada, citizes ted to believe that we do ot have ay real huma rights issues. Or it may idicate that Caadias feel there is a eed to become more active i promotig uiversal huma rights through awareess programs ad citize actio programs.). Step 4: Preset ad Reflect o Data Prepare a report, icludig a visual summary i the form of a graph or a chart. Iclude your ow reflectios ad theories to share with others. You may also wish to iclude some recommedatios for a actio pla to address cocers you have oticed.
Reflectio Joural: Sample Questios BLM G.11
Reflectio Joural BLM G.12
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s appedix C: teacher otes
Atiti Creatig a Poster TN 1 A poster is a large-format picture ad/or writte text that displays some kid of message to the public. The purpose of posters may be to make public aoucemets, sell products, persuade the public to support a certai viewpoit or course of actio, or to provide iformatio about a particular theme or topic of iterest. Posters usually cosist of eyecatchig images, iterestig captios, ad appropriate but miimal text. Posters are ormally mass-produced ad posted i various places to catch public attetio; however, i the cotext of a learig experiece a sigle copy would be produced for display i the classroom. I other words, it is likely to be a meas of sharig iformatio or research fidigs with classmates. Suggestios for Studets Plaig the Poster: Determie the purpose of the poster ad your prospective audiece. Gather ad examie a variety of posters for effective use of images, colour, ad text. Coduct research to collect ecessary iformatio ad visual materials. Select ad/or develop visuals you pla to iclude, esurig that size ad colour are appropriate. Carefully select ad/or develop the text iformatio you pla to use, orgaize it ito chuks, ad summarize iformatio ito brief, precise statemets. Determie the size ad backgroud colours of your poster. Pla the layout carefully for a balaced, uified, ad visually effective product. Determie the method of costructio you will use (ragig from maual to fully computerized). Costructig the Poster: By defiitio, a poster is large format, thus the miimum size should ot be less tha four times the size of a ormal sheet of paper; the maximum size could be a metre or more per side. Geerally posters are i portrait layout; however, for purposes of sharig research i a class settig, the ladscape layout may be appropriate. Text should be kept to a miimum ad displayed i large attractive fot so that it is easily visible from a short distace. The umber of images should also be kept to a miimum. It s best to use large, colourful, ad attractive images that are carefully selected to portray a message. Images should be labelled ad refereced i the text. The poster should be orgaized ito paels if there is a lot of iformatio ad umerous images to display, as would be the case i a research poster. The poster should begi i the upper left corer ad progress to the right ad dowwards. Paels should follow the same patter (the way we read a page). The title of a research poster, alog with the ame of the author, should be promiet i the upper middle portio. The bibliography should also appear o the poster. Develop the first draft ad have someoe critique all compoets, icludig format, balace, choice, ad umber of images, amout of text, spellig, ad geeral appeal. Make ay chages ecessary ad create your fial copy. Displayig the Poster: The poster ca be lamiated for a more professioal look (ad preservatio). Place the poster o a bulleti board or wall with its cetre at eye level.
Atiti Service Learig TN 2 Service learig ca beefit both studets ad their commuity i ad beyod the school. I service learig, studets provide a service to the commuity ad i doig so, lear more about their commuity ad about themselves while practisig skills such as goal settig, problem solvig ad plaig. For Aborigial studets, service learig reflects the commitmet to commuity that is traditioally a vital aspect of Aborigial cultures. Service learig beefits studets ad commuities by buildig coectios amog studets, their schools, ad their commuities improvig school climate as studets work together i positive ways showig the commuity a positive image of youth, leadig to stroger support for studets ad schools creatig greater awareess of commuity eeds ad cocers icreasig commuity capacity to address key issues Service learig ecourages studets to stregthe academic kowledge ad skills by applyig them to real situatios build positive relatioships ad work with a variety of people discover ew iterests ad abilities set goals ad work to achieve them work cooperatively, ad also lear the importace of idividual resposibility take o leadership roles lear the value of helpig ad carig for others Teacher Story: Usig Service Learig Cotributig to the commuity is very importat i Aborigial commuities, so my studets were quite excited about udertakig a service learig project. They wated it to be meaigful, so they decided to pla a Aborigial fie-arts celebratio for Natioal Aborigial Days, a evet widely celebrated by Aborigial peoples. The studets were resposible for all of it, icludig idetifyig a program, cotactig Aborigial artists from the commuity, developig a advertisig strategy, arragig for a ceremoial opeig ad greetig, takig care of traditioal people ad guests as they arrived, ad ackowledgig those who cotributed to the performace. It was a woderful learig experiece for the kids to orgaize such a evet for the commuity!
Atiti Service Learig TN 2 Sample Service Learig Projects Goal: To make school a positive place for everyoe. Possible Projects Create posters with positive messages o friedship, cooperatio, crosscultural uderstadig, school spirit, ad other topics. Start school-wide campaigs to elimiate put-dows. Make posters, orgaize oo-hour evets, ad ivolve school staff. Begi campaigs usig posters, buttos, ad bulleti boards to ecourage studets to strive toward higher academic achievemet. Develop special awards for improvemet. Orgaize workshops ad tutorig programs. Make iformatio available about scholarships ad other opportuities for Aborigial learers. Pla appreciatio days for school voluteers. Pla appreciatio days for school staff. Goal: To cotribute to youg families i the commuity. Possible Projects Pla special parties for childre i daycare. Teach simple crafts based o Aborigial traditios to childre i after-school programs. Read Aborigial literature to childre i elemetary school. Orgaize o-site babysittig services for special paret ad commuity meetigs held at the school.
Atiti Service Learig TN 2 Turig Service Projects ito Service Learig Service learig is a way of takig the classroom to the commuity. It itroduces aalysis, plaig, ad evaluatio ito commuity service projects. The experiece will help studets develop a sese of commuity ad purpose, as well as a real uderstadig of local eeds ad issues. Studets who complete all of the followig steps of service learig will realize that their actios make a differece. Step 1: Prepare With teacher guidace, studets decide which eeds i the commuity ad the school they wat to address list questios they have about the issues ivolved ad research the aswers develop a uderstadig of why their project is sigificat ad how it will beefit their commuity defie desired outcomes ad goals cosider how they ca collaborate with parets ad commuity parters to address these eeds develop a project (or projects) that respods to authetic eeds i the school or commuity
Atiti Service Learig TN 2 Step 2: Pla With teacher guidace to esure that the learig provides meaigful service ad real cosequeces, studets ca develop a pla ad timelie take resposibility for their part of the project cosider ways to commuicate effectively with the school, parets, ad commuity about the project, to ecourage others to participate cosider possible challeges ad roadblocks, ad how they might be overcome Step 3: Put the pla ito actio As studets put their pla ito actio, teachers eed to esure that studets assume as much resposibility as possible esure that the service learig project happes i a eviromet that is safe, ad that the project creates opportuities for mistakes ad successes ivolve parets ad pre-screeed commuity voluteers, ad moitor performace ad safety o a regular basis
Atiti Service Learig TN 2 Step 4: Review, reflect ad demostrate It is essetial that at the ed of service learig projects, studets have opportuities to privately ad publicly reflect o what they have cotributed ad leared through the project. Studets eed opportuities to ackowledge ad celebrate everyoe s participatio reiforce what they have leared through the service learig project by demostratig their mastery of skills ad ew isights by reportig to their classmates, families, ad commuities, writig articles or letters to local ewspapers about commuity issues, or usig what they have leared to develop future projects i the commuity Adapted with permissio from Our Words, Our Ways: Teachig First Natios, Métis ad Iuit Learers by Marie Robb, Crystal M. Joh, et al. (Edmoto, AB: Alberta Educatio, 2005), pp. 104-109, with additioal material adapted with permissio from Lios Clubs Iteratioal, Skills for Adolescece: Service Learig (4th editio) (Oak Brook, IL: Lios Clubs Iteratioal Foudatio, 2003), pp. 4, 64 65.
Atiti Causes of Racism TN 3 Purpose To provide participats with a opportuity to look at the causes behid racism ad prejudice ad to strategize solutios. Time Required 1 to 1-½ hours Materials Research o the Causes of Racism sheets for each participat, master list of causes of racism o flip-chart paper with space for voluteered causes), three blak flip-chart sheets ad markers, adhesive-backed coloured dots, pe ad paper for each group of 4 or 5. Notes o Use Prejudice ad racism do ot come from owhere. Studies show that youg childre are geerally oblivious to racial differeces util they are about 4 or 5. Negative attitudes do ot appear util they are itroduced through the school, home, ad media, ad through peers ad adults. May studets may ot have thought about the roots of racism, ad this exercise is desiged to have them reflect both o the causes of prejudice ad racism ad some possible solutios. Racism is a leared attitude; it ca be uleared. The list of causes preseted here is a loose collectio of experieces ad messages based o research that has bee doe o the causes of racism. It is ot iteded to be exhaustive, but because may studets may ot have thought much about this issue, the list is desiged to provide them with some cocepts to reflect o; it should stimulate further thikig ad ideas aroud this issue. The dots are used to actively ivolve participats i expressig their opiio o the most importat causes of racism; the top five choices ca be used as the basis for strategizig solutios. You may wish to rewrite the list of causes i simpler laguage to accommodate the group you are workig with. As well, you ca combie some causes to make the list less difficult if you are workig with youger studets or those with lower readig skills. Be sure that the participats fully uderstad each cause. If you do ot have the time to write the causes out o the chart paper, copy the list of causes ad cut it ito strips, each strip cotaiig oe cause. The tape these oto a piece of flip chart paper. Allow eough space at the bottom to write i additioal causes. Whether you tape the causes oto the paper or write them out, make sure the master list of the causes of racism to be posted o the wall provides a wide eough margi to the left of the factors listed to accommodate dots.
Atiti Causes of Racism TN 3 Procedure 1. Explai to studets that racism is a leared attitude that has defiite roots. The activity they are goig to participate i will help them to look at some of the factors that cotribute to racist attitudes. 2. Place studets i groups of four or five ad distribute the Research o the Causes of Racism sheet. Aswer questios they may have about the ideas preseted or the vocabulary used ad, most importatly, discuss each factor i terms of their ow experiece. Take a few miutes to circulate amog the groups to make sure they uderstad the ideas. 3. Explai to the participats that this is a icomplete list of some of the possible causes of racism. Have them braistorm ay additioal causes they ca thik of based o their experiece ad awareess. Istruct them to add these to the list. 4. Assumig the items o the Racism sheet have bee trasferred to pieces of flip chart paper, add ay ew ideas braistormed i the groups, combiig similar ideas as required. Post this master list o a wall. 5. Had out three self-adhesive dots to each participat. Explai that the participats are to study the causes of racism idetified ad decide which are the mai cotributors to the developmet of racist attitudes. The have them place a dot by each of the three items they feel is most critical. 6. Oce the dots have bee placed, review the master list. Which items have received the most dots? Place the three items with the most dots o separate sheets of chart paper ad post o the wall. I their groups, have studets strategize ideas for overcomig each of these three causes of racism. Have a recorder for each group write the ideas o paper, oe piece of paper for each cause. 7. As a large group, combie the strategies oto the flip chart paper for each cause. Discuss these i terms of how they could be implemeted ad whether they would result i a reductio of racist attitudes. Debriefig Have studets reflect o the activity: How did you arrive at your persoal choice of the top three factors? What persoal iflueces ad experieces affected your decisio? What did you lear about the causes of racism? About the solutios? How practical were the solutios suggested? Why does racism persist? Whose iterests does it serve? What ca we do to couteract racism?
