Aboriginal Education

Curriculum Resource2011/2012

“Since Time Immemorial”Issues of Land, Identity and Self-Government

© 2011 Toronto District School Board

Table of Contents

Page

Introduction

Purpose of the TDSB Aboriginal Education Resource 3

Ontario First Nation, Métis and Inuit Education Policy Framework 4

“Since Time Immemorial” 5

Instructional Strategies

Context for Best Practices in Including Aboriginal Peoples in the 5Curriculum

Best Practices Chart 6

Activities

Activity One: UNICEF – Rights, Wants and Needs 11

Activity Two: Extension: Contemporary Issues Activity 13

Activity Three: Current Events Analysis 19

Activity Four: Contaminated Lands and Waters Compared 22

Activity Five: PowerPoint – Legislative Genocide 25

Activity Six: Teaching for Children’s Rights: Rights of the Child 28

Suggested Resources 29

© 2011 Toronto District School Board 2

Purpose of the TDSB Aboriginal Education Curriculum ResourceThis curriculum resource offers instructional strategies, activity plans, curriculum connections, programs, community-organizations, titles of print and video resources, and websites to educators, administrators, and school communities in the Toronto District School Board (TDSB).

This resource assists elementary and secondary teachers to infuse Aboriginal Education, specifically addressing issues of Land, Identity, Self-Determination and Self-Government, into curriculum planning, programming, and implementation. The TDSB Aboriginal Education Centre curriculum team encourages all educators to use the TDSB Aboriginal Education Curriculum Resource throughout the school year, in various subject areas, to promote and ensure an inclusive curriculum in their planning and programming.

Given current issues impacting First Nation, Métis and Inuit communities across Canada, exploration of contemporary issues of Colonialism, Identity, Land, Self Government, and Self-Determination become increasingly important for all TDSB students so that they may become aware, critically engaged, and active citizens in Canadian society.

Many of the activities included in this guide can be used progressively to support student learning; however, they may also be used in isolation to provide an introduction to a topic in the classroom. Each activity also provides a suggestion for appropriate grade levels and subject areas, along with resource suggestions specific to the activity.

© 2011 Toronto District School Board 3

Ontario First Nation, Métis and Inuit Education Policy Framework (2007) The Ontario First Nation, Métis and Inuit Education Policy Framework was released from the Ontario Ministry of Education in 2007. Developed as a response to a report identifying an achievement gap impacting Aboriginal learners, the Ontario First Nation, Métis and Inuit Policy Framework seeks to address the inequities faced by Aboriginal students in Ontario’s public education system.

More specifically, the FNMI Policy framework seeks to address two primary challenges by 2016. The first challenge is to improve achievement among First Nation, Métis and Inuit students. The second challenge is to close the achievement gap between Aboriginal and non-Aboriginal students in areas of literacy and numeracy, retention of students in school, graduation rates, and advancement to postsecondary studies. In order to do this, effective strategies must be developed to meet the particular needs of First Nation, Métis and Inuit students.

A sampling of effective strategies can be found in the Ontario Ministry of Education resource entitled Aboriginal Perspectives: The Teacher’s Toolkit -- Bringing Aboriginal Perspectives to Lifehttp://www.edu.gov.on.ca/eng/aboriginal/toolkit.html

This resource provides a wide variety of effective instructional strategies, resource suggestions, and cross-curricular connections for teachers of grades 1 to grade 12.

The Ontario First Nation, Métis and Inuit Education Policy Framework can be viewed in its entirety at the following link:http://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf

© 2011 Toronto District School Board 4

“Since Time Immemorial”

Since Time Immemorial is a phrase commonly used in reference to Aboriginal presence on the land now known as Canada and the United States. Contrary to the European concept of land ownership, most Aboriginal groups view themselves as stewards of the land – there to honour and respect the land, as it is Mother Earth who provides life and sustenance for the people.

We the Original Peoples of this land know the Creator put us here…We have maintained our Freedom, our Languages, and our Traditions from time

immemorial. We continue to exercise the rights and fulfill the responsibilities and obligations

given to us by the Creator for the land upon which we were placed. The Creator has given us the right to govern ourselves and the right to self-

determination. The rights and responsibilities given to us by the Creator cannot be altered or

taken away by any other Nation.

