Course Profile Issues of Indigenous Peoples in a Global
Context (NDW4M), Grade 12, University/College Preparation, Catholic
Unit 2: Relationships
Time: 20 hours
Activity 1 | Activity 2 | Activity 3
Unit Description
Students
focus on Indigenous peoples in an international context. Through the production
of a report, students demonstrate their understanding of terminology,
geographical location, concepts of identity, and world reactions to the
affirmation of this identity. More specifically, the collaboration amongst
Indigenous peoples facing common issues and their views on sovereignty are
examined. Finally, students are expected to compare the histories of the
interactions between different Indigenous peoples and their national
governments and extend the comparison to the Canadian context. This unit
examines issues of empowerment and common good where human dignity seeks to
affirm itself. Students examine the nature and function of international
organizations, documents such as the Draft Declaration on the Rights of
Indigenous Peoples, and the relationship between First Nations and their
national government; students become aware of our interdependence, the
destructive nature of exploitation, and the necessity for cooperation and human
rights.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1 6 hours |
IDV.01,
ID2.01, IDV.02, ID2.02, ID2.04, ID2.05, REV.04, RE2.06 CGE1d,
7g |
Knowledge/Understanding Communication Application |
·
read and respond to articles ·
write a report ·
transfer data onto a map |
|
2 7 hours |
REV.01,
RE2.01, RE2.02, SOV.01, SO2.06, SOV.04, CHV.01, CH2.01 CGE1d,
7g |
Knowledge/Understanding Thinking/Inquiry Communication |
·
research ·
oral presentations ·
presentation of report based on research |
|
3 7 hours |
REV.02,
RE2.03, REV.03, RE2.04, SO2.01, SO2.03 CGE3b,
3f, 7f |
Knowledge/Understanding Thinking/Inquiry Communication Application |
·
research ·
analysis of case studies ·
preparation of a board display ·
critical analysis essay |
Time: 6 hours
Students focus on the array of terms
relating to Indigenous peoples. Different definitions are provided in order to
reflect on the diversity of viewpoints. Through map work, students identify the
location of various Indigenous peoples around the globe to gain a better
understanding of where Indigenous peoples live. Because the definition of
identity is complex, students are encouraged to reflect on this multi-layered
concept through examination of a number of global case studies; after
discussion, analysis of facts, and reflection, students produce a report. This
summative report focuses on national and international reactions to the
continuing struggle of the Indigenous people of
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE7g -
respects and understands the history, cultural heritage and pluralism of
today’s contemporary society.
Overall
Expectations
IDV.01 -
demonstrate an understanding of how certain terms relating to Aboriginal
peoples change when they are used in an international context;
IDV.02 -
identify where indigenous peoples are situated throughout the world;
REV.04 -
demonstrate an understanding of the distinction between the terms indigenous
people and indigenous populations.
Specific
Expectations
ID2.01 -
demonstrate an understanding of the term indigenous peoples, which is used
instead of Aboriginal in international contexts;
ID2.02 -
identify the location of various indigenous populations on a world map (e.g.,
the Karen in
ID2.04 -
demonstrate an understanding of how different indigenous peoples affirm their
identity (e.g., through indigenous non-governmental organizations);
ID2.05 -
assess national and international reactions to indigenous people’s efforts to
identify themselves as distinct peoples within the global community;
RE2.06 -
demonstrate an understanding of the uses of the terms indigenous people and
indigenous populations (language used in the Draft United Nations Declaration
on the Rights of Indigenous Peoples, as quoted in Canadian Native Law Reporter, vol. 1 (1994), pp. 40-47).
This
activity expands on the terms used to define Indigenous peoples, which were
introduced in Unit 1; students critically evaluate a variety of definitions and
ideas. An ability to think in the abstract and an ability to identify key
issues are essential skills. Proper style for social science reports is needed
and, where necessary, reviewed.
The teacher:
·
ensures
that resources, such as world atlases, computers, and pertinent videos, are
available and have been reviewed for suitability;
·
ensures
social science skills, such as mapping and proper style for reports, are
reviewed if necessary;
·
provides
ample opportunity for regular discussion to encourage an exchange of ideas
because of the complexity of the subject matter;
·
asks
that all students bring colour pencils to class for map work;
·
may
invite an elder or Aboriginal speaker to present a more specific viewpoint on
identity.
|
The
teacher: |
Students: |
|
·
brainstorms on the terms relating to Indigenous peoples, reviewing
definitions from Unit 1 |
·
participate in the brainstorming activity |
|
·
presents a definition of Indigenous
peoples as stated by The United Nations and the International Labor
Organization (refer to the Indigenous and Tribal Peoples website) |
·
take notes |
|
·
presents the difficulty in achieving a definition of Indigenous peoples, Indigenous people,
Indigenous population, and nation
in an international context, when political, national, and economic agendas
are at the fore (refer to explanations as offered in such books as Venne’s Our Elders Understand Our Rights, pp.