Atiti Causes of Racism TN 3 Research o the Causes of Racism 1. Disapproval i the media or from adults of attempts by members of miority groups to attai equality ad greater power for themselves. 2. Absece of miority people as positive role models. 3. Emphasis o problems experieced by ethic groups without iformatio o the uderlyig socio/historical causes of the problems. 4. iformatio ad activities that stress differeces betwee cultural ad ethic groups rather tha similarities. 5. As childre, observig egative resposes of parets ad other adults to people from miority cultures ad ethic groups (avoidace, disapproval, codematio, slurs). 6. Cotiuig lower positio of visible miorities i society leads to the coclusio that miority groups are less well-liked, are iferior, ad deserve to be treated uequally. 7. Codescedig or stereotypical portrayal of miority groups i televisio programs, films, cartoos, ewspapers, magazies, ad other media. 8. Absece of miority persos i high-profile ad powerful positios i Caadia society. 9. Lack of kowledge about culture ad cultural differeces. 10. Educatio that fails to teach multiculturalism, racial tolerace, ad cultural uderstadig. 11. School materials that preset stereotypical views of miority cultural groups. 12. Omissio i schools ad i home of iformatio o the role played by miority cultures i Caadia history ad i cotemporary society. 13. Isufficiet positive cotact with members of miority cultural groups. 14. The eed for visible ad vulerable scapegoats to blame for social, ecoomic, ad persoal difficulties. 15. Miscoceptios about immigrats ad their impact o Caadia society. Causes of Racism: From the NESA Activities Hadbook for Native ad Multicultural Classrooms by Do Sawyer ad Howard Gree. Vacouver, BC: Tillacum Library, 1984. pp. 59-63. Reprited with permissio from Do Sawyer. All rights reserved. Available at <www.arsealpulp.com>.
Atiti Coductig a Debate TN 4 A debate is a discussio or structured cotest about a issue or a resolutio. A formal debate ivolves two sides: oe supportig a resolutio ad oe opposig it. Such a debate is boud by rules previously agreed upo. Debates may be judged i order to declare a wiig side. Debates, i oe form or aother, are commoly used i democratic societies to explore ad resolve issues ad problems. Decisios at a board meetig, public hearig, legislative assembly, or local orgaizatio are ofte reached through discussio ad debate. Ideed, ay discussio of a resolutio is a form of debate, which may or may ot follow formal rules (such as Robert s Rules of Order). I the cotext of a classroom, the topic for debate will be guided by the kowledge, skill, ad value outcomes i the curriculum. Structure for Debate A formal debate usually ivolves three groups: oe supportig a resolutio (affirmative team), oe opposig the resolutio (opposig team), ad those who are judgig the quality of the evidece ad argumets ad the performace i the debate. The affirmative ad opposig teams usually cosist of three members each, while the judgig may be doe by the teacher, a small group of studets, or the class as a whole. I additio to the three specific groups, there may a audiece made up of class members ot ivolved i the formal debate. A specific resolutio is developed ad rules for the debate are established. Debate Preparatio Develop the resolutio to be debated. Orgaize the teams. Establish the rules of the debate, icludig timelies. Research the topic ad prepare logical argumets. Gather supportig evidece ad examples for positio take. Aticipate couter argumets ad prepare rebuttals. Team members pla order ad cotet of speakig i debate. Prepare room for debate. Establish expectatios, if ay, for assessmet of debate.
Atiti Coductig a Debate TN 4 Coductig Debate Debate opes with the affirmative team (the team that supports the resolutio) presetig their argumets, followed by a member of the opposig team. This patter is repeated for the secod speaker i each team. Fially, each team gets a opportuity for rebuttig the argumets of the oppoet. Speakers should speak slowly ad clearly. The judges ad members of the audiece should be takig otes as the debate proceeds. A typical sequece for debate, with suggested timelies, is as follows: The first speaker o the affirmative team presets argumets i support of the resolutio. (5 10 miutes) The first speaker o the opposig team presets argumets opposig the resolutio. (5 10 miutes) The secod speaker o the affirmative team presets further argumets i support of the resolutio, idetifies areas of coflict, ad aswers questios that may have bee raised by the oppositio speaker. (5 10 miutes) The secod speaker o the opposig team presets further argumets agaist the resolutio, idetifies further areas of coflict, ad aswers questios that may have bee raised by the previous affirmative speaker. (5 10 miutes) The rules may iclude a short recess for teams to prepare their rebuttals. (5 miutes) The opposig team begis with the rebuttal, attemptig to defed the opposig argumets ad to defeat the supportig argumets without addig ay ew iformatio. (3 5 miutes) First rebuttal of the affirmative team (3 5 miutes) Each team gets a secod rebuttal for closig statemets with the affirmative team havig the last opportuity to speak. (3 5 miutes each) There caot be ay iterruptios. Speakers must wait their turs. The teacher may eed to eforce the rules.
Atiti Coductig a Debate TN 4 Post-Debate Discussio ad Assessmet Whe the formal debate is fiished, allow time for debriefig ad discussio. Members of the audiece should be give a opportuity to ask questios ad to cotribute their ow thoughts ad opiios o the argumets preseted. Members of the debate teams may also wish to reflect o their performace ad seek feedback from the audiece, icludig the teacher. If some form of assessmet was part of the debate pla, it would be coducted at this time. Assessmet could be coducted by the teacher, the judgig team, or the etire class. Coductig a Debate: Reprited from Grade 10 Social Studies: Geographic Issues i the 21 st Cetury: Maitoba Curriculum Framework of Outcomes ad A Foudatio for Implemetatio by Maitoba Educatio, Citizeship ad Youth (2007). Available olie at <www.edu.gov.mb.ca/k12/cur/socstud/frame_foud_sr2/ idex.html>. This documet icludes the followig additioal curriculum support materials that may be of use i preparig a class debate: BLM G-15: Debate Assessmet Rubric TN 24: The Iquiry Process (Coductig Research) TN 25: Persuasive Writig TN 33: Articulate Perspectives o Issues TN 34: Dealig with Cotroversial Issues TN 37: Critical Thikig i Social Studies
Aita Ik Blots TN 5 Goals To demostrate that everyoe sees the world from a uique persoal perspective. To help participats accept ad value idividual differeces. To stimulate descriptive writig. Group Size: Ay umber up to about 30. Time Required: 45 miutes. Grade Level: 3 12. Materials Needed 1. Oe set of te ik blots (see Notes o Use). 2. Paper ad pe ad pecils for each participat. 3. Board for display of ik blots ad idividual resposes (optioal). Notes o Use To make ik blots, simply take te or fewer large (about 12 x 18 or larger) sheets of white paper. Fold paper i half. O oe half spatter Idia ik i bold patters. Fold secod half oto first to make completed blot. Ik blots are a iterestig tool ad ca be used for may purposes. There is, of course, o hidde or real meaigs to these radom desigs (though studets might eed reassurace o this poit), but the variety of resposes they evoke is usually quite remarkable rarely do two studets see exactly the same thig. This exercise ca be used as the itroductory activity for a creative writig uit, illustratig the uiqueess of how we see the world ad how this uiqueess will be reflected i our writig, or simply as a meas of explorig idividual differeces withi the group. With youger groups, studets could respod orally rather tha writig out their perceptios. Whe studets give their various perceptios, make sure they explai what they saw fully so that others ca switch from their ow mid set ad geuiely experiece this differet perspective. The blots, with idividual perceptios listed udereath, make a attractive ad iterestig display. Descriptive writig exercises (i.e., take oe perceptio ad develop it ito a descriptive paragraph) ca be developed from the exercise as well.
Aita Ik Blots TN 5 Procedure 1. Make sure studets have paper ad pe ad pecil. Tell them that they are to look at the ik blots you are about to show them ad write what they see i the patters. Assure them that there are o correct or hidde objects i the blots. Istruct participats to write dow what they see i short phrases rather tha complete seteces ad to get their perceptios dow fully but quickly. 2. Begi showig the ik blots to the group, makig sure that each participat has a chace to study the deig. 3. After showig all te blots to the group, pass them aroud to studets who may have missed oe or two; emphasize that they should try to come up with somethig for each ik blot. 4. Go through each blot agai, havig studets share what they saw, makig it clear that all resposes are equally valid ad that they represet the uique way that we each see the world. 5. Collect resposes ad debrief. Debriefig Much of the debriefig o this activity will occur as the participats share what they saw i the ik blots. The primary objective to demostrate what everyoe sees the world somewhat differetly ad that these differeces make life iterestig ad excitig should arise aturally from the discussio. To avoid ridicule of very differet perceptios, praise diverget thikig (i.e., focusig o oe elemet of the blot) ad show pleasure i the variety of resposes received. After the sharig is over, you might ask some of the followig questios: Why did we see so may differet thigs i the same ik blots? How do we see other parts of the world differetly? What would the world be life if we all saw thigs the same way? Would it be better? Worse? Why? Were there ay right thigs to see? Is oe culture more right tha aother? How will our writig reflect the differet way we see thigs? Do you thik ayoe sees the world exactly the way you do? What similarities i the way people see the world (if ay) would you expect to fid amog all people? Would our cultural backgroud affect what we see i the ik blots? How? Ik Blots: From the NESA Activities Hadbook for Native ad Multicultural Classrooms by Do Sawyer ad Howard Gree. Vacouver, BC: Tillacum Library, 1984. pp. 17-19. Reprited with permissio from Do Sawyer. All rights reserved. Available at <www.arsealpulp.com>.
Atiti Elders i the Classroom TN 6 It is the Elders resposibility to guard sacred kowledge ad to maitai the ceremoial oral traditio of kowledge trasmissio. The Elders brig with them traditioal kowledge ad perspective passed dow from geeratio to geeratio through the oral traditio. The referece to Elders wisdom has lately bee termed Idigeous kowledge or traditioal kowledge. Their traditioal kowledge ad wisdom will give isight to teachers willig to reshape curriculum ad validatig First Natios cotet ad perspective. Ivitig the Elders Protocol The Elders would expect to be approached i the traditioal way, respectig traditioal protocol. They are give a small offerig of tobacco i exchage for their commitmet to ivest their time ad eergy ito the work at had. They ca be asked to lead the gatherigs with prayer ad ceremoy. First Natios gatherigs always begi with prayer ad ceremoy. It is etirely appropriate to ask this of them. It may ot be what you are familiar with, but you will soo realize the beefits of respectig First Natios protocol ad ceremoial practice. The Elders may wat to begi with a smudge o the first gatherig ad offer prayer for the task at had ad the team that has bee brought together. The Elders are well aware that ay give group put together is there to lear from oe aother ad so blessigs towards this edeavour are prayed for. Sometimes, depedig o the size of the project, a pipe ceremoy may be requested. Each Elder may have a slightly differet approach to opeig ad closig ceremoy. Some may speak for a while. Others will ask you to share so they ca become more familiar with everyoe. Simply ivitig them with a offerig of tobacco ad askig that they ope ad close the gatherigs is eough. The Elder will take it from there. Elder Expectatio Whe you ivite Elders, it is importat that you are clear o what you expect from them. If you are askig them to cotribute with their kowledge, wisdom, ad guidace, the say so. They may ot all be familiar with educatio ad what teachers ad curriculum writers are tryig to do, so explaiig what curricula is ad what is eeded of them is essetial to a good workig relatioship. You wat them to cotribute First Natios ad Métis cotet ad perspective. The Elders eed to feel cofidet that they will be of assistace. Let them kow that you see their role as wisdom keepers ad they eed to draw upo their persoal experiece, cultural kowledge, ad teachigs to cotribute to the process. The Elders will share what is acceptable ad give cautio for what they view as sacred kowledge that is oly to be shared i the cotext of ceremoy.
