Course Profile Aboriginal Peoples in
Canada, Grade 10, Open, Public
Unit 1: Views of Nationhood, 1900
Time: 15 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity
6 | Activity 7
In 1900, Aboriginal peoples and Canadians had different concepts of what constituted a nation. In this unit, students will examine these differing perspectives in order to understand fundamental beliefs which underpin nationhood. Self-directed study, small group collaboration and participation in class discussions, will enable students to do the following: examine the characteristics of nationhood, identify aspects of Aboriginal identity, and focus on key events and issues that have influenced the description of Aboriginal Nations and the Canadian nation by 1900. Students will continue to expand their skills of historical inquiry through the learning activities in this unit.
Strand(s): Identity, Sovereignty, Relationships, Challenges, Methods of Historical Inquiry
IDV.01 - describe the characteristics of nationhood;
IDV.03 - explain how Canadian government policies have affected Aboriginal identity in the twentieth century;
RSV.02 - identify the factors responsible for the development of relationships among Aboriginal peoples and between Aboriginal peoples and other groups, organizations or nations;
STV.01 - identify historic and contemporary events affecting the self-determination of Aboriginal peoples;
STV.02 - demonstrate understanding of the structures and decision-making processes of Aboriginal governments and levels of government in Canada;
STV.03 - explain how sovereign governments make laws and exercise jurisdiction concerning their citizens, lands, and resources;
STV.04 - describe the basic values that underlie Aboriginal and Canadian political and legal systems;
CHV.01 - describe the challenges that social, economic, and political renewal pose for Aboriginal and other communities throughout Canada;
MIV.01 - research and explain historical topics and issues related to Aboriginal peoples;
MIV.02 - research and describe relevant information about Native studies using a variety of sources of information.
ID1.01 - compare the characteristics of different Aboriginal cultures in Canada;
ID1.03 - explain the significance of symbols that Aboriginal peoples use (e.g., eagle feather, wampum belt, covenant chain, Metis sash, Inuit amulet pouch);
ID2.01 - identify significant events and issues that have had an impact on Aboriginal peoples and their communities (e.g., the introduction of European, Asian, and African diseases such as tuberculosis and HIV; residential schools; the relocation of Inuit communities in the high Arctic);
ID2.02 - describe the key aspects of the Indian Act and the impact that it has on the lives of Aboriginal peoples;
ID2.04 - identify social, economic, and political issues within Aboriginal communities in relation to Canadian government policies;
ID4.01 - use correctly terms related to the discussion of Aboriginal identity (e.g., culture, assimilation, Indian Act, Metis, Inuit);
ID4.02 - identify sources of information on the efforts made by Aboriginal peoples to define and express their identity within Canada during the twentieth century;
ID4.04 - assess conflicting viewpoints about an Aboriginal identity which is distinct within Canada;
ID4.05 - describe the results of research on topics related to Aboriginal identity;
RS1.01 - identify different points of view concerning a Canadian treaty negotiated between Indians and the government;
RS4.01 - use correctly terms related to the discussion of relationships involving Aboriginal peoples (e.g., treaty, enfranchisement, alliance, reconciliation);
RS4.05 - explain relationships cultivated by Aboriginal nations in Canada;
ST1.01 - demonstrate understanding of the importance of self-determination to the lives of Aboriginal peoples;
ST1.02 - describe the sources of authority for traditional and contemporary Aboriginal governments;
ST2.02 - demonstrate how Aboriginal peoples develop forms of governance within communities (e.g., within the Sechelt community (Bill C-43, 1986), Nunavut territory, Six Nations);
ST4.01 - use correctly terms related to the discussion of Aboriginal sovereignty (e.g., sovereignty, self-determination, jurisdiction);
ST4.02 - describe, chronologically or thematically, events in which Aboriginal peoples have attempted to exercise their sovereignty;
ST4.03 - assess different points of view concerning the existence of Aboriginal sovereignty within the Canadian nation;
CH1.03 - identify ways in which Aboriginal leaders, healers, and elders have responded to change;
CH4.05 - explain how Aboriginal nations have attempted to adapt to changing circumstances;
MI1.01 - use correctly terms related to historical organization and inquiry (e.g., chronology, cause and effect, short- and long-term consequences, interpretation);
MI1.02 - use who, what, where, when, why, and how questions to describe and analyse historical topics and issues;
MI2.01 - identify information about Native studies, using the school library/resource centre, community and government resources, computer databases, computer-stored information, and the Internet;
MI2.02 - record and organize information using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind-maps;
MI3.02 - distinguish between primary and secondary sources of information and use both appropriately in historical research;
MI3.03 - distinguish between fact and inference in primary and secondary sources (e.g., artifacts, visuals, written documents);
MI5.03 - demonstrate the ability to express ideas and arguments in a coherent, comprehensible manner during discussions and debates or in reports and graphic displays;
MI5.04 - demonstrate understanding of historical events through simulations or role plays.
|
Activity 1 |
Defining Nationhood |
90 minutes |
|
Activity 2 |
Locating Nations within a Nation |
90 minutes |
|
Activity 3 |
The Characteristics of Nationhood |
120 minutes |
|
Activity 4 |
A Nation Faces Crisis: A Simulation |
120 minutes |
|
Activity 5 |
Key Events that Shaped the Nation |
120 minutes |
|
Activity 6 |
Treaty Case Study: Researching the Topic |
180 minutes |
|
Activity 7 |
Treaty Case Study: Presentation |
180 minutes |
· This unit builds upon concepts and skills developed in the Ontario Curriculum, History and Geography: Grades 7 and 8, where expectations relating to how Aboriginal peoples viewed the expansion of the new Canadian nation, the impact of the Indian Act on Aboriginal peoples, and the methods of historical inquiry, are addressed. Students will also use communication skills addressed in English: Grades 9 and 10, as well as knowledge about the regional distribution of Aboriginal nations within Canada, which is examined in Canadian and World Studies: Geography of Canada, Grade 9. Students who have studied Native Studies: Expressing Aboriginal Cultures, Grade 9, will have a greater awareness of Aboriginal heritage and cultural lifeways, which will be of benefit to them in this course.