71-96) |
·
take notes and participate in the discussion· |
|
·
using an overhead of a blank world map divided into continents or
regions, assigns one continent or region to a small group; Indigenous
peoples, such as the Inuit of the Arctic, Mayans of central and South
America, Maasai of Kenya, Karen of Thailand, and Maori of New Zealand, must
be included (The Gaia Atlas of
Indigenous Peoples can be used) |
·
transfer overhead information to maps ·
in small groups, identify the Indigenous nations found in the assigned
region or continent ·
using the overhead, each group presents its findings, being specific
about country location and demographics ·
add the demographic information and locations of Indigenous nations
from other presentations to their template |
|
·
provides discussion points on the meaning of identity by referring to such resources as Taiaiake Alfred’s Peace, Power and Righteousness, pp.
110-113 |
|
|
·
invites a speaker to present a more insightful and relevant viewpoint
on identity |
·
participate by listening to presentation and asking questions |
|
·
mediates a discussion with the class |
·
participate by submitting ideas, thoughts, and understanding based on
discussion points |
|
·
selects a number of case studies, which could include the Zapatista
National Liberation Army (EZLN) of Chiapas (Mexico), the Assembly of First
Nations (AFN) (Canada), and FAIRA (Foundation for Aboriginal and Islander
Research Action), and distributes an article on each organization outlining
its contribution to the identity of the nation it represents |
·
read material and ask for clarification when necessary |
|
·
briefly explains the difference in reactions at a national and at an
international level (national reaction could be more antagonistic because of
various internal tensions; international reaction could be more favourable
because of the action of various international non-governmental organizations
[NGOs]) to an Indigenous nation’s efforts to identify themselves as distinct
peoples within the global community; the ramifications of such recognition at
the national level are stressed |
·
participate by asking questions, clarifying, and sharing ideas |
|
·
shows documentary A Place Called
Chiapas and provides students with a copy of Bishop Ruiz’s letter to the
bishops and information on the EZLN Caravan to |
·
assess the national and international reactions to the EZLN using the
provided materials (Appendix 2.1a). A brief report is completed and submitted
for summative evaluation. |
|
Purpose |
User |
Tool |
Task |
Assessment Categories |
|
Formative |
Teacher/student |
Checklist |
Discussion |
Thinking/Inquiry Communication |
|
Summative |
Teacher |
Rubric |
Report |
Knowledge/Understanding Thinking/Inquiry Communication Application |
·
Provide
advance organizers to structure the content of notes and reports.
·
Provide
extra time on assignment and for processing.
Print
Aboriginal Rights Coalition. Blind Spots: An examination of the Federal
Government’s Response to the Report of the Royal Commission on Aboriginal
Peoples.
Burger,
Julian. The Gaia Atlas of First Peoples –
A Future for the Indigenous World.
Matthews,
G. and R. Morrow.
Ruiz,
Garcia and Samuel Bishop. Lessons of the
Zapatista Uprising (
Taiaiake,
Alfred. Peace, Power and Righteousness.
Don Mills:
ISBN 0-19-541216-8
Venne,
Sharon Helen. Our Elders Understand Our
Rights: Evolving International Law Regarding Indigenous Rights.
Internet
Assembly
of First Nations – www.afn.ca
EZLN
and
Indigenous
and Tribal Peoples – www.ecouncil.ac.cr/indig/trad_index.htm (go to the Welcome
to Indigenous Peoples Website)
Video
This site
gives a year-by-year timeline of the events in
www.globalexchange.org/campaigns/mexico/chiapas/timeline.html
General
information about struggle and links to globalization
http://flag.blackened.net/revolt/zapatista.html
General
article on issues
www.virtualschool.edu/mon/News/ChiapasRevoltMexico.html
Explains
the peace process between government and Zapatistas from 1996 that was not
honoured by the Mexican government.