Atiti Elders i the Classroom TN 6 Elders eed time to thik before they aswer. Do ot be impatiet ad feel they are ot aswerig soo eough, as they will aswer your questios i time. Some Elders are reflective, philosophical thikers. They will review holistically what you have asked of them. A cocept that you thik is simple ad straightforward has may differet dimesios to a First Natios speaker, ad they must put the cocept ito the cotext of the whole ad aalyze the dimesio of its iterrelatedess. Sometimes they traslate what you are sayig to themselves i their laguage. They thik thigs out i their mother togue first ad the fid the words of closest approximatio i Eglish. Not all words ad cocepts are readily traslatable. That is why lettig the Elder kow what is expected of them beforehad is importat because it gives them time to thik it over ad to fid some area of commo groud. Elder Care Elders do ot expect aythig but it would be ice to assig oe perso to see to their eeds. Offer them a comfortable seat ad debrief them o the expectatios for the gatherig. Itroduce them to everyoe ad geerally make them feel welcome. See to it that they have water, juice, coffee, or tea. It is good to have a sack for them at coffee break. Ivite them to pray over the food before you eat. Allow them to be first i lie for luch or let them kow you will serve them. This is a example of First Natios protocol. These are small thigs, but kid gestures go a log way with Elders. They appreciate whe youger people make efforts to lighte their load. These gestures make the Elder feel welcome ad cared for i a respectful way. Gifts It is appropriate to have a small gift for the Elders. If they are paid for their time, this would be cosidered the gift. Some give a small gift i additio to the hoorarium, such as a basket of teas or jams. Elders i the Classroom: Adapted with permissio from Elders i the Classroom by Aa-Leah Kig. All rights reserved.
Atiti Coloialism Game TN 7 Goals To demostrate the fuctios ad effect of coloialism o a idigeous people. To examie the meas used by a coloial power to dismember a traditioal society. To provide a experietial uderstadig of the historical breakdow of traditioal cultures ad how the effects of this breakdow affect ative people today. Group Size: Miimum of ie. Time Required: About oe hour. Grade Level: 6 12. Materials Needed 1. Sufficiet Role & Descriptio sheets for participats (each participat gets oly their particular R & D sheet). 2. Poit chips for coloials ad gree ative adults (six five-poit chips for each ative child). 3. Pe ad paper for recordig strategies withi groups. Notes o Use This activity is most effective whe preceded by a discussio of the impact of coloialism o ative Idia cultures. Specific refereces could be made to the residetial school system, the effects of Christia coversio efforts, the impositio of British law, the effects of trade, the reserve system, etc. The game is primarily desiged to provide a experietial follow-up to the itroductio of this iformatio, but it ca be used as a itroductio to it. Whe explaiig the roles, stress that each participat is to play the role desigated rather tha actig o their ow actual feeligs. It is importat that players try to meet their idetified objectives as effectively as possible. Procedure 1. Divide players ito three groups: a) Native Adults (separated ito two: 1/3 gree, 2/3 red) b) Native Childre c) Coloial Agets 2. Each group is give their role descriptios ad istructio sheet ad are told to read them carefully. Facilitator visits each group, makig sure they fully uderstad their istructios. Explai that each ative child will have to sig a gree or red card at the ed of the game.
Atiti Coloialism Game TN 7 3. Coloial Agets ad gree Native Adults are give 20 ad five poits per ative child respectively (make paper chits i multiples of five or use poker chips). 4. (five mis.) Each group is seated i separate circles. The Native Childre are first placed with the Native Adults, who begi the process of tryig to persuade them to sig red or gree cards. Meawhile, the Coloial Agets are developig strategy for wiig over the childre. Ecourage the Coloial Agets to braistorm all the techiques they ca thik of for persuadig the childre to sig gree cards. Note how may of the ideas arrived at (bribery, guilt, argumets based o the belief i cultural superiority, appeals to their cocer for the people, fear, itimidatio, separatio from their commuity, etc.) paralleled those used by coloial powers. If coloials have difficulty comig up with ideas, suggest a few: outlaw ative religio, destroy the traditioal ecoomic base, offer to give some chips to help their parets, tell them they re goig to be kept separate from their home commuities i residetial schools for te moths of the year, etc. 5. (five mis.) At the ed of five miutes, the Native Childre are set to the Coloial Agets. The Native Parets are istructed to develop strategy for wiig the childre to their poit of view. The coloials begi the process of persuadig the childre to sig gree cards. 6. (two mis.) Native Childre retur to Native Adults. Repeat as described i 4, ecouragig the Coloial Agets to discuss the results of the first ecouter, ew strategies, etc. 7. (two mis.) Native Childre retur to Coloial Agets. Repeat as described i 5, ecouragig Native Parets to review results of their first sessio ad pla future strategy. 8. (two mis.) Native Childre retur to Native Parets (as i 4 ). 9. (five mis.) Native Childre retur to Coloial Agets (as i 5 ). 10. (two mis.) Native Childre retur to Native Parets (as i 4 ). 11. (five mis.) Native Childre retur to Coloial Agets (as i 5 ). 12. At the ed of roud 11, the Native Childre are give a gree ad red card by the Coloial Agets. They must sig oe ad retur both to the coloials. They are the give whatever poits they have wo ad the game is cocluded. 13. Debrief.
Atiti Coloialism Game TN 7 Debriefig As i all simulatio games, the most critical phase is the debriefig. Here the lik betwee the participats experiece ad the real situatio ca be forged. Followig are sample questios that might be used: Who wo the game? Who wo it historically? Is the game still beig played? What meas did the coloials use to persuade the childre? How were these methods similar to those actually used? Why were the coloials i the game, simulatig the historical situatio, give more time with the childre? How did the costat shiftig of the childre from group to group affect them? What kid of coflictig pressures did the childre feel? How did it affect them? How would it have affected ative childre? What card did each child sig? Why? If you had actually bee a Idia child at the tur of the cetury, would you have siged the same card? Why? How did the lack of uity i the home commuity affect their ability to combat the coloialists? Did this divisio actually exist? How did the Native parets feel about their ability to ifluece their childre? Historically, how would the loss of cotrol over their childre have affected paretig skills ad a sese of resposibility for them? How would coloial cotrol of childre have affected traditioal laguage ad culture? What did the poits represet? Why did t the red ative adults have poits? How would the adoptio of coloial social, religious ad ecoomic istitutios by the childre have affected the morale ad spirit of ative adults? Role Descriptio ad Istructios Native Adults (1/3 are give gree sheets, 2/3 red sheets) (GREEN) These istructios are strictly cofidetial. You have bee coverted to the coloial religio ad have largely abadoed your traditioal culture. You are coviced that the more quickly the youg people forget the old ways ad embrace the ew oes the better. It is your task to covice your commuity, ad especially your commuity s childre, that they should accept the coloials away of life ad save everyoe a lot of sufferig. You must persuade the childre to sig a gree card, sigifyig their acceptace of the ew ways. You ca sped (give) up to five poits o each child to get them to sig. If more tha half the childre sig red cards, represetig acceptace of the old ways, you lose the game.
Atiti Coloialism Game TN 7 (RED) You are a traditioal ative, rejectig the coloials ew religio ad life style. You believe i the stregth ad goodess of your acestors ways. You have see the basis of your fife style attacked ad ow see the coloials tryig to take your childre. You kow this will mea the ed of your way of life if successful. It is your task to covice your commuity, ad especially you r commuity s childre, that they should reject the coloial ways ad follow the traditioal way. You must persuade the childre to sig a red card, sigifyig their embracig of the old ways. You will lose the game if more tha half of the childre sig gree cards. Native Childre You are a ative child aged 12, livig i the late 1800 s. You are caught i a time of chage ad ucertaity. At the ed of this game, after listeig to all sides, you will have to sig either a gree card, sigifyig a acceptace of the ew ways of life itroduced by the coloials, or a red card, sigifyig your commitmet to livig by the old ways. You are to participate ad act as a youg child with little uderstadig of the issues ivolved, ot accordig to your actual persoal beliefs. Your objective is simply to do what s best for you ad your commuity. Coloial Agets You are a member of the coloizig people. You may be a religious official, a govermet admiistrator, trader or judge, but you all have the same task: to persuade as may of the ative childre as possible to sig gree cards, sigifyig their acceptace of the coloial way of life. To assist you i this task, you have complete cotrol over the church, schools, laws, etc. You also have the childre for 2/3 of the time to work o as you see fit. I additio, you may sped up to 20 poits o each child to get them to sig. Braistorm with your fellow coloials how you ca use ever argumet, threat, bribe, promise, appeal, puishmet, fear ad ifluece i your power to covice the childre to sig a gree card. You will lose the game if more tha half the childre sig red cards, thus sigifyig that they have rejected your life style ad are embracig their traditioal culture. Coloialism Game: From the NESA Activities Hadbook for Native ad Multicultural Classrooms by Do Sawyer ad Howard Gree. Vacouver, BC: Tillacum Library, 1984. pp. 61-65. Reprited with permissio from Do Sawyer. All rights reserved. Available at <www.arsealpulp.com>.
Atiti Role Plays ad Simulatios TN 8 Some Guidelies For Effective Role-Plays or Simulatios The cotext ad roles should be clearly defied, while allowig some latitude for spotaeity ad creativity o the part of the studets. The role-play should have a desigated time frame established at the outset of the activity. The situatio should be defied as a problem or cotroversy so that studets are ecouraged to take a stad or a positio. Studets should be allowed time to prepare ad to access ay preparatory iformatio they eed. The settig or cotext should be clearly described to help studets eter ito the game. Studets should be allowed time to develop role descriptios i advace, icludig eough iformatio to be able to eter ito the character they are to portray (e.g., social ad ecoomic coditios, beliefs, ad values). Verify studet roles before the role-play so that the simulatio icludes a wide variety of perspectives amog the characters. Cautio studets to prepare a role descriptio without preparig a pre-determied script. Studets may fill out a Role-Play Outlie to help them prepare their characters (refer to the example that follows). The role-play should be structured so as to reach a coclusio or a resolutio. Allow time for a group debriefig, icludig the audiece, after the role-play. Studets may also write idividual joural reflectios. Cautio studets to be realistic, ad to avoid aachroisms, oversimplificatios, or stereotypes. Variatios Studets may or may ot decide to use props or costumes. If there are ot eough roles for everyoe i the group, oe studet could be assiged the task of beig a witess or observer who thiks out loud to the audiece without disruptig the actio. Studets could be asked to reverse roles or switch poits of view i a secod role-play. A arrator may be amed to help set the scee ad expad o what is happeig.