The following will assist the teachers in their efforts to deliver this unit:
· Given the importance of oral history in Aboriginal tradition and the relatively contemporary historical focus corresponding to this course, it is expected that teachers will utilize local accounts of events discussed in the course whenever possible.
· Prior planning by the teacher is necessary to guarantee availability of resources, the Library/Resource Centre, and materials for student demonstrations, visuals, and performances.
· Teachers should, where possible, consult Aboriginal elders and Aboriginal resources (such as Friendship Centres, Treaty research units within Aboriginal political organizations) when planning the delivery of this unit.
· Review the sequence of activities before embarking on the unit in order to:
· note that concepts, events, and inquiry skills are introduced and developed in sequence within a chronological context;
· develop an understanding as to how the final activity (a student-led performance) is an opportunity for students to apply their knowledge of nationhood and the findings of their research on treaties negotiated by Aboriginal nations.
· In order to meet the time frames advised, it is expected that students will complete some tasks included in the teaching/learning strategies outside of class. Teachers select the specific tasks performed for homework.
· The teacher needs to be conscious about the emotionally charged nature of some issues raised in this unit of study. Topics such as treaty entitlements, the loss of traditional territory/homelands, or the resettlement of some Aboriginal communities need to be treated with sensitivity.
The following strategies appear in the various learning activities featured within this unit study:
· teacher-directed instruction
· brainstorming
· organizers (webs/matrix)
· co-operative learning
· mapping
· timelines
· simulation activity
· murals
· oral presentations
· student-initiated research (accessing resources, processing information)
· role play/dramatization
|
Activity |
Activity |
Method |
Strategy |
Tool |
Purpose |
|
Activity 1 |
Co-operative learning |
Personal communication |
Performance product |
Teacher observation |
Formative |
|
|
|
Concept mapping/web |
Consolidated response |
Organizer (web) |
Formative |
|
Activity 2 |
Map |
Constructed response |
Product |
Rubric |
Formative |
|
Activity 3 |
Organizer (matrix) |
Constructed response |
Product |
Checklist |
Formative |
|
Activity 4 |
Mural |
Performance assessment |
Performance |
Rubric |
Formative |
|
|
Presentation |
Performance assessment |
Product |
Checklist |
Formative |
|
Activity 5 |
Timeline |
Constructed response |
Product |
Checklist |
Formative |
|
Activity 6 |
Research: Accessing information |
Performance assessment |
Performance |
Checklist |
Formative |
|
|
Processing information |
|
|
|
|
|
Activity 7 |
Role play/dramatization |
Performance assessment |
Performance |
Rubric |
Summative |
While resources relating specifically to an activity are cited at the end of each activity, the following resources provide support for teaching and learning in this unit:
Abbot, E., ed. Chronicle of Canada. Montreal: Chronicle Publications, 1990.
Gentileecure, R. Louis, ed. Historical Atlas of Canada, Volume II: The Land Transforms, 1800-1891. Toronto: University of Toronto Press, 1993.
Horizon Canada. Laval, Quebec: Centre for the Study of Teaching Canada, Inc., 1987.
Kerr, D. and W. Holmswork. Historical Atlas of Canada, Volume III: Addressing the Twentieth Century. Toronto: University of Toronto Press, 1987.
Price, R.T. Legacy: Indian Treaty Relationships. Ottawa: Minister of Supply and Services Canada, 1996.
Reed, K. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Report of the Royal Commission on Aboriginal Peoples. Ottawa: Minister of Supply and Services Canada, 1996.
The Canadian Encyclopedia. Edmonton: Hurtig Publishers, 1988.
The Canadian Encyclopedia - Student Edition. Toronto: McClelland and Stewart, 1998.
The Great Peace: The Gathering of Good Minds. Work World.
Canadian Treaties Map
ellesmere:ccm.emr.ca/wwwnais/select/indian/english/html/indian.html
Collecting/Researching Oral
Traditions
pwnhc: learnet.nt.ca/resear/otmn.htm
First National Cultural Areas Map
www.atlas.ccrs.nrcan.gc.ca..projects/atlas/v2/default.htm
Sovereignty of Aboriginal Nations
- Excerpt from 7 Generations: A Mohawk History Text
www-schoolnet.ca/aboriginal/7gen/index-e-html
Treaty Texts
www.bloorstreet.com/300block/aborcan.htm
Time: 90 minutes
In this activity students are introduced to the overall conceptual framework of the course: Nationhood. From brainstorming in class, to more focussed discussion in groups, students will create a concept map on Nationhood. Groups will then report back to the entire class.
Strand(s): Identity, Sovereignty, Methods of Historical Inquiry
Overall Expectations
IDV.01 - describe the characteristics of nationhood;
STV.04 - describe the basic values that underlie Aboriginal and Canadian political and legal systems;
STV.03 - explain how sovereign governments make laws and exercise jurisdictions concerning their citizens, lands, and resources.
Specific Expectations
ST2.01 - describe various ways of exercising autonomy (e.g., defining territorial boundaries, defining the criteria for citizenship) used by Aboriginal peoples and the government of Canada;
MI2.01 - record and organize information using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind-maps;
MI5.03 - demonstrate the ability to express ideas and arguments in a coherent, comprehensible manner during discussions and debates or in reports and graphic displays.