www.usip.org/library/pa/index/pa_chiapas.html
EZLN’s
formal declaration of war
http://anubis.science.unitn.it/services/blob/ezln/war.declare.html
List of
books about the EZLN, Zapatistas, and
www.neravt.com/left/ezlnbooks.html
Time: 7 hours
Students
focus their attention on the common issues facing the world’s Indigenous
peoples and their local and global responses to these issues. Gaining a deeper
understanding of the issues and the importance of representation through oral
presentations from assigned groups, students research an international
Indigenous organization and its achievements, as well as the roles and
responsibilities of permanent international organizations involving Indigenous
peoples, and present a report to their peers. The modern obligations of an
independent, environmentally aware and just global society become evident and
clarify the crucial role of the individual and of the international
institution.
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
Overall
Expectations
REV.01 -
describe some of the international indigenous peoples’ organizations developed
by indigenous peoples throughout the world;
SOV.04 -
describe the importance of international forums for advancing the rights of
indigenous peoples around the world;
CHV.01 -
identify the common issues facing the world’s indigenous peoples.
Specific
Expectations
RE2.01 -
demonstrate an understanding of the issues and events that led to global
collaboration among indigenous peoples (e.g., the response to the Rio
Declaration);
RE2.02 -
describe the achievements (e.g., the Inuit Circumpolar Conference) of an
international indigenous organization;
SO2.06 -
describe the roles and responsibilities of permanent international
organizations involving indigenous peoples around the word (e.g., organizations
established by the United Nations);
CH2.01 -
demonstrate an understanding of the issues that are of common interest to the
world’s indigenous population (e.g., resource development, self-determination,
the preservation of culture).
The
knowledge base acquired in previous activities is important for understanding
the issues and reactions to issues. Students are also asked to synthesize and
apply knowledge and analyse new information. They should therefore refer to
their course notes when analysing and discussing.
·
The
teacher performs initial research and locates pertinent Internet sites to
communicate specific and current information to students, enabling them to
research an organization and providing a basis for Activity 3.
·
The
teacher uses resources, such as Julian Burger’s Gaia Atlas of First Peoples, to locate information on the issues as
outlined in Appendix 2.2a.
·
Students
are required to read and process information individually, as well as in
groups; the teacher schedules adequate lead time to complete research and
readings.
·
The
teacher books the library/resource centre and computers with Internet a
|
The
teacher: |
Students: |
|
·
brainstorms issues faced by First Nations in |
·
participate in the brainstorming |
|
·
opens up the discussion to identifying general areas of issues faced
by Indigenous peoples worldwide and briefly identifies local, regional,
national, and international solutions that have been proposed or implemented |
·
take notes to prepare for the group work |
|
·
suggests a study of the identified issues ·
divides the class into groups and provides instructions as to the
research, format, and evaluation of the presentation (Appendix 2.2a) ·
hands out some information to initiate discussion and orientation of
research |
·
undertake the research and prepare a handout for peers to complete
during the presentation ·
give the presentation and receive feedback on the presentation from
peers |
|
·
gives a seminar on how the commonality of issues faced by Indigenous
peoples have led to similar conclusions and reactions, created inter-nation
links (poverty – sustainable resource development: a reassertion of
nationhood – self-determination: pride in identity – preservation of culture)
and collaboration through international Indigenous organizations |
·
participate in the discussion using notes and handouts from the
presentations ·
take notes |
|
·
focuses the discussion on self-determination by examining the Doctrine
of Discovery, decolonisation, and the reason and need for sustained
international support; reading and discussing the United Nations Declaration
on the Rights of Indigenous Peoples, the Covenant on the Rights of Indigenous
Nations and its genesis, and understanding the need for the United Nations
Working Group on Indigenous Peoples |
|
|
·
having established the importance of these international bodies,
assigns international organizations (Appendix 2.2c) to predetermined groups
and provides information as to format of presentation and evaluation
(Appendix 2.2b) |
·
research and prepare presentation on an international organization/international
Indigenous organization ·
prepare and present a report of research to class ·
submit the report for evaluation |
|
·
facilitates a brief plenary session where the discussion centres on
the necessity of international Indigenous organizations and international
organizations involving Indigenous peoples. |
·
participate in the discussion. |
|
Purpose |
User |
Tool |
Task |
Assessment Categories |
|
Formative |
Student |
Rubric Anecdotal
comments |
Oral
presentation |
Knowledge/Understanding Communication |
|
Summative |
Teacher |
Checklist |
Plenary
session |
Knowledge/Understanding Thinking/Inquiry Communication A |
|
Summative |
Teacher/student |
Rubric |
Written
report |
Thinking/Inquiry Communication |
·
Provide
organizers to structure content of notes to be taken during the discussion.