Atiti Role Plays ad Simulatios TN 8 Role-Play Outlie List the importat facts ad pla how you will approach this role-play. Do ot write a script as you do ot kow how the other characters will play out this sceario. Be creative but realistic. Whe ad where does this sceario take place? Who am I? Describe the perso you will portray i this role-play (age, culture, geder, situatio, residece, family situatio, health). What are the basic attitudes, beliefs, ad values of this character? Summarize his or her positio o the topic to be discussed. Factual iformatio to support the poit of view of this character: What are the mai cocers of this character? What type of solutio to this questio would my character like to see? Poits to remember i order to stay i character:
Atiti What Do You Kow about the Métis? Aswer Key TN 9 1. True or False: Some Métis people speak Michif, which icludes elemets of Frech ad First Natios laguages. True The Métis are oe of three Aborigial peoples recogized i Caada s costitutio. True The historic origis of the Métis people were i the uios betwee First Natios wome ad Europea fur traders. True At the time of Maitoba s etry ito Cofederatio (1870), the Métis made up the majority of the populatio i the Red River Settlemet. True 2. Draw the Métis flag. Idicate the colours. The most widely recogized flag cosists of a white horizotal figure-8 (a ifiity symbol) o a blue (sometimes red) backgroud. 3. Match the followig Métis Maitobas with their descriptios from the list below: Theore Fleury d Gabriel Dumot c Sierra Noble g Cuthbert Grat b Joh Norquay a Yvo Dumot f Beatrice Culleto Mosioier e a. Premier of Maitoba 1878-1887 b. First leader of the Métis Natio, led Métis forces at the Battle of Seve Oaks c. Led Métis forces i 1885 Resistace d. Former NHL star raised i Russell, Maitoba e. Novelist (I Search of April Raitree) f. Lieuteat-Goveror of Maitoba 1993-1999 g. Maitoba-bor etertaier/fiddle virtuoso 4. What is the ame of the 19th cetury Métis bard for whom Falco Lake, Maitoba is amed? Pierre Falco 5. What are two objects symbolically associated with Métis culture ad heritage? Two of: Métis Sash, Red River cart, fiddle
Atiti What Do You Kow about the Métis? Aswer Key TN 9 6. Why does Louis Riel deserve a Maitoba civic holiday amed i his hoour? Riel has bee called the Father of Maitoba. It was the demads of Riel s provisioal govermet that brought Maitoba ito Cofederatio i 1870 as a provice, rather tha as a territory as Ottawa iteded.
Atiti Legislatio ad Govermet Iitiatives Affectig Lad Claims TN 10 Royal Proclamatio (1763) Gives limited recogitio of Idia territorial rights. British North America Act (1867) Declares federal govermet resposible for Idias, ad Lads reserved for the Idias (Sectio 91). Maitoba Act (1870) Extiguishes Idia title to lad for those Métis who took scrip. Idia Act: 1876 replaces traditioal First Natios govermets with a Europea system 1876 makes the sale or lease of reserve lad a Crow moopoly 1889 gives the Crow icreased cotrol over reserve lad maagemet 1927 prohibits First Natios from hirig a lawyer i claims agaist the Crow 1951 removes 1927 restrictio (as above) ad icreases Idia selfcotrol of bad goverace Natural Resources Trasfer Agreemets (1930) Trasfers admiistrative cotrol of Crow lads ad resources to provicial govermets of Maitoba, Saskatchewa ad Alberta. Aborigial ad treaty rights such as the right to hut, the right to select reserve lad, ad the right to redeem Métis scrip are protected. As a result of the NRTA, lad claims would ivolve both federal ad provicial govermets i the three prairie provices. Office of Native Lad Claims created (1974) I recogitio of the Calder decisio (1973) which recogized the existece of Aborigial title, Ottawa revises its lad claims policy ad i 1974 establishes the Office of Native Lad Claims as a meas by which First Natios ca egotiate comprehesive ad specific lad claim settlemets. Govermet policy demads extiguishmet of Aborigial title as a coditio of lad claim settlemets. Berger Commissio (1974-1977) Created i respose to the Mackezie Valley Pipelie proposal which advocated the costructio of a pipelie from Alaska through the Yuko ad the Mackezie River Valley i the Northwest Territories. Extesive media coverage results i a public outcry agaist the proposed exploitatio ad its potetial egative effects upo the lad ad its ihabitats.
Atiti Legislatio ad Govermet Iitiatives Affectig Lad Claims TN 10 The Dee Declaratio of 1975 Seve Dee atios joitly issue a maifesto demadig recogitio of their atiohood. I All Fairess: A Native Claims Policy (1981) First Natios ca be grated title to reserve lads ad rights to other lad ad expads First Natios admiistrative authority. The Costitutio Act (1982) Sectio 25 states that Aborigial ad treaty rights could ot be overridde by the Charter of Rights ad Freedoms. Sectio 35 recogizes the existig Aborigial ad treaty rights of the Aborigial peoples (First Natios, Métis, ad Iuit) of Caada. Coolica Report (1985) Urges federal govermet to create log-term livig parterships with First Natios, Métis, ad Iuit peoples. Recommeds that the federal govermet iclude political, social, ecoomic ad cultural issues whe egotiatig lad claims. Federal Policy Revisio (1986) Lad claims settlemets o loger require extiguishmet of Aborigial title. Royal Commissio o Aborigial Peoples (1990) Amog umerous recommedatios regardig First Natios, Métis, ad Iuit lads, the Commissio recommeds that the federal govermet: - recogizes ad affirms the lad rights ad jurisdictio of Aborigial atios as essetial compoets of treaty processes. - provide[s] greater fiscal autoomy for Aborigial govermets.... through a fair ad just redistributio of lads ad resources for Aborigial peoples. - provide[s] Aborigial atios with lads that are sufficiet i size ad quality to foster Aborigial ecoomic self-reliace ad cultural ad political autoomy. - establishes regioal treaty commissios ad a Aborigial Lads ad Treaties Tribual which would replace the Idias Claim Commissio to facilitate ad support treaty egotiatios. Idia Claims Commissio (1991) Idepedet body that reviews rejected comprehesive claims. Idia Specific Claims Commissio (1991) Idepedet body that reviews rejected specific lad claims.
Atiti Legislatio ad Govermet Iitiatives Affectig Lad Claims TN 10 Gatherig Stregth Caada s Aborigial Actio Pla (1998) I respose to the Report of the Royal Commissio o Aborigial Peoples, ew policies outlied i this pla icluded support for selfgovermet, affirmatio of treaty relatioships ad the egotiatio of fair solutios to First Natios, Métis, ad Iuit lad claims. Specific Claims Tribual Act (2007) The purpose of this idepedet body is to help resolve specific lad claims through bidig decisios.
Atiti Rotatioal Graffiti TN 11 Rotatioal Graffiti ca be used to braistorm prior kowledge at the begiig of a lesso or to summarize cotet at the ed of a lesso. It is also useful for examiig opiios o various topics. Procedure 1. The teacher assigs studets to pre-selected or radom teams of 2 to 4. 2. The teacher distributes to each team a sheet of poster paper with a uique headig ad eough same-coloured pes for each member. Pe colours are differet for each team. The headigs are also differet for each team. The headig might be a key word, a statemet, or a questio. Repeated headigs may be subtitled by write or draw. For example, oe poster might be headed Rural Write ad aother Rural Draw. 3. Teams the either write or draw as may resposes, ideas, or cocepts about the topic as they ca thik of. This is doe for a short, predetermied amout of time (60 secods). 4. Sheets are the rotated clockwise to the ext team. Oce agai team members write dow all resposes (the graffiti). 5. Sheets circulate util each team has placed its resposes o each sheet. Time may be shorteed (to 30 secods). Evetually, each team gets its origial sheet back with a umber of ideas writte dow. 6. Team members work together to summarize what has bee writte. They look for similarities ad differeces, for overlap, for mai ideas, ad for supportig details. Ideas are compiled by the team i the form of a summary statemet or a cocept map. 7. Each team presets its summary or cocept map to the etire class. Adapted from Seior 3 Curret Topics i the Scieces (30S): A Framework of Geeral ad Specific Learig Outcomes. Activatig Prior Kowledge 1.11, (Maitoba Educatio, Citizeship ad Youth, 2004).
Atiti Aborigial Cultural Educatio Cetres i Maitoba TN 12 Followig is a list of Aborigial cultural educatio cetres i Maitoba. Not all cetres have facilities ad staff for formal programs or speakers. Thuderbird House, Wiipeg: http://www.thuderbirdhouse.com/ Maitoba Idia Cultural Educatio Cetre, Wiipeg (library, tours, resources): http://www.micec.com/ Dr. Jessie Saulteaux Resource Cetre, Beausejour: http://www.mts.et/~drjessie/ Aborigial Cetre of Wiipeg Ic. http://www.abcetre.org/ Norway House First Natio Cultural Educatio Cetre: http://www.hc.ca/etc/culturaled.html Ka Ni Kaichihk http://www.kaikaichihk.ca/idex.php Additioal programs ad orgaizatios, such as Cross Lake Cultural Educatio Program, Peguis Cultural Cetre, Sagkeeg Cultural Cetre, ad the West Regio Tribal Coucil Idia Cultural Educatio Program, ca be foud i Aborigial Orgaizatios i Maitoba: A Directory of Groups ad Programs Orgaized by or for First Natios, Iuit ad Métis People, 2011 / 2013 at <www.edu.gov.mb.ca/aed/publicatios/pdf/ab_orgaizatios.pdf>. Cotact iformatio ca be obtaied through the Metis Culture ad Heritage Resource Cetre at <www.metisresourcecetre.mb.ca>. Teachers may also cotact local Friedship Cetres located i: Brado Fli Flo Portage la Prairie Selkirk The Pas Dauphi Ly Lake Riverto Swa River Thompso
Atiti Aborigial Cultural Educatio Cetres i Maitoba TN 12 Seve Lodges Aborigial Youth Cultural Studio The Seve Lodges Aborigial Youth Cultural Studio is a program admiistered through Ka Ni Kaichihk Ic. The studio is a place where youth ca experiece various artistic disciplies. Youth are ivited to gather at the studio to discuss issues of the day, study culture, ati-racism ad other relevat topics. It is a veue for sharig ideas, music ad dialogig with guest speakers. The cultural studio provides opportuities for Aborigial youth to lear, uderstad, ad express their cultural traditios with the guidace of ceremoialists, traditioalists, ad artisas. WHAT WE HAVE TO OFFER. Curretly the Studio is providig the opportuity for Wiipeg schools ad Aborigial orgaizatios that serve youth betwee the ages of 14 to 29 years of age to ehace their kowledge of the seve Aborigial cultural groups i Maitoba, which are the: Cree, Dakota, Dee, Iuit, Métis, Ojibway, ad Ojibway-Cree. HOW DOES IT WORKS The project has developed PowerPoit presetatios o the seve Aborigial groups i Maitoba. The presetatios are delivered by Aborigial Youth Cultural Metors who share their kowledge of each culture through ope discussio, cultural toolkit items, ad persoal experieces. The presetatios ca rage i time from oe (1) hour to a oe (1) day activity depedig upo the eeds of the request. WANT TO BOOK A PRESENTATION? If your school or commuity orgaizatio would like to have the Cultural Metors come to your locatio or if you wat to come to us please cotact the followig: WINSTON THOMPSON ABORIGINAL YOUTH COORDINATOR #202 583 Ellice Aveue Wiipeg, MB R3B 2Z7 Phoe: 204-415-3795 Fax: 204-415-3836 Email: wthompso@kaikaichihk.ca Fudig provided by Caadia Heritage ad the Natioal Crime Prevetio Cetre Those Who Lead Ka Ni Kaichihk Ic.