- excerpt from “A Declaration of First Nations,” on the website of the Assembly of First Nations

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The Experiences, Perspectives and Histories of Aboriginal Peoples in the Curriculum Checklist of Best PracticesDefinition of Curriculum:

Inclusive curriculum or culturally relevant and responsive pedagogy (CRRP) is an approach to learning and teaching that recognizes and values, both in its content and methodology, the diversity within our school population, and our society. While using Aboriginal perspectives as a framework for instruction, CRRP seeks to recognize and affirm the life experiences of all students, regardless of gender, place of origin, religion, race or ethnicity, cultural and linguistic background, social and economic status, sexual orientation, age and ability/disability.

The goal of CRRP is to create a learning environment which affirms and validates the diversity and complexity of human experiences in meaningful ways.

“Curriculum is defined as the total learning environment, including physical environment, learning materials, pedagogical practices, assessment instruments, and co-curricular and extra-curricula activities.”

The following resource, Best Practices in Including Aboriginal Peoples in the Curriculum is also available in Aboriginal Voices: A Guide to Teaching Aboriginal Studies in K-8 Classrooms, TDSB – 2006

© 2011 Toronto District School Board 5

Best Practices in Including Aboriginal Peoples in the Curriculum

Issue Do Don’tKey Concepts/Understandings Are Incorporated

Connections to curriculum are appropriate to the context.

Aboriginal perspectives are embedded/an integral part, not sidebars/examples only.

Aboriginal history, issues, world-views, perspectives are reflected across all grades from Kindergarten to Grade 12.

The teaching of anti-racist education principles is incorporated.

Cross-curricular connections ensure that inclusion is across the curriculum.

Holistic nature of Aboriginal world-view is acknowledged.

Value placed by Aboriginal world-views on harmonious relationships with the environment and the cycles of life is an integral part of inclusion.

Spirituality/traditional teachings are embedded as an integral part.

Do make cross-curricular connections by including Aboriginal experiences in science, art, music, language, as well as history, geography and social studies

Do teach students to deconstruct bias in learning resources.

Do include circle teachings as part of classroom practice and instruction.

Don’t limit inclusion to social studies and history.

Don’t ignore stereotypes in learning resources.

Don’t teach isolated units on Aboriginal peoples. First Nation, Métis and Inuit perspectives, histories, cultures and world views are an integral part of the curriculum.

Accuracy

The information and the perspectives included are accurate.

Timeframe is accurate. Place references with respect to nations are

accurate.

Do ensure that information is accurate by confirming that resources are recommended for use in TDSB schools.

Do review the resources in your classroom and school library for bias.

Do make sure maps include a time period reference and accurately locate Aboriginal peoples of that time period.

Don’t use unreliable or stereotypical resources.

Don’t assume that all websites you encounter have accurate information.

Don’t use maps without a timeframe reference.

Issue Do Don’t© 2011 Toronto District School Board 6

Agency

Rich knowledge base and complex Aboriginal cultures of past are validated.

Contributions in both the historical and contemporary context in Canada are acknowledged and valued.

While still acknowledging the devastating impact of colonization on Aboriginal cultures, Aboriginal peoples are portrayed in a way that empowers.

Inclusion of Aboriginal peoples is more than superficial and generic. Inclusion is meaningful and acknowledges individuality of both peoples and nations.

Inclusion acknowledges value placed within Aboriginal world-views on harmonious relationships to the environment but does not limit understanding of Aboriginal peoples to seeing them only in relation to the environment as a backdrop.

Aboriginal nations are viewed as autonomous and self-governing nations.

Aboriginal cultures are not objectified through artifact-based approaches

Do acknowledge and validate the contributions of Aboriginal peoples in both the past and within contemporary society.

Do ensure that contributions of Aboriginal people go beyond the inclusion of toboggans and teepees and include the wealth of knowledge about the environment in the past as well as successful endeavours in contemporary times across a wide range of fields (e.g. architecture, agriculture, government, medicine, art, music and theatre.

Do ensure that Aboriginal peoples have a past, present and a future.

Do acknowledge strengths even within adverse conditions.

Do emphasize the need for the self-determination of Aboriginal peoples to be respected.

Don’t put Aboriginal peoples and their cultures into the ‘primitive’ category.

Don’t represent Aboriginal peoples and cultures only in the past.

Don’t rely solely on artifact-based approaches to study Aboriginal Cultures.

Don’t overuse generalizations and generic references.

Don’t present Aboriginal peoples as ‘environmental saviours’ or in other stereotypical ways.