Teachers should:
· familiarize themselves with the basic understanding of Aboriginal and Canadian nationhood around 1900 (e.g., Aboriginal nations existed for centuries in the Americas whereas Canada was a developing nation.) This familiarization should include recognition of the global trend of imperialism and its manifestation in Canada through the Canadian government’s efforts to annex lands within the western interior. According to Owram (1980), the creation of a western “colony” was to be the foundation of Canada’s “empire”. It is important that teachers establish with their students this context, and how these imperial aspirations translated into the creation of policies that impacted Aboriginal peoples;
· be sensitive to differences and not make judgments based on Western European criteria such as progress, power, and statism (e.g., Aboriginal nations are founded on spiritual beliefs whereas other nations may be founded on economic and military power.);
· be aware of the diversity of the Aboriginal and Canadian concepts of nationhood.
Teachers:
· prepare to ask in-class questions which will result in criteria for an organizer;
· arrange small groups (from three to five students) in accordance with activity and class size;
· prepare fact-gathering sheets for group use in generating a list;
· prepare sheets on different types of class presentations and criteria for assessing these presentations/reports;
· contact local Native Friendship centres for elders or Aboriginal resource persons as speakers.
· Students should have an understanding from their elementary school and Grade 9 experiences of how to create/use concept maps, to listen actively, to operate collaboratively and productively in groups, and to communicate effectively to the class.
1. The teacher will present and explain the overall nature of the course, introducing the concept of nationhood as the pervasive idea from 1900 to the present. Reference will be made to expectations and the use of strands in the course.
2. In keeping with the oral tradition of learning in Native cultures, the teacher will demonstrate direct instruction, co-operative learning in groups, and self-guided learning in class. Students will form groups and from their constructed responses concerning what are the characteristics of a nation will create a concept map for class perusal.
3. The teacher will reconvene the entire class so that each group can present findings for class consideration. Students will refer to their concept maps, using separate marker colours to identify Euro-Canadian traits of nationhood, Aboriginal traits of nationhood, and relevant significant differences.
4. The teacher will summarize the groups’ findings on characteristics of a nation of Aboriginal peoples and Canadians. Use this opportunity to emphasize a defining characteristic for some Aboriginal nations, i.e., the influential role which women have within their community (e.g., clan mothers within Iroquoian society).
· The teacher will formatively assess students’ teamwork skills evidenced in their groups. This assessment will be informal and discussed with the class so as to acquaint them with the criteria of teamwork skills assessment.
· Each group’s oral report (findings) will be formatively peer and teacher assessed, based on knowledge, thinking/inquiry skills, and communication skills. The report will indicate:
· characteristics of nationhood;
· basic values that underlie Aboriginal and Canadian political systems;
· nation’s notion of land and resources;
· evidence of having organized information using concept webs/mind maps;
· communication with and response to the class in the course of the discussion.
· The student-constructed concept map indicating the basic elements of nationhood will allow the teacher to make a summative assessment as well as a formative assessment for later activities.
· The assessment tool for the identity strand will be a student-constructed concept map which will indicate the basic elements of nationhood.
· Provide instruction of techniques appropriate to content area reading (e.g., skimming, scanning, and studying).
· Use visual/spatial representations (e.g., concept mapping) of events or concepts where appropriate.
· Allow flexibility of demonstration for gifted students in place of pencil and paper assessments (e.g., collage or poster).
Alfred, T. Peace, Righteousness: An Indigenous Manifesto. Don Mills: Oxford University Press, 1999.
Berger, C. The Sense of Power: Studies in the Ideas of Canadian Imperialism. Toronto: University of Toronto Press, 1980.
Owram, D. Promise of Eden: The Canadian Expansionist Movement and the Idea of the West. Toronto: University of Toronto Press, 1980.
Reed, K. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Computer/Multimedia
CD The Great Peace with Teacher’s Guide.
Sovereignty of Aboriginal Nations
www.schoolnet.ca/aborigina./7gen/index-e-htm
Time: 90 minutes
Students will complete and label an outline map of Canada showing the location of Aboriginal peoples within Canada. From the information gathered, student groups will be given maps of British Columbia, the Prairies, Quebec, the Maritimes, and the Yukon and Northwest Territories. Each group will record on their maps specific areas occupied by First Nations and identify whether or not the region has a treaty with the Crown. Students will also identify the major CPR railroad route, and major cities and trading centres, if applicable to their region. Reserve locations could be included if applicable. A brief timeline, 1867-1900, will be developed.
Strand(s): Identity, Sovereignty, Methods of Historical Inquiry
Overall Expectations
IDV.01 - describe the characteristics of nationhood.
Specific Expectations
ST2.01 - describe the various ways of exercising autonomy (e.g., defining territorial boundaries, defining criteria for citizenship) used by Aboriginal peoples and the government of Canada;
ID4.01 - use correctly terms related to the discussion of Aboriginal identify (e.g. culture assimilation, Indian Act, Metis, Inuit);
MI2.02 - record and organize information using notes, lists, concept webs, timelines, organizers, charts, maps, graphs and mind-maps;
MI5.01 - demonstrate the ability to make reasoned generalizations or appropriate predictions based on research.
· Teachers will provide an outline map of Canada for each student and an overhead map showing cultural groupings of Aboriginal peoples in Canada. Regional maps will be needed for specific groups of students. An historical atlas or a map showing treaty regions and a Canadian atlas would be useful resources.
· Students will be utilizing geographic skills previously attained in the Grade 9 Geography of Canada course. Students will be required to follow a sequence of instructions and subsequently build upon knowledge and application of skills and concepts. Students will also draw upon their knowledge of chronology from Grade 8 History.
1. On an outline map of Canada, students will identify and label the boundaries of Canada’s original four provinces, as well as Manitoba (1870), British Columbia (1871), and PEI (1873).