·
Provide
extra time for processing of information.
Print
Aboriginal
Rights Coalition. Blind Spots: An
examination of the Federal Government’s Response to the Report of the Royal
Commission on Aboriginal Peoples.
Burger,
Julian. The Gaia Atlas of First Peoples –
A Future for the Indigenous World.
Brizinski,
Peggy. Knots in a String: An Introduction
to Native Studies in
Churchill,
Ward. Struggle for the Land.
Rich,
Bruce, et al. The Ecologist Report:
Globalising Poverty.
Venne,
Sharon Helen. Our Elders Understand Our
Rights: Evolving International Law Regarding Indigenous Rights.
Internet
Aboriginal
Rights Coalition – www.aboriginalrightscoalition.ca
Amazon
Watch – www.amazonwatch.org
Assembly
of First Nations – www.afn.ca
Cultural
Survival: promotes the human rights, voices, and visions of Indigenous Peoples
– www.cs.org
Evolving
New International Laws from the
The
Forum for Friends of Peoples Close to Nature – www.fpcn-global.org
The
Indigenous Environmental Network – www.ienearth.org
The
International Covenant on the Rights of Indigenous Nations –
www.cwis.org/icrin-94.html
The
International Indian Treaty Council – www.treatycouncil.org
The
International Labour Organization –
www.ilo.org/public/english/employment/ent/coop/indisco.htm
Indigenous
Peoples’ Secretariat (IPS) – www.arcticpeoples.org
L’Auravetl’an
Minority
Rights Group International – www.minorityrights.org
Native
Web – www.nativeweb.org
The
New Internationalist: back issue magazines examine many issues including
institutions such as the IMF, the World Bank, and the United Nations –
www.newint.org
Terralingua
– www.terralingua.org
United
Nations High Commissioner for Human Rights –
www.unhchr.ch/html/menu2/ind_main.htm
The
purpose of this research is:
·
to
define and analyse an issue;
·
to
find one specific example of an environmental/social/political or economic
issue that impacts directly on an Indigenous nation, such as the military
presence in Nitassinan (low-level flying impact on animals and people, economic
repercussions of military presence, social upheaval);
·
to
examine its impacts on the social fabric of that nation.
You
are to prepare a well-constructed, concise handout that will serve as a
reference source for your peers. Indicate all materials used in an appended
bibliography.
The
evaluation will be formative and is designed to provide you with feedback from
your peers concerning coherence, depth of information, and clarity of
presentation.
The general categories
of issues:
·
modern
colonialism (trans-nationals, World Bank, World Trade Organization [WTO]);
·
invasions
(issues of transmigrations);
·
deforestation;
·
impact
of damming rivers;
·
mining;
·
militarization;
·
environmental
threat;
·
poverty;
·
language/culture
maintenance.
Some information will be provided to you and
will serve to initiate discussion and orient your research.
Timeline
Research:
2 periods
Presentation
length: 10 to 15 minutes
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding -
knowledge of facts -
understanding of concepts -
understanding of relationships between concepts |
-
demonstrates limited knowledge of facts -
demonstrates limited understanding of concepts -
demonstrates limited understanding of relationships between concepts |
-
demonstrates some knowledge of facts -
demonstrates some understanding of concepts -
demonstrates some understanding of relationships between concepts |
-
demonstrates considerable knowledge of facts -
demonstrates considerable understanding of concepts -
demonstrates considerable understanding of relationships between concepts |
-
demonstrates thorough knowledge of facts -
demonstrates thorough understanding of concepts -
demonstrates thorough and insightful understanding of relationships between
concepts |
|
Thinking/Inquiry -
critical- and creative- thinking skills -
analysis and interpretation of information; formation of conclusions |
- uses
thinking skills with limited effectiveness -
applies few of the skills involved in an inquiry process |
- uses
thinking skills with moderate effectiveness -
applies some of the skills involved in an inquiry process |
- uses
thinking skills with considerable effectiveness -
applies most of the skills involved in an inquiry process |
- uses
thinking skills with a high degree of effectiveness -
applies all or almost all the skills involved in an inquiry process |
|
Communication -
communication of information and ideas - use
of language - use
of the reporting process |
-
communicates information with limited clarity - uses
language with limited a -
demonstrates limited command of the reporting process |
- communicates
information with some clarity - uses
language with some a -
demonstrates moderate command of the reporting process |
-
communicates information with clarity - uses
language with considerable a -
demonstrates considerable command of the reporting process |
-
communicates information with clarity and insight - uses
language with a high degree of a -
demonstrates extensive command of the reporting process |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity
The
purpose of this research is to describe the roles, responsibilities, and
achievements of international Indigenous organizations, permanent international
organizations, and non-governmental organizations focused on the advancement of
the rights of Indigenous peoples.