Authenticity Aboriginal voices are present Aboriginal perspectives are evident The holistic nature of Aboriginal world-views is

evident Aboriginal people are depicted as real people. Oral history is validated.

Do invite Aboriginal Elders, artists and storytellers and others from the Aboriginal community into classroom.

Do include Aboriginal authors and literature.

Do use videos and novels that represent authentic Aboriginal voices.

Don’t use materials that affirm “Imaginary Indian” stereotypes like Indian princesses, warriors.

Don’t appropriate Aboriginal cultural items such as eagle feathers.

Don’t make inclusion at a level that is ‘tokenism’

Issue Do Don’t© 2011 Toronto District School Board 7

Distinctness and Diversity

The unique status of Aboriginal peoples in Canada is acknowledged.

References to Aboriginal peoples are culturally specific…..when appropriate to context.

Various histories of Aboriginal peoples are acknowledged in their own right and not just in relation to interactions with European cultures.

Aboriginal holidays/days of significance are acknowledged and celebrated.

Diversity of cultural groupings is acknowledged Diversity within cultural groupings is

acknowledged.

Do acknowledge the diversity within any cultural grouping.

Do acknowledge the distinct and unique differences amongst Aboriginal nations.

Do ensure that the history of Aboriginal peoples reflects change over time and does not simply assign Aboriginal peoples to a place ‘frozen in time’ in the distant past.

Don’t use more general terms such as ‘Aboriginal peoples’ or ‘Native’ when the context calls for more specificity (i.e. naming the nations).

Don’t assume that all Aboriginal peoples interacted with others in the same way.

Don’t assign ‘expert’ knowledge of Aboriginal peoples and their cultures to someone just because s/he is an Aboriginal person.

Eurocentrism

A balance of perspectives is presented. Presentation of Aboriginal peoples in the

curriculum does not superimpose predominantly European values, attitudes and beliefs on Aboriginal experiences and perspectives.

Do look for opportunities to enrich and broaden your knowledge and understanding of Aboriginal people and their issues.

Do ensure a balance of perspectives is presented.

Do acknowledge Aboriginal histories in their own right.

Do constantly examine and challenge your own biases and assumptions.

Do look for opportunities to further your own knowledge and skills related to including Aboriginal peoples in the curriculum.

Don’t call attention to the faults and ignore the positive aspects of Aboriginal peoples.

Don’t omit or ‘fail to mention’ relevant aspects that will ensure a balance of perspectives.

Don’t superimpose Eurocentric frame of reference on what is included/not included, valued etc.

Don’t present Aboriginal cultures as being ‘primitive’.

Don’t use stereotypical images such as “Braves”, “Redskins’ as team mascots.

© 2011 Toronto District School Board 8

Issue Do Don’tPedagogy

The study of Aboriginal peoples should be rooted in contemporary times.

Approaches should be issues-based and lead students to understand the roots of the social, political and economic realities of Aboriginal peoples in Canada today

Aboriginal peoples should be viewed as an integral part of Canadian history and within contemporary Canadian communities.

The sacredness of Aboriginal beliefs/ traditions should be honoured.

The holistic nature of Aboriginal world-views should be reflected in teaching approaches that support the growth of body, mind, spirit and emotions in respectful ways

Elders, authors, storytellers, community members should be an integral part of teaching/learning process.

Do use respectful teaching strategies.

Do engage students in deconstructing bias.

Do ensure that the study of Aboriginal peoples is rooted in contemporary times and helps students understand how the past led to the present realities.

Don’t have students create masks,dreamcatchers, or other sacred cultural objects except in context and in the presence of an Elder or Aboriginal teacher.

Do not conduct Aboriginal ceremonies without an Aboriginal Elder.

Don’t have students rewrite Aboriginal stories that have been passed down in the oral tradition as cultural ‘teachings’.

Use of Terminology/ Language

Terms are used accurately Language used is that which empowers, validates

and supports the inclusion of Aboriginal experiences, perspectives and histories in respectful, accurate, authentic ways.

Do use the recommended terminology when referring to Aboriginal peoples.

Do use a credible source to refer to in using terms in relation to Aboriginal people (e.g. Aboriginal Voices Guide).

Do refer to each nation by name rather than the more generic overuse of Native/Aboriginal people as a collective.

Do use the term ‘nation’ rather than ‘tribe’.