2. Students will locate and label the major cultural and tribal groups of Aboriginal people across all of Canada and Hudson Bay territory.
3. Students could respond to the questions:
a) What factors exist to make Canada a nation?
b) What supports does a nation require to exert control over its territory?
c) What conflicts could occur if a nation wants to expand or defend its existing territory?
d) How many groups or nations share the territory of Canada in 1900?
e) Who are neighboring nations who may wish to acquire Canada’s somewhat empty territory?
f) Why would Aboriginal nations act to ensure control over their existing territory?
4. From answers and issues raised from the above questions, a note or organizer could be constructed.
5. Students will locate areas covered by treaty on their map, up to the year 1900, and compare the size and locations of treaty regions and non-treaty regions of Canada.
6. Students could label route of CPR and major cities and trading centres.
7. In groups, students could complete regional maps that detail information of cultural groups, treaty areas, population centres and the resource base for inhabitants.
· Ensure criteria for map completion has occurred.
· An organizer could be used to record information and ideas from the six questions.
· Areas where treaties exist and where they do not exist could be reinforced.
· Prepare a clear organizer for students to complete.
· Provide maps with boundaries already identified. Students will need to label regions and cultural groups of Aboriginal peoples inhabiting regions.
· Develop a local community focus, instead of a Canada-wide focus.
Cruxton, J.B. and W.D. Wilson. Spotlight Canada. Don Mills: Oxford University Press, 1988.
Gentileecore, R. Historical Atlas of Canada - Volume II: The Land Transforms, 1800-1891. Toronto: University of Toronto Press, 1993.
Matthews, G. Nelson Atlas of Canada. Toronto: Nelson Canada Ltd., 1984.
Reed, K. Aboriginal Peoples:
Building for the Future. Don Mills: Oxford University Press: 1999,
pp. 7, 38.
Report of the Royal Commission on Aboriginal Peoples (RCAP), Vol. 1, Looking Forward. Looking Back, p. 12.
Time: 120 minutes
Building on the map exercise and brainstorming questions previously posed in Activity 2, students will explore the focus question, What are characteristics of nationhood/of a nation? They can apply this question to criteria exhibited by specific cultural groups of Aboriginal peoples, as well as to the nation Canada as it existed in 1900. Regional issues, cultural traits, laws and customs, symbols, authority, and leadership can be explored. Students will formulate conclusions about the concept of nationhood and the relative strengths and weaknesses that nations may exhibit at particular periods in history.
Strand(s): Identity, Sovereignty, Methods of Historical Inquiry
Overall Expectations
IDV.01 - describe the characteristics of nationhood;
STV.02 - demonstrate understanding of the structure and decision-making processes of Aboriginal governments and levels of government in Canada;
STV.04 - describe the basic values that underlie Aboriginal political and legal systems;
MIV.01 - research and explain historical topics and issues related to Aboriginal peoples;
MIV.02 - research and describe relevant information about Native studies, using a variety of sources of information.
Specific Expectations
ID1.01 - compare the characteristics of different Aboriginal cultures in Canada;
ID1.03 - explain the significance of symbols that Aboriginal people use (e.g., eagle feather, wampum belt, covenant chain, Metis sash, Inuit amulet pouch);
ID4.01 - use terms related to the discussion of Aboriginal identity correctly (e.g., culture, assimilation, Indian Act, Metis, Inuit);
ID4.05 - describe the results of research on topics relating to Aboriginal identity;
ST1.02 - describe the sources of authority for traditional and contemporary Aboriginal governments;
ST2.02 - demonstrate how Aboriginal peoples develop forms of governance within communities (e.g., Six Nations);
MI2.02 - record and organize information using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind-maps;
MI4.04 - make conclusions that are based on adequate and relevant supporting evidence;
MI5.03 - demonstrate the ability to express ideas and arguments in a coherent, comprehensible manner during discussions and debates or in reports and graphing displays.
· Teachers may wish to focus on the characteristics of regional/local First Nations in order to raise the issue of What are the characteristics of a nation? An organizer that explores leadership, customs, laws, social, cultural, political, and economic characteristics needs to be developed with students. A comparative study of an Aboriginal nation, or nations, with the Canadian nation will occur. How nations accommodate one another’s claims on nationhood is an important concept which requires careful development throughout this lesson.
· Review of location of Aboriginal nations within Canada’s overall territory is necessary. The historic development of Canada to 1900 could briefly be reviewed so that federal, provincial, and territorial jurisdictions could be outlined, along with treaty and non-treaty regions within these various jurisdictions. A specific regional focus may provide local reference for students in communities in Ontario, as a case study approach may be a desirable method to use. Concepts then could be applied to other regions and a comparative analysis could result depending on student interest, awareness, and sources.
1. Students should identify a particular Aboriginal nation in Ontario. Examples could be Cree, Algonquin, Ojibway, Anisnabe, Iroquois, or Chippewa First Nations.
2. Qualities and characteristics that make one Aboriginal nation distinct and sovereign in their territory need to be identified. Extend an invitation to an Aboriginal elder and/or council member from a local First Nation to share their ideas about this topic.
3. The teacher needs to develop an organizer, with students, which explores location, social, cultural, political, and economic characteristics and historic roots of one Aboriginal nation.
4. Leadership, clan structure, traditions, laws, significant spiritual practices, language, tradition, and territorial boundaries may be explored as ways of defining nationhood.
5. Limits or restrictions on freedoms within nations need to be explored. The notion of laws and customs and how they are observed within a nation to maintain harmony and balance within communities will be explored.
6. Canada’s laws and practices to ensure peace, order, and good government at the turn of the 20th century need to be analysed from a general perspective.
7. Symbols of nationhood and power will be identified.
8. Students can develop a comparative note or chart which highlights key assumptions, support structures and powers within Aboriginal nations, and compare these to the assumptions, support structures and powers of the Canadian nation of 1900.