You
will present the results of your research in a report to the class. This report
will be evaluated for depth of research and coherence (see rubric).
Following
your presentation, our discussion will focus on purpose and commonality of
issues represented by each of these organizations.
Timeline
Research
time: 1 period
Presentation
length: 10 minutes
Amazon
Watch – www.amazonwatch.org
Cultural
Survival – www.cs.org
The
Forum for Friends of Peoples Close to Nature – www.fpcn-global.org
The
Indigenous Environmental Network – www.ienearth.org
The
International Indian Treaty Council – www.treatycouncil.org
International
Labour Organization –
www.ilo.org/public/english/employment/ent/coop/indisco.htm
Indigenous
Peoples’ Secretariat (IPS) (umbrella group for several northern Indigenous
org.) – www.arcticpeoples.org
L’Auravetl’an
Indigenous information center – www.indigenous.ru
Minority
Rights International – www.minorityrights.org
Survival
International – www.survival-international.org
Terralingua
– www.terralingua.org
United
Nations High Commissioner for Human Rights –
www.unhchr.ch/html/menu2/ind_main.htm
Time: 7 hours
This
activity focuses on the relationships among Indigenous people, national
governments, and international non-government organizations and their positions
regarding common issues, including sovereignty. In groups, students utilize
both primary and secondary sources to develop a three-panel display outlining
the various policies and positions of the pre-selected global examples,
including an examination of
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
Overall
Expectations
REV.02 -
describe similarities and differences in the relationships between the world’s
indigenous populations and their national governments;
REV.03 -
describe the current dialogue concerning renewed relationships between
indigenous peoples and various national governments.
Specific
Expectations
RE2.03 -
compare the histories of the interaction between different indigenous peoples
and their national governments (e.g., the Aborigines and the government of
Australia, the Manobos and the government of the Philippines, the Maasi and the
government of Tanzania) and extend the comparison to the Canadian context;
RE2.04 -
compare the key features of a policy developed by at least two national
governments to govern their relations with their indigenous peoples (e.g., the
United States’ Indian Self Determination and Education Assistance Act, 1975;
Canada’s Indian Act, 1985);
SO2.01 -
explain a variety of views on indigenous sovereignty (e.g., as outlined in the
Draft United Nations Declaration on the Rights of Indigenous Peoples or in
International Labour Organizations Convention No. 169 on the Rights of
Indigenous Peoples and Tribal Populations);
SO2.03 -
demonstrate an understanding of the place of indigenous nations within the
global political system.
Students should have a basic
understanding of common issues facing Indigenous peoples, including
sovereignty, and the roles that national governments and international
non-government organizations have in the political process. The effective use
of critical analysis to gain a better understanding of the issues is a key
skill for students during this activity. Prior courses that would prepare the
student include Geography of Canada, Civics, and Canadian History in the
Twentieth Century, as well as any of the Grade 10 and 11 Native Studies
courses.
The
teacher:
·
provides
a variety of sources outlining the positions and policies regarding key common
issues for a variety of Indigenous groups, their national governments, and
international organizations, such as the United Nations. These resources can be
in printed form or as a list of relevant websites.
·
conducts
a review and prepares notes on the political spectrum, outlining the
characteristics of left, centre, and right-wing political ideologies, to gain a
more thorough understanding of the variety of positions taken regarding sovereignty.