Don’t refer to ‘regalia’ as costumes.

Don’t use the term Aboriginals or Natives as a collective noun.

Don’t accept derogatory terms e.g. squaw, brave, wild Indians, savages.

Don’t use Eurocentric language such as Columbus ‘discovered’ America.

Don’t overuse generalizations/generic language such as ‘those peoples’ or ‘various groups’ or ‘Native peoples’ when the context calls for specificity.

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Issue Do Don’tVisual Images

Contemporary images present Aboriginal peoples in a variety of contexts (within urban, rural, reserve communities) and across a range of socio-economic circumstances.

Images depict Aboriginal peoples contributions across a wide range of endeavours (art, music, science, business, mathematics, medicine, etc).

A balance between historical and contemporary images is represented.

Images are realistic and not exotified. Images are accurately depicted.

Do discuss the stereotypical and thus dehumanizing effects of using “Braves”, Redskins, Black Hawks, and Indians as team mascots.

Do deconstruct visual images in leaning resources when encountered.

Do ensure that contemporary images and people are present in the classroom and in the school.

Don’t use highly stereotypical materials like Indian In the Cupboard, Peter Pan, Pocahontas, etc.

Don’t use materials that reinforce stereotypes of the ‘drunken’ or ‘homeless’ Indian or the Indian as a thief or as warlike.

Don’t let stereotypical images go unchallenged.

© 2011 Toronto District School Board 10

ActivitiesActivity One:

UNICEF Teaching for Children’s Rights: Rights, Wants and Needs

Grade level: Can be used in elementary and secondary classrooms

Suggested Subject areas: Civics, Geography, History, Law, Native Studies, Social Sciences

Visit the UNICEF website, or follow the link below to access the activity cards necessary for this activity. http://globalclassroom.unicef.ca/pdf/EngRightsKit02.pdf

This activity provides an opportunity for students to assess and choose key items and concepts necessary for human society to function in a good way. The UNICEF activity guide provides a variety of activity instructions – it is advised that teachers follow the instructions for Activity 3: Journey to a New Planet for this activity.

Have the students engage in the activity as instructed by UNICEF. After completing the activity, use the following questions for a class discussion, modifying as needed in consideration of grade level.

1. What is the difference between “rights”, “wants”, and “needs?” 2. Are “rights”, “wants”, and “needs” different for different people?3. Why don’t all children in the world have what they need?4. What are the impacts of children not having what they need? Answers can

be long-term or short-term. 5. Provide some concrete examples of situations (can be global or national)

where children may not have what they need.

This question provides a key opportunity for the teacher to bring in some contemporary Aboriginal issues that are commonly overlooked, such as:

See chart on next page.

© 2011 Toronto District School Board

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Aboriginal Example Rights/Needs Impacted Attawapiskat Decent shelter, education, water,

health care, self-government, self-determination

Kashechewan Water, health care, decent shelter

60s Scoop Adoptions Severe abuse and neglect, opportunities to practise your own culture, language and religion (beliefs)

Residential Schooling Severe abuse and neglect, opportunities to practise your own culture, language and religion (beliefs) , healthcare, nutritious food, education, fair treatment and non-discrimination,

The Indian Act Originally enacted in 1876, it was Most recently amended in 2010.

Lack of opportunities to practise own culture, language and religion, fair treatment and non-discrimination

Students may, or may not have some prior knowledge of these issues. Using the extension activity that follows allows students an opportunity to further explore these issues.

© 2011 Toronto District School Board 12

Activity Two: Contemporary Aboriginal Issues (Extension from UNICEF Activity)

Grade level: Can be used in elementary and secondary classrooms

Suggested Subject areas: Civics, Geography, History, Language Arts, Law, Native Studies, Social Sciences/Social Studies

UNICEF Resource: http://globalclassroom.unicef.ca/pdf/EngRightsKit02.pdf

In preparation for this activity, teachers should make copies of the attached “issues.” Each issue should be put in a sealed envelope with the issue name written on the front of the envelope (e.g., Attawapiskat, 60s Scoop)

1. Instruct students to keep their final cards from the UNICEF activity on their desk for reference.

2. Distribute one envelope to each group of students 3. Ask students to keep the envelopes sealed until they are instructed

otherwise. 4. Instruct students to write everything they know about their issues (e.g.,

Attawapiskat) on the back of their envelope. 5. Allow students a few minutes to think, discuss and write their thoughts

down before asking them to open their envelope. 6. Ask students to open the envelope and read the fact sheet, either

individually or as a group. 7. Instruct students to choose a representative to speak to the class and

deliver the following key messages: What is my assigned issue? What did I know about it before opening the envelope? What did I learn once I opened the envelope? What surprised me? Which rights or needs (referring to the UNICEF activity) are involved in my

issue? Where does responsibility lie for meeting these needs? (important to refer

to the Indian Act and treaties, for example, in this conversation)

8. Go around the room allowing students a chance to share and discuss their feelings about the issues, ask any questions, etc.