· Use verbal feedback to clarify understanding of how Aboriginal nations traditionally assumed governance over their territorial lands.
· Develop an organizer which summarizes key characteristics of nationhood.
· Apply descriptions, terms, and practices of Aboriginal nations, and the Canadian nation, to the organizer.
· Compare practices and beliefs of nations within defined territorial boundaries.
· Videos could be used to illustrate customs and practices of Aboriginal peoples (e.g., the Cree hunters of Mistassini, NFB).
· Worksheets with previously defined headings could be used to direct student focus.
· Symbols of nations could be presented for classes to discuss their meaning and importance (e.g., clan symbols, flags, creed From Sea to Sea).
Cruxton, J.B. and W.D. Wilson. Spotlight Canada. Don Mills: Oxford University Press, 1988.
Report of the Royal Commission on Aboriginal Peoples (RCAP), Vol. 1, Looking Forward. Looking Back, pp. 32-44.
Fumoleau, R. As Long as This Land Shall Last. Toronto: McClelland and Stewart, 1984.
Reed, K. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999, Chapters 3, 6, 8, pp. 10-13, 18-20, 22-24.
Video
The Cree Hunters of Mistassini. Ottawa: National Film Board, 1974.
Time: 120 minutes
In this activity students will work in co-operative groups to develop a mural which highlights various aspects of a group-invented, fictitious nation. Each group will do a short presentation which celebrates and describes their nation. Following this, students will consider, as a co-operative group, and in teacher-directed discussion, the impact of various crises on their fictitious nation. As an individual formative assessment, students will complete a journal entry describing the impact of these crises from the perspective of a individual member of that nation. Finally, by drawing parallels between the aforementioned simulation and actual historical events, students will come to both a cognitive and affective understanding of the impact of events on Aboriginal nations and how this may have affected the state of Aboriginal nations during the treaty making period of Canadian history.
Strand(s): Identity, Relationships and Challenges
Overall Expectations
IDV.01 - describe the characteristics of nationhood;
RSV.01 - describe different types of relationships that Aboriginal peoples have established with Canada;
CHV.01 - describe the challenges that social, economic, and political renewal pose for Aboriginal and other communities throughout Canada.
Specific Expectations
ID1.02 - demonstrate understanding of the experience of Aboriginal peoples in 20th century Canadian history;
ID2.01 - identify significant events and issues that have had an impact on Aboriginal peoples and their communities;
MI5.04 - demonstrate understanding of historical events throughout simulations or role plays.
· Co-operative group skills are an important element of the learning strategies proposed for this activity. Assessing student prior learning with respect to co-operative group-learning processes is important. Classes with little experience in this methodology can be expected to take more time to reach the learning expectations than other groups. It is suggested that the assessment rubrics proposed for the different parts of this activity be shared with the students prior to initiation of the activity. The teacher should be aware, prior to initiating this activity, that a simulation, by design, is intended to reach students at an affective as well as a cognitive level. The activity, as well as the assessment, is intended to stimulate both critical analysis and empathetic understanding.
· Students should have a cursory knowledge of the characteristics of nationhood. For the purposes of this activity, it would suffice if students considered a nation as a society of people who co-operate together at some level.
1. Begin the mural activity by engaging the students in a brief teacher-directed, whole class discussion on the following: how a society is composed of various interlocking roles and responsibilities, how these levels contribute to the integrity of society, and how societies may be characterized as nations.
2. Tell students that you would like them to participate in a simulation activity that involves them splitting into two groups and each group inventing a nation. There will be certain parameters to this creative exercise, namely, the societies/nations created are to be based on the following roles: family unit, healers, teachers, political and religious leaders, and food producers (hunters, farmers). Limit the role differentiation within the invented nation. They are to present the mural to the rest of the class as part of an oral presentation celebrating and describing their nation. Each member of the group must also fill out a role description card which addresses the following: My role in my family, community, nation; Why I am important to my family, community, nation; Things to think about when doing the mural: history, and achievements, architecture and arts, people at work and play, food and clothing, landscapes and natural beauty, etc. Extend an invitation to artists from the local community to visit the classroom, serving as a resource for student questions regarding techniques for layout/design of the mural, etc. This visit might also serve as an opportunity for students to ask questions about career choices in art.
3. Following the presentations have the students, still within their nation groups, read through the Your Nation’s People Face a Series of Crises one-page handout, developed by the teacher, describing a series of calamitous events. Ask the students to imagine that these events have befallen their nation. Have each group consider the potential impact of the events, then hold a classroom discussion utilizing and extending each groups’ observations and thoughts.
4. As a culminating aspect of this simulation activity, have each student complete a collection of journal diary pages that describe how the series of catastrophic events described in the one-page handout might have personally affected them. They should write from the perspective of the role they assumed in Strategy 2 of the simulation. Students should play particular attention to describing causal chains of events, e.g., how disruptions at one level of society affect other levels. What the teacher is trying to stimulate here is student reflection and a high level of affective involvement in the journal activity.
5. The last step in this activity would involve the entire class making historical connections between the student’s simulation activity and the real events with which the many Aboriginal nations of Canada had to deal during the late 19th and early 20th centuries. Students should be led to first consider, then develop, ideas on how the events of this period may have affected an Aboriginal nation’s actions and responses towards other nations, as well as how these events may have affected the various levels of society within the Aboriginal nations.
· A rubric should be developed and used to evaluate the group mural suggested in Strategy 2. This product results in a group mark that is shared. Some possible criteria for the rubric: a) Relationships between different roles in the society are shown, b) Symbols of the nation are shown, c) Culture of the nation is evident (e.g., transportation, agriculture, arts, architecture, religion and values, food, sports, etc.). This formative assessment tool can provide information on the degree to which students understand some of the ideas presented in the earlier activities.