·
provides
opportunities to further develop critical-analysis skills and to understand the
importance of supported opinion writing.
|
The
teacher: |
Students: |
|
·
introduces this activity with a review of the term sovereignty |
·
are presented with different definitions and decide which one fits
best with their own knowledge and perceptions about sovereignty ·
produce a brief supported opinion assignment explaining their choice |
|
·
explains the different political systems and ideologies that are found
around the world (democracy, communism, and fascism) |
·
take notes and engage in discussion |
|
·
draws upon historical and modern examples to explain democracy,
communism, and fascism |
|
|
·
through above examples, explains and distributes information on the
political spectrum – left, centre, and right-wing political ideologies |
·
read all the information provided |
|
·
divides the class into groups of four and provides them with an
outline of the research to be conducted |
|
|
·
provides necessary primary and secondary resources to help students in
their research |
·
examine three case studies – assigned global example, ·
produce a three-panel display board outlining the policies and
positions of the two country case studies and the United Nations. The country
case studies should include both Indigenous and national government
positions, as well as a historical timeline identifying major events that
have o |
|
·
provides guiding questions for students to consider when completing
their supported opinion assignment: · What are the similarities and differences between the three approaches to sovereignty researched? · How does the United Nations ideas about sovereignty differ with what we see in practice around the world? · What are some possible reasons for these similarities and differences? (historical, political ideologies) · Which group, if any, most reflect the definition chosen by the student at the beginning of the activity? · Is true sovereignty achievable for the Indigenous groups researched? Why or why not? |
·
individually, develop a five-page critical analysis of the current
status of Indigenous sovereignty around the world ·
in the analysis, examine the research gathered from the previous group
assignment and assess the progress that each of the two countries has made on
Indigenous sovereignty and how closely related the countries’ position are
with that of the United Nations |
|
·
mediates a round-table discussion of the information revealed during
the research and the opinions of the class regarding sovereignty |
·
discuss their opinions and share information about the individual case
studies researched |
|
Purpose |
User |
Tool |
Task |
Assessment
Categories |
|
Formative |
Student/teacher |
Rubric |
Supported opinion writing |
Thinking/Inquiry |
|
Summative |
Teacher |
Rubric |
Display board |
Knowledge/Understanding Communication |
|
Summative |
Student/teacher |
Rubric |
Supported opinion writing |
Knowledge/Understanding Thinking/Inquiry Communication Application |
|
Formative |
Teacher |
Checklist |
Round-table
discussion |
Knowledge/Understanding Communication |
·
Provide
additional time to complete individual assignment.
·
Provide
organizers to structure written work.
Print
Aboriginal Rights Commission. Blind Spots, An Examination of the Federal
Government’s Response to the Report of the Royal Commission on Aboriginal
Peoples.
Burger,
Julian. The Gaia Atlas of First Peoples –
A Future for the Indigenous World.
Goehring,
B. Indigenous Peoples of the World: An Introduction
to their Past, Present and Future.
Krotz,
Larry. Indian Country – Inside Another
Lutz,
Hartmut. Contemporary Challenges:
Conversations with Canadian Native Authors.
Palmer,
P. “Listening for the Reindeer’s Heartbeat: An interview with Harald Gaski.” Winds of Change, V. 13(2) (Spring,
1998): pp. 14-24.
O’Brien,
Pires. “Indian Land Rights and Land Conflicts in
Richardson,
Boyce, ed. Drum Beat – Anger and Renewal
in Indian Country.
Sigurdson,
R. “First Peoples, New Peoples and Citizenship in
Wadden,
Marie. Nitassinan The Innu Struggle to
Reclaim Their Homeland.
Ward,
S. “Indian Education Policy and Politics 1972-1982.” Canadian Journal of Native Education,
V. 13(2) (1986).
Watson,
D. “Indigenous People and the Global Economy.” Current History 96(613) (November 1997):
p. 389.
Internet
Assembly of First Nations
Center for World Indigenous Studies – www.cwis.org
Cofan Guardians of the Rainforest –
www.cofan.org
Forging
a New Relationship: Proceedings of the Conference on the Report of the Royal
Commission on Aboriginal Peoples. 1997 (D.B. Smith, ed.) – www.arts.mcgill.ca
Foundation
for Aboriginal and Islander Research Action – www.faira.org.au
Indian
and Northern Affairs Canada – www.ainc-inac.gc.ca
Latin
American Indigenous Organizations – www.bloorstreet.com
Sami
Culture in a New Era (introduction and resources) –
www.utexas.edu/courses/sami/papers/Gaski.pdf
The
Sami in
UNESCO
– www.unesco.org/education/hst
United
Nations – www.unhchr.ch/html/menu6/2/fs9.html, www.hookele.com
World
Intellectual Property Organization (WIPO) – www.wipo.org
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