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Contemporary Issues Fact Sheets:

ATTAWAPISKAT FIRST NATION

Education Crisis:o The only elementary school on the reserve was

closed in 2000 because of a huge diesel fuel leak that was contaminating the ground and making people sick.

o Everyone was moved into portables - the students do not get the same education as students in Toronto, for instance, due to lack of resources and commitment from the government.

o Community members in Attawapiskat receive less government support, per capita, compared to people in Toronto, for instance.

o A new school was promised by the government in 2000, but that promise has not been kept, as a new school still has not been built.

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ATTAWAPISKAT FIRST NATIONS CON’THousing Crisis:o In a state of emergency for the 4th time in the

last few years, Attawapiskat is unable to provide safe homes for community members with the meager government funding it receives.

o The government of Canada, due to treaty agreements, is responsible for providing adequate funding for healthcare, education and housing.

o Many families must survive without heat in the cold of winter, live in crowed houses, in tents or shacks, and existing homes often do not have running water or indoor bathrooms.

© 2011 Toronto District School Board 15

KASHECHEWAN FIRST NATIONCree Community located on James Bay

Water Crisis: o A new water treatment plant was built in 1995 to clean

water before people drink it.o The plant is too small for the number of people who need to

use the water.o The intake pipe was placed downstream from the sewage

lagoon and the tide also pushes the dirty sewage water back and forth across the intake, meaning the water is contaminated.

o High levels of E. coli, a deadly bacteria, were found in October 2005.

o To clean the water, chlorine levels were increased.o High chlorine levels led to skin problems like scabies and

impetigo. o At least 25% of the community’s residents were evacuated

to cities like Timmins, Sudbury and Ottawa because of the unsafe conditions and need for medical treatment that was not available in Kashechewan.

This is a severe example, but water issues are quite common in Aboriginal communities where boil water advisories are in effect in over 100 First Nation communities across Canada.

© 2011 Toronto District School Board 16

Residential Schools In the 19th and 20th centuries, the Canadian

government, through various treaty agreements was responsible for educating Aboriginal People in Canada.

Attendance at residential school was mandatory (parents could go to jail if they kept their children home).

Agents were hired by the government to ensure all Aboriginal children attended.

Total of 130-150 schools in every territory and province except Newfoundland, Prince Edward Island and New Brunswick.

The last school closed in 1996 in Saskatchewan. Students were physically punished for speaking their

first language, practicing their religion or other cultural traditions.

Students lived in poor conditions often without nutritious food and endured many forms of abuse.

The goal of the government was to make people feel ashamed to be First Nation, Métis or Inuit, and force Aboriginal people to adopt European culture, such as the English language, the Christian religion, etc.

Up to 75% of all First Nation, Métis and Inuit children attended residential schools

50 000-200 000 (approximately) victims of residential schools and their corpses continue to be missing

© 2011 Toronto District School Board 17

The Sixties Scoop For more than 50 years (ongoing), Canada has taken

Aboriginal children from their homes and placed them with non-Aboriginal families.

One of the aims of these adoptions had been to assimilate Aboriginal people into European cultural ways.

Many children who were taken were told that their parents were “bad parents” – these parents, in many cases, had done nothing wrong.

Passage of the Child and Family Services Act of 1984 attempts to ensure that Aboriginal adoptees in Ontario would be placed within their extended family that promised to respect and nurture the child’s cultural heritage.

Many adoptees have been unable to learn about their roots.

Many still find themselves not only “torn between two worlds,” but literally unsure whether they might beAboriginal at all, and not French or Italian as their adoptive parents claim.

Many adoption records were either incomplete or inaccurate.

Indian Status and band names were seldom recorded on the original birth and adoption records.

In 1981 85% of children in care were First Nation children.