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s appedix d: iquiry template
a p p e d i x d : i q u i r y t e M p l a t e This template is iteded to guide studet iquiry ito complex issues ad may be adapted to suit studet eeds. It has bee desiged to provide teachers ad studets with flexibility regardig which issues are to be studied, as well as to the ature of the iquiry. It is hoped that studets will be empowered by the iquiry process, ad motivated to become more egaged i their commuities. Iquiry-based learig has its roots i the educatioal reform movemets that bega i the 1930s ad were guided by the work of Piaget, Vigotsky, Dewy, ad other costructivists who regard learig as a active process a process where studets costruct uderstadig through problem solvig ad reflectio. Studet iquiry is a complex process. It begis with the idetificatio of a issue ad the creatio of good questios that guide studets i fidig resources, gatherig ad iterpretig iformatio, creatig useful kowledge, ad reportig their fidigs. Iquiry relies upo critical thikig, ad results i ew learig. I this model, the role of the teacher shifts from coverig cotet to beig a guide ad facilitator. Whe studets are give the opportuity to take a active role ad maage their ow learig, they develop skills eeded to make iformed decisios as active citizes. Guidelies for studet iquiry Cultivate a ope, democratic learig eviromet where studets are ecouraged to be curious ad idepedet. Use studet-cetred learig strategies such as braistormig, discussio, cocept maps, ad graphic orgaizers, ad observe studet progress through classroombased assessmet techiques. These strategies will provide ogoig opportuities for teachers to assess prior kowledge, to deal with studet miscoceptios ad difficulties, ad to assess progress. Help studets articulate good questios that move beyod simple, factual aswers to those with diverse aswers ad perspectives. Provide opportuities for studets to start their iquiry at the local commuity level ad to egage i place-based site learig. Deep, experietial uderstadig of a issue at the local level will help them to coect with the larger, more abstract global issue. a p p e d i x d : i q u i r y t e m p l a t e 3
Determie whether a iquiry will ivolve the whole class, small groups, or idividual studets. If the iquiry process is ew to studets, begi by havig all studets collaborate o oe topic. This approach will allow teachers to play a more active role i role-modellig ad guidig the iquiry. As well, studets will lear from each other as they share their research, discuss their fidigs ad coclusios, ad are exposed to healthy disset ad diverse perspectives. Ecourage studets to thik critically ad egage i reflectio throughout the learig process, ad to maitai a learig log to record their growth ad learig. Use multiple resources, icludig primary source material ad ecourage academic rigour. Studets should be exposed to multiple ad cotradictory viewpoits, ad the ecouraged to seek their ow positio based o reliable iformatio. Sources iclude expert iterviews, publicatios, media sources, Iteret sources, govermet ad o-govermet agecies ad orgaizatios, ad others. Determie appropriate methods of presetatio. Ecourage creativity ad rigour. Assessmet eeds to be ogoig ad to take multiple forms. Studet progress should be moitored ad tracked through the use of ogoig observatio ad discussio, ad with aecdotal records ad checklists. The template that follows may be used or adapted to guide studet iquiry. 4 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
sigificace ad scope Why is this issue importat? Who/what is affected by the issue? evidece How did I become aware of this issue? How reliable are the sources ad the evidece? Whe ad how did this issue origiate? perspective What are the various perspectives o this issue? What role does media play i creatig/perpetuatig this issue? At this poit, what is your perspective? impact/curret resposes What are the social, evirometal, ecoomic, ad political impacts at the local, regioal, atioal, ad global level? What are the curret resposes to the issue? What might be the short- ad log-term iteded ad uiteded social, evirometal, ecoomic, or political cosequece of the resposes? Coectios/relatioality Does this issue stad aloe or is it part of a patter? How has this issue chaged over time? How are the eviromet, society, ecoomy, or politics coected i this issue? reflectio How might this issue have evolved differetly? How might this issue have bee preveted? What other questios do you have? How has your thikig chaged? How do you feel about the issue ow? a p p e d i x d : i q u i r y t e m p l a t e 5
praxis What should the world do differetly ow? What are the challeges/ barriers? How ca I egage with this issue? How ca I egage others? 6 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s appedix e: Glossary
a p p e d i x e : G l o s s a r y Aborigial A descedat of the origial ihabitats of North America. The Costitutio of Caada recogizes three primary groups as Aborigial peoples: Idias, Iuit, ad Métis. Aborigial Commo Law Aborigial commo law, based o customs derived from the Creator ad traditios, has evolved ad adapted over geeratios. It differs from Europea or Caadia commo law i sigificat, fudametal ways (e.g., Caadia commo law views property rights i terms of lad owership whereas Aborigial commo law views the relatioship to lad as a sacred trust. The lad must be protected for future geeratios). See Commo Law. Aborigial Idetity Idetificatio with a Idigeous atio. I Caada, Idigeous peoples iclude First Natios, Métis, ad Iuit peoples. Aborigial Peoples The Costitutio Act (1982) recogizes three groups as Aborigial people: Idias (First Natios), Métis, ad Iuit. Aborigial Rights These are rights that some Aborigial peoples of Caada hold as a result of their acestors' log-stadig use ad occupacy of the lad. The rights of certai Aborigial peoples to hut, trap, ad fish o acestral lads are examples of Aborigial rights. Aborigial rights vary from group to group, depedig o the customs, practices, ad traditios of their particular cultures. Aborigial Self-Govermet This is govermet that is desiged, established, ad admiistered by Aborigial peoples uder the Caadia Costitutio through a process of egotiatio with Caada ad, where applicable, with the provicial govermet. Aborigial Title A ialieable ad collective right to exclusive use ad occupacy of traditioal lads based o log-term ad cotiuous occupacy ad use. See Alieatio. Adhesio For varyig reasos, some First Natios were ot icluded i the origial Numbered Treaty egotiatios. These First Natios later became part of the Treaty agreemet through adhesio. Adversarial The Caadia legal system is based o a adversarial approach. The two sides i a trial are opposed to each other. Alieatio (legal defiitio) Trasfer of lad title. See Aborigial Title. Assimilatio The process whereby oe cultural group is absorbed ito the culture of aother, usually the majority culture. Autoomy Self-determiatio, idepedece. Bad This is a group of First Natios whose collective use ad beefit lads have bee set apart or moey is held by the Crow, or declared to be a bad for the purposes of the Idia Act. Today, the preferred term for Bad is First Natios. Bad Coucil First Natios choose a chief or chiefs ad several coucillors to gover/admiister the Bad s affairs. Bi-Cultural Based o elemets of both Wester (Europea) ad traditioal (Idigeous) cultures. a p p e d i x e : G l o s s a r y 3
British North America Act The Domiio of Caada was created by the British North America Act i 1867. Sectio 91:24 of the Act assigs jurisdictio over Idias, ad lads reserved for Idias to the federal govermet. Buildig Capacity Developig the meas for effective accomplishmet. Circle Justice This begis whe a offeder pleads guilty i court ad agrees to accept a setece imposed by the commuity. Begiig with a prayer for the commo good, the victim, the offeder, supporters, ad other iterested parties gather i a circle ad discuss the impact of the crime. Together, they agree o a setece, ad cotiue to moitor, ad metor, the offeder to make sure the setece is carried out. Citizeship For First Natios, Métis, ad Iuit peoples, this term may have dual applicatios. Idigeous peoples are citizes both of their Natios as well as of Caada. Civilize Through the Idia Act, the federal govermet sought to civilize (impose Eurocetric values ad customs upo) First Natios. Oe of the primary meas to do this was through residetial schools. There, First Natios childre were taught Christiaity. Their laguages, customs ad dress were forbidde, ad they were kept isolated from their families ad commuities i their formative years. Collective Rights Aborigial rights are collective ot idividual. Coloialism O Turtle Islad, coloialism is Europea domiatio over ad subjugatio of the Idigeous Natios. Coloialism of Idigeous peoples by Europea powers occurred the world over. Coloizatio Cotrol ad exploitatio of a territory through settlemet. Commo Law I Caada, commo law describes the body of laws, developed over time, that are based o court ruligs as well as usage ad custom. See Aborigial Commo Law. Commuity of Iterest This is a model of govermet for populatios that are dispersed, such as urba Aborigial populatios. Comprehesive Lad Claim Based o Aborigial rights ad title, this is the assertio to title of lads that have ever come uder treaty. Costitutio These are the writte or uwritte set of priciples ad istitutios by which a atio govers itself. Costitutio Act of 1982 Sectio 35 of the Costitutio Act recogizes the existig Aborigial ad Treaty rights of the Aborigial peoples of Caada. The Aborigial peoples of Caada iclude Idia, Iuit, ad Métis peoples of Caada. Cotact: The history of First Natios ad Iuit peoples o Turtle Islad ca be divided ito pre-cotact ad post-cotact eras. Cotact refers to the arrival of Europeas o Turtle Islad (i.e., whe First Natios ad Iuit peoples came ito cotact with Europeas). The earliest record of cotact betwee Europeas ad Idigeous peoples o Turtle Islad idicates the arrival ad settlemet of Vikigs i L Ase aux Meadows, Newfoudlad i the 10th cetury. This coloy was short-lived. Permaet settlemet occurred after the arrival of the Frech i the 16th cetury. Coutry Bor Eglish-speakig Métis desceded from British fur traders of the Hudso s Bay Compay ad their First Natios wives. 4 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Coveat A sacred agreemet betwee idividuals or atios ad the Creator. Crow Caada s head of state is the British moarch. Govermet actios are carried out i the ame of the Crow (the moarch). Crow Lad Whe Caada was coloized, lad was claimed o behalf of the moarch. Crow lad is cotrolled by federal or provicial govermets. Cultural Bias This is a viewpoit favourig oe s ow culture. Cultural Geocide This is the itetioal obliteratio of a culture. Cultural Tourism This is a idustry derived from people comig to a commuity to explore its historical, artistic, scietific, or cultural offerigs. Culture This is a combiatio of the values, history, customs, ad laguage that make up the heritage of a perso or people, ad cotribute to that perso s or people s idetity. Cultural Trasmissio (Cultural Cotiuity): This is the process by which the stadard behaviour patters ad values of the surroudig culture are passed o to ad adopted by idividuals as their ow attitudes ad beliefs. Decoloizatio This is the freedom from the cotrol ad exploitatio of a coloial power. Demoizatio This is whe someoe or somethig is characterized as beig evil or devilish. Devolutio This is the trasfer of powers from a cetral to a local govermet or authority. Dis-ease This is a state characterized by a lack of health, comfort, or balace. Displacemet This is the forcible removal of a people from their homelad. Diversity This is a state or quality of beig differet. Ethic groups are diverse ad each member is uique. There are differeces i age, geder, skills, physical characteristics, educatio, kowledge, etc. ideally, a diverse eviromet would iclude represetatio from all of these various groups. Doctrie of Discovery This was articulated by (U.S.) Chief Justice Marshall i Johso vs M Itosh. It provides that upo discovery, the so-called discoverig atio acquires the exclusive right, as agaist all other Europea powers, to purchase or otherwise acquire Idigeous lads from the Idigeous occupats. Ecoomic Margializatio This ivolves the relegatio of a idividual or group to a uimportat or powerless ecoomic positio withi a larger society or group. Elder This defiitio varies, but it is geerally agreed to be ay perso who is cosidered by a Aborigial atio to be the keeper ad teacher of its oral traditio ad kowledge. Each Elder has her or his ow uique stregths ad talets. While it is rare to fid a youg perso who is cosidered a Elder, it is possible. Efrachisemet This was aother meas used by the federal govermet to carry out the policy of assimilatig First Natios. By efrachisig, Status Idias took o the legal status of ordiary citizes (i.e., they could vote, hold a busiess licese, ad sed their childre to public schools). By efrachisig, First Natios people gave up their Status. a p p e d i x e : G l o s s a r y 5