· The Journal diary reflection task mentioned in Strategy 4 is an individual assessment. This product should be evaluated also using a rubric. The criteria for the rubric can be teacher, student or teacher/student developed. Regardless of how the criteria for the evaluation of the product is generated, the criteria should be shared with the students prior to them starting the task. A short paper and pencil quiz could follow Strategy 5. A possible focussing questions for this quiz might be: Assess the extent to which Aboriginal nations were affected by the events which followed and were coincident with European Contact and How did these events affect the Aboriginal nations’ abilities to deal with Canada on a nation to nation basis?
Burlbaw, L. “Add a Teacher-Led Simulation to Your Lecturing Techniques.” The Social Studies, January/February, 1991, pp. 30-31.
Time: 120 minutes
In this lesson sequence students will develop a snapshot awareness of people, places, issues, and events that occurred in Canada from 1876 to 1900. The combined impact of many factors of development had positive and negative impacts on people at the turn of the century. Aboriginal peoples’ relationships to land, to nature, to one another, and to different regions altered considerably with the construction and completion of the CPR, with the defeat of Louis Riel, with the application of the Indian Act and the ongoing negotiation of treaties, and with the population growth due to immigration. Students will develop a timeline and assess the impact of key events upon their own communities and the development of relationships within Canada.
Strand(s): Identity, Methods of History Inquiry
Overall Expectations
IDV.03 - explain how Canadian government politics have affected Aboriginal identity in the 20th century;
MIV.01 - research and explain historical topics and issues relating to Aboriginal peoples.
Specific Expectations
ID2.01 - identify significant events and issues that have had an impact on Aboriginal peoples and their communities (e.g., the introduction of European and Asian diseases, residential schools);
ID2.02 - describe the key aspects of the Indian Act and the impact that it has on the lives of Aboriginal peoples;
ID2.04 - identify social, economic, and political issues with Aboriginal communities in relation to Canadian government policies;
MI1.02 - use who, what, when, why, and how questions to describe and analyse historical topics and issues;
MI2.02 - record and organize information using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps.
· The teacher can build upon the conclusions students reached in the debriefing of the simulation in Activity 4. The students’ observations, applied to an analysis of historical events within Canada from 1885-1900, will clearly establish a framework of understanding for Views Of Nationhood, 1900.
· Understanding of previous content.
· Review of expectations from Canadian and World Studies History, Grade 8, Relating to the Development of Western Canada, and Canada - A Changing Society.
1. Students could develop a personal timeline where they record six to eight significant events that have occurred in their lifetime (approximately 15-16 years).
2. Students could then develop a 15- to 16-year timeline and brainstorm six to eight significant events that have occurred within Canada in their lifetime.
3. A timeline depicting significant events for Aboriginal people in Canada could also be developed for a similar time frame.
4. A timeline for 1876-1901 could be developed using information from a Canadian history text (e.g., completion of CPR, Riel rebellion, execution of Riel, imprisonment of Big Bear and Poundmaker, Treaties 5-8, death of MacDonald, election of Laurier.)
5. A video or filmstrips, depicting both construction of the CPR and the issues surrounding the Riel rebellions, could be viewed.
6. Students could develop notes showing good and bad aspects of :
a) CPR construction and the impact of the railroad;
b) treatment of Metis and Indian leaders of the second Riel rebellion;
c) treaty making and the establishment of reserves in the west;
d) the impact of immigration, establishment of farms, and rural communities in the west.
This activity could be assigned to different groups of students.
7. Students could compare how land value is perceived by traditional Aboriginal peoples, the federal government, the CPR, immigrant farming families, First Nations peoples currently living on reserves, and by Metis people.
8. Key terms from the Indian Act could be introduced (status, non-status, treaty, non-treaty, band, band number, enfranchisement).
9. Students could present their researched findings orally to the class, by group topic, for Activities 6, 7, and 8.
· A checklist for key events on the contemporary Canadian timeline, for the significant Aboriginal events, and the historical timeline could be used.
· Worksheets for video or filmstrips on CPR construction and Louis Riel uprisings could be developed.
· Criteria for group expectations and oral presentations could be defined.
· A quiz on significant events and terms of the Indian Act of 1876 could be administered.
· Local community history for the contemporary and historical time period could be investigated by individual students.
· Comparisons to the Western prairie experience could be made.
Brizinski, Peggy. Knots in a String: An Introduction to Native Studies in Canada, 2nd ed. University Extension Press: University of Saskatchewan, 1993. ISBN 0-88880-294-3
Cruxton, J.B. and W.D. Wilson. Spotlight Canada. Don Mills: Oxford University Press, 1988.
Dion, Joseph. My Tribe The Crees. Calgary: Glenbow Museum and Archives, 1993. ISBN 0919224067
Morrison, R. Bruce and C. Roderick Wilson. Native Peoples: The Canadian Experience, 2nd ed. Toronto: McClelland and Stewart, 1995.
Reed, K. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Royal Commission on Aboriginal Peoples: Looking Forward Looking Back (vol. 1). (See Ch. 9: the Indian Act).
Smith, Melvin. Our Home Or Native Land? Victoria: Crown Western. ISBN 1-55056-3264-5
Video
Filmstrip Kits: Building the CPR/Louis Riel.
Time: 180 minutes
In this activity, students will examine the concept of a treaty. By examining and comparing different treaties, students will become familiar with the concepts and terms related to treaties and treaty-making in Canada prior to 1900.