© 2011 Toronto District School Board Art by Jackie Traverse 18

Activity Three: Current Events Analysis

Grade level: Secondary

Suggested Subject areas: Civics, Geography, Law, Native Studies, Politics, Social Sciences/Social Studies

1. Assign students a day they are responsible for once a month where they must bring in a relevant and current newspaper article on a suggested theme, and make a presentation to the class on the article.

Suggested Themes: Identity (The Indian Act, Métis Identity, Inuit Identity, blood quantum,

etc.) First Nations land claims (Six Nations of the Grand River,

Kanehsetake, Kettle and Stoney Point) Modern day treaties Self-government First Nations communities and related topics/issues (Attawapiskat,

Kashechewan, Rama, Aamjiwnaang, Lubicon Cree, Grassy Narrows, Nisga’a, Qalipu Mi’kmaq band, Kitchenuhmaykoosib Inninuwug, etc.)

2. Provide students with the attached organizer to help them frame their thinking and analysis of their current event article.

3. Students can be assessed using the attached rubric for the organizer and oral presentation of their current event.

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Current Events ReflectionUse the following organizer to analyze your current event.

© 2011 Toronto District School Board

Notes:

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Current Events Score Sheet

0 1 2

Are the title and author of the current event included in the presentation?

0 1 2 3 4

Does the writer include enough facts and details from the event?

0 1 2 3 4 Does the presentation clearly express an opinion about the current event?

0 1 2 3 4 Does the presenter use quotations from the article to support his/her opinion?

0 1 2 3 4 Is the oral communication clear doing the presentation? (e.g., loud, clear voice, enthusiasm)

0 1 2 3 4

Current Events organizer is completed

Suggestions (if any):

Writer:Title of story:Date:

Total Marks: /22

© 2011 Toronto District School Board

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Activity Four:Contaminated Lands and Waters Compared

Grade level: Secondary

Subject areas: Civics, Geography, History, Law, Native Studies, Politics and Social Sciences

This activity provides students with an opportunity to further explore some of the contemporary issues experienced by First Nations communities with regard to land and water.

The activity can be completed using solely the internet as a research tool. When providing activities relying on internet sources, it is advised that the teacher provide a variety of resources that have been vetted for reliable and accurate information. Please see relevant resources below for a sampling of appropriate websites.

Relevant resources:

Attawapiskat First Nation: http://www.attawapiskat.org/

Education is a Right: http://www.attawapiskat-school.com/Home.html

Shannen’s Dream: http://www.fncfcs.com/shannensdream/

Mercury Rising, The Poisoning of Grassy Narrows: http://archives.cbc.ca/environment/pollution/topics/1178/

Free Grassy Narrows: http://freegrassy.org/

Grassy Narrows – Amnesty: http://www.amnesty.ca/themes/indigenous_grassy_narrows.php

Justice for the Lubicon Cree: http://www.amnesty.ca/lubicon/

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ATTAWAPISKAT ANOTHER NATION OF YOUR CHOICE (EX. GRASSY NARROWS)

Nationhood

Population

Location

Contaminated resources

Industries responsible for contamination

Year of first environmental conflict

Impacts on humans

ATTAWAPISKAT ANOTHER NATION OF YOUR CHOICE (EX. GRASSY NARROWS)

© 2011 Toronto District School Board

Contaminated Lands and Waters 1 of 2Compared

Contaminated Lands and Waters 2 of 2Compared

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Impacts on animals

Impacts on plants

Community comments

Steps taken to address issues

Outcomes

Current situation

*Adapted from Aboriginal Peoples in Canada, Teacher Resource 2011

Activity FiveUnderstanding the Indian Act

Grade level: Secondary

Suggested Subject areas: Senior level History, Law, Native Studies, and Social Science/Social Studies

© 2011 Toronto District School Board 24

1. Visit the following link to access a PowerPoint Presentation called “Legislative Genocide” that provides an in depth overview of the Indian Act.

www.tdsb.on.ca/aboriginaleducation/2. Provide each student with a copy of the attached “Indian Act” fact sheet to allow

them a condensed breakdown and a space to take notes.