Ethocetrism This is the belief that the stadards of oe s ow culture may be used to evaluate other cultures. Euro-cetrism This is the belief that the stadards of Europea culture may be used to evaluate other cultures. Experietial Learig Traditioally First Natios, Métis, ad Iuit childre leared by observig ad emulatig the actios of commuity members Fee Simple Absolute (outright) owership of lad by a idividual Fiduciary The Supreme Court of Caada describes a fiduciary relatioship betwee the federal govermet ad First Natios. The federal govermet has rights ad powers over First Natios icludig First Natios lad. I dealig with First Natios lads ad rights, the govermet is obligated to act for the beefit of First Natios. The fiduciary relatioship is oe of trust. The Supreme Court of Caada (R vs Sparrow, 1990) has stated that the hoour of the Crow is at stake i dealigs with aborigial peoples. First Natio(s) A term that came ito commo usage i the 1970s to replace the word "Idia," which may people foud offesive. Although the term First Natio is widely used, o legal defiitio of it exists. Amog its uses, the term "First Natios peoples" refers to the Idia peoples i Caada, both Status ad No-Status. May Idia peoples have also adopted the term "First Natio" to replace the word "bad" i the ame of their commuity. (Idia ad Norther Affairs Caada) (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) First Peoples A collective term used to describe the ihabitats of the lad ow kow as Caada prior to Europea cotact Fourth World Stateless, margialized atios that are without iteratioal recogitio Free-trade The Hudso s Bay Compay tried to eforce their moopoly o the fur trade i Rupert s Lad. May Métis traders igored the Hudso s Bay claim to moopoly. I 1849, the Hudso s Bay Compay brought to trial the Métis trader amed Guillaume Sayer. Sayer was foud guilty of tradig goods illegally. However, the presece of armed Métis protestors coviced the court to release the accused. The trial demostrated the iability of the Hudso s Bay Compay to eforce its moopoly. With shouts of: Le commerce est libre!, the Métis proclaimed the birth of de facto freetrade i Rupert s Lad. Gamig Gamblig, especially casio gamblig. (thefreedictioary.com) Geocide The systemic, plaed aihilatio of a people Globalizatio The growig world-wide social ad ecoomic iterdepedece of people Holistic Emphasizig wholeess ad the iterdepedecy of compoet parts. For a illustratio of this priciple see Medicie Wheel. Imperialism Policy of ecoomic ad political domiatio by oe atio over other atios by establishig coloial empires Ialieable No-trasferable 6 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Idia Collectively describes all the Idigeous People i Caada who are ot Iuit or Métis. Idia Peoples are oe of three peoples recogized as Aborigial i the Costitutio Act, 1982 alog with Iuit ad Métis. Three categories apply to Idias i Caada: Status Idias, No-Status Idias ad Treaty Idias. (Idia ad Norther Affairs Caada) Idia Aget Uder the Idia Act, authority for reserves rested ultimately with the federal govermet. As the govermet s represetative o the reserve, the Idia Aget wielded almost absolute power over First Natios reserve residets. Idia Register Registered Idia is aother term for Status Idia. Status beefits are based o the iclusio of a idividual i the Idia register kept by Idia ad Norther Affairs Caada. Idia Title Begiig with the Royal Proclamatio of 1763, the Crow recogized that Aborigial peoples held title to their territories by reaso of their aciet occupatio of the lad. Before settlemet o these traditioal territories could begi, the Crow sought to extiguish Aborigial title through meas such as treaties ad scrip. Idigeous Origial peoples of a coutry Idigeous Kowledge (IK) This is a uderstadig of a particular biophysical eviromet (ad the process of chage that occurs withi it) uique to the Idigeous people who ihabit the eviromet Idigeous Rights Uited Natios Declaratio of the Rights of Idigeous Peoples recogizes a broad rage of Idigeous rights icludig: culture, educatio, equality, lad, laguage, atioality, resources, security, selfdetermiatio ad spirituality. Idustrial Schools A category of residetial schools geerally located far away from First Natios, Métis ad Iuit commuities, iteded for fourtee to eightee year-olds, but which were also atteded by youger childre. Girls were traied i domestic duties, sewig, laudry, cleaig, ad cookig; boys leared agriculture, carpetry, shoemakig, ad blacksmithig. (Adapted from Where are the Childre? http://www.lesefatsdeveus.ca/e/ edu_materials3.html) Iheret Rights First Natios, Métis ad Iuit peoples i Caada have iheret rights (rights that existed prior to coloizatio) as Idigeous peoples. Iheret rights exist idepedetly of costitutioal, govermet or legal authority. Istitutioal/Systemic Racism A form of societal racism that is expressed i the discrimiatio of public or corporate istitutios agaist certai groups of people Itergeeratioal Impact The effects of abuse passed o to the childre of residetial school survivors ad subsequet geeratios Iuit A Aborigial people i orther Caada who live above the tree lie i Nuavut, the Northwest Territories, Norther Quebec ad Labrador. The word meas people i the Iuit laguage Iuktitut. The sigular of Iuit is Iuk. (Idia ad Norther Affairs Caada) Iuvialuit Iuit people of the wester Arctic. Iuvialuktu Laguage spoke by the Iuvialuit people. Lad Claim Assertio of title to or rights i respect of certai lads a p p e d i x e : G l o s s a r y 7
Laws of Relatioship Aborigial cultures share a belief that people must live i respectful, harmoious relatioships with ature, with oe aother ad with themselves. The relatioships are govered by what are uderstood as laws, which are gifts from the Creator. The laws are fudametally spiritual, imbuig all aspects of life. As fudametal as this perspective may be, each Aborigial culture expresses it i uique ways, with its ow practices, products ad kowledge. As real life circumstaces shift over time, the challege for Aborigial people has bee to iterpret the laws to eable their cotiuig survival, ot just physically but as a spiritually strog people. This challege exteds to Aborigial educatio as well. (The Commo Curriculum Framework Aborigial Laguage ad Culture Programs Kidergarte to Grade 12 Wester Caadia Protocol for Collaboratio i Basic Educatio, Jue 2000) Medicie Wheel Traditioally, Aborigial peoples have see the coected ad iterdepedet ature of the may aspects of the world aroud them. The medicie wheel is a aciet symbol that reflects values, world views ad practices, ad is used by may Aborigial peoples today. (Bopp et al). I Cree, the medicie wheel is referred to by the word pimatisiwi, which meas life. The medicie wheel is based upo a circle ad the umber four, both of which are of special sigificace to may Aborigial peoples. The medicie wheel is used to represet the itercoected relatioships amog aspects of life ad to provide directio ad meaig to a idividual. The medicie wheel that is preseted here is a example. While there are commoalities to all medicie wheels, each perso s is uique to the teachigs he or she has received, his or her persoal experieces, ad his or her uderstadigs of the itercoectedess of the aspects of life he or she represets with the medicie wheel. The medicie wheel is divided ito four parts or quadrats, each represetig oe of the four directios. Oe of the lessos that ca be leared from the medicie wheel is balace. For example, o the medicie wheel the four aspects of a idividual (spiritual, emotioal, physical, metal) are represeted. I order for a idividual to be healthy, he or she must have a balace of the four aspects withi him or herself. If oe of these aspects or areas is sufferig, the the other three will also some ill effects. For example, if a perso is sufferig from a illess such as a bad cold (physical), he or she may be more shorttempered tha usual (emotioal), be less able to thik clearly (metal), ad may also feel less well spiritually. (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio ad Youth, 2003) Métis the people who the Federal govermet defies as havig mixed First Natios ad Europea acestry who idetify themselves as Métis people, as distict from First Natios people, Iuit, or o-aborigial people (Idia ad Norther Affairs Caada) The Natioal Defiitio of Métis is a perso who self-idetities as Métis, is of historic Métis Natio Acestry, is distict from other Aborigial peoples, ad is accepted by the Métis atio www.métisatio.ca/definition/home. html, 2002 (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio ad Youth, 2003) 8 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Métis Natio The homelad of the historic Métis Natio is the territory ow kow as Maitoba, Saskatchewa ad Alberta. It also icludes parts of Otario, the North West Territories, the orth-cetral Uited States ad British Columbia. The Métis Natio shares a distict history ad culture, its ow laguage Michif, wide-spread kiship coectios ad a collective cosciousess. Mixed Ecoomy A ecoomic system that allows for the simultaeous operatio of publicly ad privately owed eterprises. (Aswers.com) Natio People ihabitig a particular territory with a shared laguage, culture ad history Although it is ot easy to list defiitively all the essetial attributes of peoplehood or atiohood, they certaily iclude social cohesiveess, collective self-cosciousess, cultural distictiveess ad effective political orgaizatio. (RCAP Volume 4 Perspectives ad Realities 5 Métis Perspectives http://www.aic-iac.gc.ca/ap/pubs/sg/ sg-eg.asp) Natio Model (of Aborigial Govermet) As proposed by the Royal Commissio o Aborigial Peoples, characteristics of a Aborigial atio would iclude: Idetifiable territorial base Citizeship criteria based amog other thigs o commuity acceptace Comprehesive rage of powers Iteral procedures based o traditios Possibility of urba or extra-territorial jurisdictio Possibility of iter-(aborigial) atio associatios such as cofederacies Native Idigeous ihabitat of a coutry, distict from the settler populatio No-Status Idias No-Status Idias are those people of Aborigial descet who do ot meet the criteria of the Idia Act or who, despite meetig the criteria, have ot bee registered as Status Idias. (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) Norther Flood Agreemet 1977 compesatio agreemet betwee Caada, Maitoba, Maitoba Hydro ad Maitoba First Natios affected by hydroelectric projects affectig Lake Wiipeg ad the Nelso ad Churchill Rivers Numbered Treaties Betwee 1871 ad 1921 eleve treaties, umbered oe to eleve, were egotiated betwee Caada ad wester First Natios. I retur for sharig their traditioal lads with the settler society, First Natios were grated certai rights icludig reserves. Oral Traditio Kowledge that is passed from oe geeratio to the ext by way of the spoke word (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) Outside Promises Agreemets for certai provisios i the Numbered Treaties that were ot icluded i the writte text but that were recorded ad preserved as part of First Natios oral traditios Pateralism The relatioship betwee First Natios, Métis ad Iuit peoples ad the Caadia govermet was ad, to some extet, still is pateralistic. Aborigial peoples are treated as childre; the govermet acts as a stereotypical paret by providig for them without accordig to them rights ad resposibilities. a p p e d i x e : G l o s s a r y 9