Strand(s): Identity, Relationships, Sovereignty, Methods of Historical Inquiry
Overall Expectations
IDV.02 - demonstrate understanding of the experiences of Aboriginal peoples in 20th century Canadian history;
RSV.03 - demonstrate understanding that different interpretations exist regarding relationships between Aboriginal peoples and the Crown;
STV.01 - identify historic and contemporary events affecting the self-determination of Aboriginal peoples;
STV.02 - demonstrate understanding of the structures and decision-making processes of Aboriginal governments and levels of government in Canada;
STV.04 - describe the basic values that underlie Aboriginal and Canadian political and legal systems;
MIV.01 - research and explain historical topics and issues related to Aboriginal peoples.
Specific Expectations
ID1.03 - explain the significance of symbols that Aboriginal people use (e.g., eagle feather, wampum belt, covenant chain, Metis sash, Inuit amulet pouch);
ID4.03 - identify, chronologically or thematically, significant events involving Aboriginal peoples to define and express their identity within Canada during the 20th century;
ID4.04 - assess conflicting viewpoints about an Aboriginal identity that is distinct within Canada;
RS4.01 - use terms related to the discussion of relationships involving Aboriginal peoples correctly (e.g., treaty, enfranchisement, alliance, reconciliation);
RS4.03 - identify, chronologically or thematically, significant relationships that existed and still exist among Aboriginal organizations within Canada and between Aboriginal organizations and other groups during the 20th century;
ST1.02 - describe the sources of authority for traditional and contemporary Aboriginal governments;
MI2.02 - record and organize information using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind-maps.
· The teacher should review any information that they are planning to present to students, for example, Treaty Number Three in Morris, The Treaties of Canada with the Indians, 1880, pp. 44-76.
· The teacher should gather and prepare materials required for the class beforehand, e.g., flip chart paper and markers.
· The teacher may also wish to consult pages 52-58 of Indian Treaty Relationships (Price, 1991) or make reference to Aboriginal peoples and the Law – Indian, Metis, and Inuit Rights in Canada (Morse, 1985).
· Collaborative work skills
· Active listening skills
· Brainstorming skills
· Independent work skills
· Creative problem solving
1. Review with students their understanding of the timelines related to the treaty-making period in the Canadian Northwest between 1871 and 1899.
2. Have students read the dialogue between Alexander Morris and the Fort Francis Chiefs during the negotiation of Treaty 3 in 1873, as cited in Morris, The Treaties of Canada with the Indians, 1880, pp. 66-75. Read aloud this transcript of the dialogue using student volunteers to read different parts of the dialogue.
3. Have students respond in their notebooks to the Morris/Chiefs’ dialogue identifying what they feel were key points raised in the negotiations. Opportunities for guided reflection can be provided through stem statements which students can complete. Possible stems include:
· This is about...
· What I really thought was interesting to hear was ...
· What I now realize about the negotiations is ...
4. Ask students to assess whether or not First Nations had compromised their sovereignty by negotiating a treaty with the Crown. Use this question as the basis for reviewing student views about nationhood. (See Activity 1.)
5. In small groups, have students review the terms of different treaties negotiated between 1871 and 1899. Record the main points related to their treaty focus in their notebook.
6. Using the board or flip-chart paper, have each group compare their findings. As a group, identify similarities and differences between this set of treaties (known as the Numbered Treaties). Then the students complete a matrix, comparing the key terms of each treaty, date of the treaty signing, and its significance for First Nations and the Canadian nation.
7. Have students review the timeline for treaty-making during the late 19th century in Canada. Ask students to identify any trends that they see emerging, the cause behind these trends, and its significance.
· Use verbal feedback to clarify student understanding about how Aboriginal people viewed treaties.
· Use an observation checklist to monitor the group discussion related to understanding how treaties were viewed by Aboriginal groups.
· Develop a rubric to evaluate the matrix organizer that will evaluate each student’s understanding.
· Use verbal cues for important ideas in the story and to help students organize notes (e.g., The next important idea is ...).
· Supplement language input with pictures, diagrams, etc., and vice versa.
· Provide a template or structure for responding; provide examples of the expected end product.
· Divide tasks within a group of students according to strengths and abilities.
· Pair students appropriately for reading activities; have them take turns reading or, if necessary, have a better reader read aloud, or make a tape of reading material, while the weaker reader follows along (or provide teacher-made or commercial tapes).
Assembly of First Nations, Report of the National Treaty Gathering In 1995. Ottawa: Assembly of First Nations, 1995.
Bear, G. Treaty Six: For as long as the sun shines, the grass grows, and the rivers flow. Saskatoon: Saskatchewan Indian Cultural College, 1976.
Canada, Indian Act, 1978. Hull: Supply and Services Canada, 1978.
Canada, Indian Act, 1986. Hull: Supply and Services Canada, 1986.
Canada, Treaties of Canada and Aboriginal Peoples. Hull: Supply and Services Canada.
Grand Council Treaty No. 3. Research, What Treaty #3 means today. Kenora: Grand Council Treaty No.3.
Little Bear, L, M. Boldt, and J.A. Long, eds. Pathways to Self-Determination: Canadian Indians and the Canadian State. Toronto: University of Toronto Press.
Miller, C. and P. Chuchryk. Women of the First Nations. Power, Wisdom, and Strength. Winnipeg: The University of Manitoba Press, 1996.
Morse, B., ed. Aboriginal Peoples and the Law - Indian, Metis, and Inuit Rights in Canada. Don Mills: Carleton University Press, 1985.
Morris, A. The Treaties of Canada with the Indians, 1880. Toronto: P.R. Randall, 1862. Reprinted by Coles Canada, 1979.
Opekokew, D. The First Nations. Indian Government and the Canadian Government. Regina: Federation of Saskatchewan Indians, 1980.
Price, R. Indian Treaty Relationships. Edmonton: Plains Publishing Inc., 1991.
Tehanetorens. Wampum Belts. Onchiota: Six Nations Indian Museum, 1976.