Pipe Ceremoy The iclusio of the pipe ceremoy i egotiatios sigaled the seriousess ad sacred ature of the agreemet beig made. I the presece of the pipe stem, oly truth could be spoke. I this way, the use of the pipe may be compared to the use of the Christia bible i wester traditio whe testifyig or makig a oath. Post-Cotact See Cotact. Pre-Cotact See Cotact. Protectio Oe of the ostesible purposes of the Idia Act was to protect reserve lad. The Idia Act icorporated features of previous legislatio makig it a offese for idividuals other tha a authorized represetative of the Crow to deal with First Natios o matters of reserve lads. Protocol The covetios of ceremoy ad etiquette observed i formal iteractios betwee atios Recocile To brig a relatioship ito harmoy Racism Discrimiatio based o the belief of the superiority of oe s ow race Residetial Schools Schools fuded by the Federal govermet ad ru primarily by churches, partially for the purpose of assimilatig Aborigial childre ito maistream society (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) Resistace I 1870 at Red River ad agai i 1885 at Batoche, the Métis orgaized a resistace to the coloizatio of their territory by Caada. I both istaces, the Métis were prepared to joi the Caadia federatio but wated protectio of their rights. Restitutio A legal actio servig to cause restoratio of a previous state (Merriam-Webster s Olie Dictioary) Restoratio The act of restorig or brigig back to a former place, statio, or coditio (Braiy Quote http://www.braiyquote.com/ words/re/restoratio212700.html) Road-Allowace People Some displaced Métis people i wester Caada became squatters livig o public lads. Havig o legal title, they lived i fear of displacemet as occurred to the commuity of Ste. Madeleie, Maitoba from 1938 1941. These people were kow as road-allowace people. Romaticizatio Occurs whe Aborigial peoples are portrayed i a romatic or setimetal fashio. Romatic stereotypes iclude the Noble Savage ad the Idia Pricess. Royal Proclamatio 1763 Restricted the sale of Idia lads to the British Crow Scrip To extiguish the Aborigial title of Métis people i Maitoba ad the North West Territories, the govermet used a process kow as scrip. Idividuals were give certificates etitlig them to lad or moey. This was i cotrast to the treaty process by which the Caadia govermet extiguished First Natios title to lad through the creatio of reserves, ot o a idividual but a collective basis. Self-Determiatio The ability of a people to determie their ow political, ecoomic ad cultural futures idepedet of exteral iterferece. 10 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Self-Govermet Iheret right of Aborigial atios to gover their ow lives, affairs, lads, ad resources with all the duties ad resposibilities of a goverig orgaizatio (Native Studies: Seior Years (S1-S4) A Teacher s Resource Book, Maitoba Educatio ad Traiig) Setecig Circle A setecig opportuity at which a accused hopes to favourably ifluece the court passig setece, by coveig a cociliatory pre-setece meetig betwee offeder ad victim. (Duhaime.org http://www.duhaime.org/ LegalDictioary/S/SetecigCircle.aspx) Social Darwiism Theory that certai idividuals or groups achieve advatage over others as the result of geetic or biological superiority. (Aswers.com, http://www.aswers.com/ topic/social-darwiism) Sovereigty Right of a atio to gover itself idepedet of outside cotrol or iterferece Sovereigty (First Natios perspective) The Creator gave First Natios: The lad o the islad of North America (the Peoples Islad). A way to commuicate with him for guidace ad to give thaks. Laws, values, ad priciples that described the relatioships ad resposibilities they possessed to ad for the lads give to them. A itercoectedess amog the sacred ceremoies, teachigs, ad beliefs amog First Natios. Spiritual philosophies, teachigs, laws, ad traditios that provided a framework for the political, social, educatioal, ad cultural istitutios ad laws that allowed them to survive as atios from the begiig of time to the preset. The gifts they eeded to survive both spiritually ad materially give to them through their special relatioship with the Creator. These gifts are the lifesustaiig ad life-givig forces represeted by the su, water, grass, aimals, fire, or Mother Earth. Relatioships that symbolize ad represet the existece of a livig sovereig First Natios circle (humas, plats, aimals, lad, etc.). (Teachig Treaties i the Classroom) Specific Lad Claim Assertio to title of lads or other compesatio because of ufulfilled treaty or other obligatios Status Idia Status Idias are those Aborigial peoples who meet the requiremet of the Idia Act ad who are registered uder the Act. (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) Stereotypig by Omissio This occurs whe Aborigial peoples are abset i the portrayals of cotemporary society Sustaiable Capable of beig cotiued with miimal log-term effect o the eviromet. (thefreedictioary.com) Third Order Govermet I this model, Aborigial govermets would have powers similar to provicial govermets ad form a third order i Caadia federalism, together with provicial ad federal govermets Traditioal Pedagogy Traditioally, First Natios, Métis, ad Iuit studets leared by listeig ad observig, by doig ad by dreamig. There were o classrooms, ay commuity member could be a teacher. a p p e d i x e : G l o s s a r y 11
Treaty This is a agreemet made betwee specific groups of Aborigial peoples ad the Federal govermet that clarifies Aborigial rights to lad ad resources. Treaties were writte as a meas to have the govermet recogize their resposibilities towards Aborigial peoples i the areas of social, educatioal, ad ecoomic cocers. (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) i Caadia law, treaties with First Natios are ot simple cotracts, they are described as sui geeris (oe of a kid) Treaty Idia A Status Idia who belogs to a First Natio that siged a treaty with the Crow (Idia ad Norther Affairs Caada) Treaty Lad Etitlemet A assertio to title of lad or other compesatio based o ufulfilled obligatios arisig from historic treaties Treaty Rights These are rights accruig to First Natios as a result of treaties egotiated betwee themselves as sovereig atios ad the British Crow i right of Caada. (Maitoba Educatio ad Traiig, 1998) Trickster I Native traditio, the trickster figure is a powerful, clowish spirit. This complex, ofte cotradictory beig embodies paradoxical elemets. Oe momet, he/she may be compassioate or heroic, the ext, foolish ad self-servig. The trickster is kow i Native cultures by various ames: to the Aishiabek (Ojibway), he/she is Naabush or Naabozo, to the Mi kmaq, Glooscap, ad to the Haida, Rave. Turtle Islad The Eglish traslatio of the term used by may Idigeous Natios to refer to North America Urba Reserve Lad withi or adjacet to a urba muicipality that has bee set apart by the federal Crow for the use ad beefit of a First Natio (INAC) http://www.aiciac.gc.ca/ai/scr/mb/ops/urs-eg.asp Usufructuary Right I law, the right to use or beefit from lad without owership Values Beliefs ad qualities based o the world view of a idividual or culture that are cosidered to be importat as guidig priciples or ideals of that particular culture. (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) Whole Health... comes from shared prosperity, a clea ad safe eviromet, a sese of cotrol over life circumstaces as well as high quality illess care ad healthy lifestyle choices. (RCAP) Worldview A philosophy of life or coceptio of the world (Pearsall, 2001) (Itegratig Aborigial Perspectives ito Curricula, Maitoba Educatio, Citizeship ad Youth) Truth ad Recociliatio Commissio This was established i 2008 to help heal Aborigial people ad commuities affected by the residetial school experiece ad to brig about a recociliatio betwee Aborigial ad o-aborigial Caadias. 12 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s appedix F: recommeded Learig resources
a p p e d i x F : r e C o M M e d e d L e a r i G r e s o u r C e s Cluster 1: image ad idetity Le 1.1: the Ghosts of History Through the Eyes of the Cree ad Beyod The Art of Alle Sapp: the Story of a People. Sapp, Alle, ad Dea Bauche. Office of the Treaty Commissioer. Regia, SK: Cetax Books, a divisio of PritWest Commuicatios Ltd., 2005. ISBN 1-897010-14-1 Aborigial People i Maitoba. Hallet, Bruce, ad Maitoba Aborigial ad Norther Affairs. Wiipeg, MB: Maitoba, 2006. IRU 971.2700497 A26 Le 1.2: From time immemorial The Oe About Coyote Goig West. Kig, Thomas (Ed.). from All My Relatios: A Athology of Cotemporary Caadia Native Fictio. Toroto, ON: McClellad & Stewart, 1990: 95-106. ISBN 0-07-7106706-2 Le 1.3: Worlds Collidig (from 1000 BCe) The Heritage ad Legacy of the Métis People. Barkwell, Lawrece, Audree Hourie, ad Ed Swai. Métis Legacy Volume II: Michif Culture, Heritage ad Folkways. Lawrece J. Barkwell, et al, (Eds.). Wiipeg., MB: Gabriel Dumot Istitute, 2006: 2-5. ISBN 978-0-920915-80-6 White Privilege ad Male Privilege: A Persoal Accout of Comig To See Correspodeces through Work i Wome's Studies. McItosh, Peggy. Upackig the Ivisible Kapsack a excerpt from Workig Paper 189, Wellesley College Ceter for Research o Wome, 1988. For Joshua: A Ojibway Father Teaches his So. Wagamese, Richard. Toroto, ON: Doubleday Caada, 2002: 51-55. ISBN 0-385-25712-0 Native Voices. Aheakew, et al (Eds.). Toroto, ON: McGraw-Hill Ryerso Limited, 1993. ISBN 0-07-551448-6 The Idia i the Cupboard. Baks, Lye Reid. Toroto, ON: Avo, 1981. ISBN 999261417X The Last of the Mohicas. Cooper, James Feimore. New York, NY: Pegui Classics, origially prited 1826, Dover Publicatios, 2003. ISBN 0486426785 Little Big Ma. Berger, Thomas. Dial Press, 1989. ISBN 0385298293 The Fecepost Chroicles. Kisella, W.P., Harper Collis, 1986. ISBN 0002231182 a p p e d i x F : r e c o m m e d e d L e a r i g r e s o u c e s y 3