Web sites
Treaties on Schoolnet
collections.ic.gc.ca/treaties/code
Treaties – Text
inac.gc.ca/treatdoc/index.html
Treaty 7
treaty7.org/info/info.htm
Treaty 8
treaty8.org/info/info.htm
www.treaty8.com
Time: 180 minutes
This activity will enable students to develop an awareness of the values and perspectives of Aboriginal peoples during the period of treaty negotiation. Students will conduct a role play or re-enactment of a treaty negotiation moment.
Strand(s): Identity, Relationships, Sovereignty
Overall Expectations
IDV.02 - demonstrate understanding of the experiences of Aboriginal peoples in 20th century Canadian history;
RSV.03 - demonstrate understanding that different interpretations exist regarding relationships between Aboriginal peoples and the Crown;
STV.01 - identify historic and contemporary events affecting the self-determination of Aboriginal peoples;
STV.02 - demonstrate understanding of the structures and decision-making processes of Aboriginal governments and levels of government in Canada;
STV.04 - describe the basic values that underlie Aboriginal and Canadian political and legal systems;
MIV.01 - research and explain historical topics and issues related to Aboriginal peoples.
Specific Expectations
ID1.03 - explain the significance of symbols that Aboriginal people use (e.g., eagle feather, wampum belt, covenant chain, Metis sash, Inuit amulet pouch);
ID4.03 - identify, chronologically or thematically, significant events involving Aboriginal peoples to define and express their identity within Canada during the 20th century;
ID4.04 - assess conflicting viewpoints about an Aboriginal identity that is distinct within Canada;
RS4.01 - use terms related to the discussion of relationships involving Aboriginal peoples correctly (e.g., treaty, enfranchisement, alliance, reconciliation);
RS4.03 - identify, chronologically or thematically, significant relationships that existed and still exist among Aboriginal organizations within Canada and between Aboriginal organizations and other groups during the 20th century;
ST1.02 - describe the sources of authority for traditional and contemporary Aboriginal governments;
MI3.02 - distinguish between primary and secondary sources of information and use both appropriately in historical research.
· In this activity students will be expected to read excerpts from the writings of either Alexander Morris or Little Bear, Boldt, and Long. Ensure that these writing pieces are appropriate, given student reading abilities within the class.
· Understanding of basic elements of a treaty
· Understanding of varied cultural groups across Canada
· Interpreting, viewing, and listening skills
1. Students will acquire a general overview about treaties by reading Price (1901), pages 50-51, or Reed (1999), pages 38-39. Students can enhance their understanding by reading J. Tobias, Hard Bargains, and/or reading excerpts from Morris (1880) or Grand Council of the Crees (1998).
2. Review key concepts that seem to be appearing from the readings, for example, the importance of protocol, the power positions of the respective people, the role of the translator or interpreter (the potential power of this position is revealed in the NFB video, Daughters of the Country - Ikwe), respective perspectives held by the participants.
3. Review important considerations for oral presentations to the group, for example, good movement (both in dialogue and physically), voice projection, length of dialogue, and eye contact with the audience.
4. Have students create a draft script for teacher review.
5. Students may put their script into practice by performing the reviewed versions.
6. Debrief with students about their experiences while completing the various roles within the activity.
7. Have students complete a short reflection paper on items such as group process and understanding of the treaty-making period.
· Use verbal feedback to clarify student understanding about the negotiation process associated with treaty-making.
· Use an observation checklist to monitor group discussion and activities related to script writing and performing.
· Develop rubrics to evaluate the play production, script writing, and reflection paper. All of these should demonstrate the student’s understanding of the treaty-making process.
· Use a visual organizer/outline as a reference.
· Provide a template or structure for responding; provide examples of the expected end product.
· Divide tasks within a group of students according to strengths and abilities.
· Substitute oral presentations for written, when possible.
· Provide frequent monitoring, feedback, and reinforcement.
Assembly of First Nations, Report of the National Treaty Gathering In 1995. Ottawa: Assembly of First Nations, 1995.
Bear, G. Treaty Six: For as long as the sun shines, the grass grows, and the rivers flow. Saskatoon: Saskatchewan Indian Cultural College, 1976.
Canada, Indian Act, 1978. Hull: Supply and Services Canada, 1978.
Canada, Indian Act, 1986. Hull: Supply and Services Canada, 1986.
Canada, Treaties of Canada and Aboriginal Peoples. Hull: Supply and Services Canada.
Grand Council Treaty No. 3 Research, What Treaty #3 means today. Kenora: Grand Council Treaty No.3.
Little Bear, L, Boldt, M. and Long, J. A., eds. Pathways to Self-Determination: Canadian Indians and the Canadian State. Toronto: University of Toronto Press.
Miller, C. and Chuchryk, P. Women of the First Nations. Power, Wisdom, and Strength, Winnipeg: The University of Manitoba Press, 1996.
Morse, B., ed. Aboriginal Peoples and the Law - Indian, Metis, and Inuit Rights in Canada. Don Mills: Carleton University Press, 1985.
Morris, A. The Treaties of Canada with the Indians, 1880. Toronto: P.R. Randall, 1862. Reprinted by Coles Canada, 1979.
Opekokew, D. The First Nations. Indian Government and the Canadian Government. Regina: Federation of Saskatchewan Indians, 1980.
Price, R. Indian Treaty Relationships. Edmonton: Plains Publishing Inc., 1991.
Reed, K. Aboriginal People: Building for the Future. Don Mills: Oxford University Press, 1999.
Tehanetorens. Wampum Belts. Onchiota: Six Nations Indian Museum, 1976.
Tobias, J. “Hard Bargains.” Horizon Canada, Vol. 6. (1987), pp. 1441-1447.
Video
Daughters of the Country Series. Ottawa: National Film Board, 1994.