The Collected Writigs of Louis Riel. Staley, George F. Uiversity of Alberta Press, 1985. ISBN 0888640919 Louis David Riel: Prophet of the New World. Flaaga, Thomas. Goodread Biography, 1983. ISBN 0887801188 The Métis of the Caadia West. Giraud, Marcel. The Uiversity of Alberta Press, 1986. ISBN 0803221258 Cluster 2: a profoud ambivalece: First atios, Métis, ad iuit relatios with Govermet Le 2.1: settig the stage: ecoomics ad politics Crossroads of the Cotiet: A History of the Forks of the Red ad Assiiboie Rivers. Huck, Barbara (Ed.). Wiipeg, MB: Heartlad Associates, Ic., 2003. ISBN 1896150349 Le 2.2: as Log as the rivers Flow: the umbered treaties Bouty ad Beevolece: A History of Saskatchewa Treaties. Ray, Arthur J., Miller, Jim, ad Frak Tough. Motreal ad Kigsto: McGill-Quee s Uiversity Press, 2000. ISBN 0-7735-2060-0 Legacy: Idia Treaty Relatioships. Price, Richard T. Calgary, AB: Plais Publishig Ic. School of Native Studies. Uiversity of Alberta, 1991. ISBN 0-92085-31-9 Teachig Treaties i the Classroom. The Office of the Treaty Commissioer i Partership with Federatio of Saskatchewa Idia Natios, Idia ad Norther Affairs Caada ad Saskatchewa Learig. Two Families: Treaties ad Govermet. Johso, Harold. Saskatoo, SK: Purich Publishig Limited, 2007. IRU 342.08720971 J63 Le 2.3: Legislated discrimiatio: the idia act Lethal Legacy: Curret Native Cotroversies i Caada. Miller, J.R. Toroto, ON: McClellad & Stewart Ltd., 2004. IRU 971.00497 M54 The Ujust Society. Cardial, Harold. Toroto, ON: Douglas ad McItyre, 1999. ISBN 978-1550544831 The Trickster Shift: Humour ad Iroy i Cotemporary Native Art. Rya, Alla J. Vacouver, BC: UBC Press, 1999, p. 177. ISBN 07748-0704-0 Aborigial Cultures i Alberta: Five Hudred Geeratios. Berry, Susa ad Jack Brik. Calgary, AB: The Uiversity of Alberta Press, 2004. ISBN 0778528529 4 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Citizes Plus: Aborigial Peoples ad the Caadia State. Cairs, Ala C. Vacouver, BC: UBC Press, 2000. ISBN 0-7748-0767-9 Le 2.4: o-tee-paym-soo-wuk (the Métis): the people Who ow themselves Louis Riel: A Comic-Strip Biography. Brow, Chester. Motreal, PQ: Draw ad Quarterly, 2004. ISBN 1894937899 May Teder Ties: Wome i Fur-Trade Society 1670-1870. Va Kirk, Sylvia. Toroto, ON: Watso & Dwyer Publishig, 1980, ew format 1999. ISBN 1-896239-51-x Stragers i Blood: Fur Trade Compay Families i Idia Coutry. Brow, Jeifer S.H. Vacouver, BC: Uiversity of British Columbia, 1980. ISBN 0-7748-0251-0 Maitoba Scrip. Mori, Gail. Wiipeg, MB: Quiti Publicatios, 1996. ISBN 1886560021 Statutory Lad Rights of the Maitoba Metis. Sealey, D. Bruce. Wiipeg, MB: Maitoba Metis Federatio Press, 1975: 28-30. The Battle of Seve Oaks (La Chaso de la Greouillere). Falco, Pierre. Wiipeg, MB: Maitoba Metis Federatio Press, 1975: 28-30. The New Peoples: Beig ad Becomig Métis i North America. Peterso, Jacquelie, ad Jeifer S.H. Brow (Eds.). Wiipeg, MB: Uiversity of Maitoba Press, 1985. ISBN 0887556175 Le 2.5: Moder treaties ad self-govermet Dee Natio: The Coloy Withi. Watkis, Mel (Ed.). Toroto, ON: Uiversity of Toroto Press, 1977. ISBN 0-8020-6315-2 No Reservatios. Gordo, Katherie. Caadia Geographic (April 2008): 48-62. Aborigial Studies 30: Cotemporary Issues. Kaiai Board of Educatio, Metis Natio of Alberta, Northlad School Divisio, Tribal Chiefs Istitute of Treaty Six. Calgary, AB: Duval House Publishig, 2004. ISBN 9781552206058 Citizes Plus: Aborigial Peoples ad the Caadia State. Cairs, Ala C. Vacouver, BC: UBC Press, 2000. ISBN 0-7748-0767-9 a p p e d i x F : r e c o m m e d e d L e a r i g r e s o u c e s y 5
Cluster 3: toward a Just society Le 3.1: educatio Sharig Our Success: Case Studies i Aborigial Schoolig. Bell, David. Kelowa, BC: Society for the Advacemet of Excellece i Educatio, 2004. ISBN 0-9734046-3-9 Sharig Our Success: More Case Studies i Aborigial Schoolig. Fulford, George. Kelowa, BC: Society for the Advacemet of Excellece i Educatio, 2007. ISBN 0-9737755-8-7 Le 3.2: Health: Livig i Balace Aborigial People i Maitoba. Hallet, Bruce, ad Maitoba Aborigial ad Norther Affairs. Wiipeg, MB: Maitoba Aborigial ad Norther Affairs, 2006. IRU 971.2700497 A26 Le 3.3: Justice CBC-TV News i Review. Resource Guide. October 1991. Brue, Nick, ad Rob Fischer. Toroto, ON: Caadia Broadcastig Corporatio, 1991. Osbore, Hele Betty, 1952-1971 Harper, Joh Joseph, 1951-1988 Discrimiatio i crimial justice admiistratio Maitoba Maitoba. Public Iquiry ito the Admiistratio of Justice ad Aborigial People Idias of North America legal status, laws, etc. Aborigial People i Maitoba. Hallet, Bruce, ad Maitoba Aborigial ad Norther Affairs. Wiipeg, MB: Maitoba Aborigial ad Norther Affairs, 2006. IRU 971.2700497 A26 Le 3.4: ecoomic ad resource developmet: Wîcehtowi The agreemet betwee the Fox Lake First Natio as represeted by Chief ad Coucil ( Fox Lake ) ad Her Majesty the Quee i Right of the provice of Maitoba as represeted by the miister of Aborigial ad Norther Affairs ("Maitoba") ad the Maitoba Hydro-Electric Board ( Hydro ). Fox Lake First Natio ad Maitoba Hydro ad Maitoba Departmet of Aborigial ad Norther Affairs. Wiipeg, MB: Maitoba Hydro, 2004. Aborigial People i Maitoba. Hallet, Bruce, ad Maitoba Aborigial ad Norther Affairs. Wiipeg, MB: Maitoba Aborigial ad Norther Affairs, 2006. IRU 971.2700497 A26 6 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
Cluster 4: idigeous peoples of the World Le 4.1: oe World Reclaimig Idigeous Voice ad Visio. Battiste, Marie (Ed.). Vacouver, BC: UBC Press, 2000. ISBN 0-7748-0746-6 The NESA Activities Hadbook for Native ad Multicultural Classrooms. Compiled by Sawyer, Do, ad Howard Gree. Vacouver, BC: Tillacum Library, 1984. ISBN 0-88978-184-1 The NESA Activities Hadbook for Native ad Multicultural Classrooms: Volume Three. Compiled by Sawyer, Do, ad Waye Ludberg. Vacouver, BC: Tillacum Library, 1993. ISBN 0-88978-263-6 a p p e d i x F : r e c o m m e d e d L e a r i g r e s o u c e s y 7
8 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
G r a d e 1 2 C u r r e t t o p i C s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s Bibliography
B i B l i o G r a p h y Abbott, Larry. A Time of Visios: Cotemporary America Idia Art ad Artists. Orwell, VT: Larry Abbott, 1995. Aborigial Educatio Directorate, Maitoba Educatio/Maitoba Advaced Educatio ad Literacy; ad Aborigial Affairs Secretariat, Maitoba Aborigial ad Norther Affairs. Aborigial Orgaizatios i Maitoba: A Directory of Groups ad Programs Orgaized by or for First Natios, Iuit ad Métis People, 2011 / 2013. Aborigial Educatio Directorate ad Aborigial Friedship Committee, Fort Garry Uited Church, Wiipeg, Maitoba, (Eds.). Wiipeg, MB: Aborigial Friedship Committee, Fort Garry Uited Church, 2011. Available olie at <www.edu.gov.mb.ca/aed/publicatios/pdf/ab_orgaizatios.pdf>. Aheakew, Freda, Breda Gardipy, ad Barbara Lafod (Eds.). The Issues Collectio: Native Voices. Toroto, ON: McGraw-Hill Ryerso Ltd., 1993. Alberta Educatio. Our Words, Our Ways: Teachig First Natios, Métis, ad Iuit Learers. Edmoto, AB: Aborigial Services Brach ad Learig ad Teachig Resources Brach, Alberta Educatio, 2005. Available olie at <www.educatio.gov.ab.ca/k_12/curriculum/ourwords.asp>. Baks, Lye Reid. The Idia i the Cupboard. New York, NY: Avo, 1981. Barkwell, Lawrece J. The Battle of Seve Oaks. From Virtual Museum of Métis History ad Culture. Louis Riel Istitute, 2007. Available olie at <www.métismuseum.ca/resource.php/07231>. Barkwell, Lawrece, ad Ed Swai. Cotributios Made by Metis People. From Metis Legacy, Barkwell, Lawrece J., Leah Doria, ad Darre R. Préfotaie (Eds). Pemmica Publicatios Ic., 2001: 1-3. Battiste, Marie (Ed.). Reclaimig Idigeous Voice ad Visio. Vacouver, BC: UBC Press, 2000. Bell, David. Sharig Our Success: Te Case Studies i Aborigial Schoolig. Kelowa, BC: Society for the Advacemet of Excellece i Educatio, 2004. Berry, Susa, ad Jack Brik. Aborigial Cultures i Alberta: Five Hudred Geeratios. Edmoto, AB: Uiversity of Alberta Press, 2004. Briziski, Peggy. Kots i a Strig. Uiversity Extesio Press, Extesio Divisio. Saskatoo, SK: Uiversity of Saskatchewa, 1993: 84. Brow, Chester. Louis Riel: A Comic-Strip Biography. Motreal, PQ: Draw ad Quarterly, 2004. Brow, Jeifer S.H. Stragers i Blood: Fur Trade Compay Families i Idia Coutry. Vacouver, BC: Uiversity of British Columbia, 1980. B i b l i o g r a p h y 3
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Gjerstad, Ole, ad Marti Kreelak. Amarok's Sog: Jourey to Nuavut. Natioal Film Board of Caada ad the Iuit Broadcastig Corporatio, Words & Pictures Video 2745054 Caada Ic., 1998. Keeper, Joy, ad Natioal Film Board of Caada. Hollow Water. Natioal Film Board of Caada, 2000. Laceley, A. I was bor here... i Ste. Madeleie. Saskatchewa Music Educators Associatio, Brado Productio House Ic. [distributor], 1991. Maitoba First Natios Educatio Resource Cetre. Sagkeeg Treaty 1. Stogfrot.TV, 2006. Sayisi Deé Treaty 5. Stogfrot.TV, 2004. McDoald, Bob. Water Uder Fire: A Natioal Perspective. Gallat Productios ad Filmwest Associates, 2005. Meeches, Lisa, ad Do Burstick. Aborigial Humour. From The Sharig Circle, Seaso 13. Alterate title: What's so fuy i Idia coutry? Meeches Video Productios, Ic., 2004. Meeches, Lisa, ad Ted Nola. Treaties. Meeches Video Productios, Ic., 2003. Meeches, Lisa. Did You Kow? From The Sharig Circle. Seaso 16. Meeches Video Productios, Ic., 2008.. Not Just Beads ad Moccasis From The Sharig Circle. Seaso 15. Meeches Video Productios, Ic., 2006.. Aborigial Healig. Meeches Video Productios, Ic., 2004.. Log Road, Full Circle. Meeches Video Productios, Ic., 2004.. Restorig the Sacred. Meeches Video Productios, Ic., 2005.. Through the Eyes of Elders. From The Sharig Circle. Meeches Video Productios, Ic., 2003.. Toxic Homes. Meeches Video Productios, Ic., 2006.. Urba Reserves: Success i the City. Meeches Video Productios, Ic., 2006. Meard, Adrea. Two Worlds Collidig. Natioal Film Board of Caada, 2004. Nash, Kowlto, ad CBC-TV. CBC News i Review (October 1991). Caadia Broadcastig Corporatio, 1991.. CBC News i Review [September 1991]. Caadia Broadcastig Corporatio, 1991. Natioal Film Board of Caada. The Other Side of the Ledger: A Idia View of the Hudso's Bay Compay. Natioal Film Board of Caada, 1972.. Voices of Experiece, Voices for Chage, Part 1. Natioal Film Board of Caada, 1993. B i b l i o g r a p h y 9
. No Turig Back: The Royal Commissio o Aborigial Peoples. Natioal Film Board of Caada, 1993. Native Broadcastig ad Filmwest Associates. Miig i Idia Coutry. Native Broadcastig ad Filmwest Associates, 1997. Obamsawi, Alais (Producer ad Director). Kaehsatake. Natioal Film Board of Caada. Natioal Film Board of Caada, 1993. Obamsawi, Alais. Our Natiohood. Natioal Film Board of Caada, 2003. Paul, Lawrece. Yuxweluptu: Ma of Masks. Natioal Film Board of Caada, 1998. Petrie, A, et al. The Re-Trial of Louis Riel, Part 2: the Métis. CBC Newsworld, 2002. Pollack, Sydey (Director). Jeremiah Johso. Warer Brothers, 1972. Pritchett, Harry. Arctic Rush. Caadia Broadcastig Corporatio ad Discovery Productios, Ic. Caadia Broadcastig Corporatio, 2006. Sampi, Everly, et al. Rabbit Proof Fece. Noyce, Phillip (Director). Alliace Atlatis, 2002. Sadiford, Mark, ad Zebedee Nugak. Qalluaat! Why White People are Fuy. Beachwalker Films ad The Natioal Film Board of Caada, 2006. Taylor, Drew Hayde. Redskis, Tricksters ad Puppy Stew. Motreal, PQ: Natioal Film Board of Caada, 2000. Thiele, Noree. Assu of Cape Mudge. Victoria, BC: Chiaro Productios Ic. ad Movig Images Distributio, 2005.. Dio of the Kehewi. Victoria, BC: Chiaro Productios Ic. ad Movig Images Distributio, 2004. Trujillo, Raoul. First Scietists. Discovery Chael ad Magic Later Commuicatios Ltd., 2003. Whitford, Bria. The Gift of Diabetes. Natioal Film Board of Caada, 2005. audio Logbottom, Ted, ad Greg Prude. River Road. 2002. Logbottom. Icidet at Seve Oaks. Logbottom (compact disc), Theodore B. Logbottom Ic., 1997. Logbottom. Bell of Batoche. River Road (compact disc), Theodore B. Logbottom Ic., 2005. 10 G r a d e 1 2 C u r r e t t o p i c s i F i r s t a t i o s, M é t i s, a d i u i t s t u d i e s
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