Relevant Resources:

The Indian Act – Canadian Encyclopaedia: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0003975

Henderson’s Annotated Indian Act:http://www.bloorstreet.com/200block/sindact.htm

Moving Beyond the Indian Act Column, December 10th, 2011:http://www.ottawacitizen.com/opinion/columnists/Moving+beyond+Indian/5836927/story.html

Bill C-3 Gender Equity in Indian Registration, 2010http://www.nwac.ca/sites/default/files/imce/WEBSITES/201105-06/Bill%20C-3-eng1.pdf

McIvor Petition to the United Nations Human Rights Committee, 2010http://www.fafia-afai.org/files/MCIVORPETITIONSIGNEDGENEVAforSenateprep_2.pdf

The Indian ActWhat is it?

Government legislation that determines who is an “Indian” and rules surrounding this, as well as law about lands reserved for “Indians”, property, and education, and taxation, amongst other things.

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How has it Affected Aboriginal People? Historically, the Indian Act has been heavily influenced by sexism and

racism and has sought to assimilate, sometimes violently, Aboriginal people into Euro-Canadian society.

Example: Until 1985 if a status Indian woman married a non-status man, she automatically lost Indian status and her children would not have status. However, if a status man married a non-status woman she would automatically gain status, as would her children.

This created divisions in Aboriginal communities; suddenly it became illegal for many women to reside on reserves, or inherit reserve lands, thus disconnecting them from their families and cultures, increasing assimilation.

This also stripped women and their children of additional rights as status Indians – no non-insured health benefits, education benefits, or tax exemptions.

Issues with the Indian Act: 1) Promotes assimilation, now as well as in the past, by using a formulaic

approach to determining a person’s identity. 2) Control of Aboriginal identity is in the hands of non-Aboriginal people.

It is very significant and powerful to have power over another’s identity, as depriving a person of a legal identity, for instance, still has tangible impacts.

3) The Indian Act legalized discrimination against Aboriginal people. It actively sought to eliminate Aboriginal cultures in different ways, but primarily through the residential school system, the 60s Scoop, and enfranchisement – both voluntary and involuntary.

How do Aboriginal people feel? Many Aboriginal people want the Indian Act abolished and want to

have control over their own identities.

Many also feel extremely limited by the paternalistic Indian Act in terms of moving forward to self-government/self-determination.

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One of the primary aims of the Indian Act is to control Aboriginal peoples and promote assimilation by denying people the legal status of “Indian.”

Many Aboriginal people feel the Indian Act divides people, therefore preventing the solidarity necessary to move forward in a collective way.

If there are no Status Indians left then there will be no more reserves, no more Indian land, and no more benefits like education, housing, and healthcare, which were promised in exchange for land.

Notes: ________________________________________________________________

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Activity Six:UNICEF Teaching for Children’s Rights: Rights of the Child

Grade Level: Elementary, Grades One to Six

Subject Areas: Social Studies, History, Geography

Visit the UNICEF website, or follow the link below to access the booklet and poster:http://www.unicef.org/rightsite/files/little_book_rights.pdfhttp://cmascanada.ca/wp-content/uploads/other_files/rights-of-the-child.pdf

This activity provides an opportunity for students to assess and choose key items and concepts around children’s rights and the ability to live in a good way. Students will examine the United Nations Convention on the Rights of the Child and will make observations as to whether these rights are being upheld with respect to Shannen’s Dream and the school crisis in Attawapiskat.

Read: Shannen and the Dream for a School (prologue) by Janet Wilson View: Youtube: Heartspeak about Shannen's Dream

Questions for discussion:1. Mind: What do you think about what you have seen/heard?2. Spirit: How do you think this crisis has affected the spirit of the

Attawapiskat community?3. Emotion: How do you feel about what you’ve seen/heard?4. Body: What physical response did you have to what you have

seen/heard?

Activity:1. Review the UN conventions on the Rights of the Child as a class

(Poster).2. Divide students into groups of 3 or 43. Have them take a set of cut up conventions and have them paste them

onto a t-chart under the headings upheld and denied based on the Canadian governments handling of the question of a school for the community.

Once completed, have students present their t-charts.Students should support their claim using evidence from what they have learned.

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Suggested ResourcesEssentials for the Classroom:

Aboriginal Peoples: Building for the Future, Kevin Reed (Oxford University Press, 1999) Aboriginal Perspectives: A Guide to the Teacher’s Toolkit (Ontario Ministry of Education, 2009)http://www.edu.gov.on.ca/eng/aboriginal/toolkit.html

Aboriginal Voices in the Curriculum: A Guide to Teaching Aboriginal Studies in K-8 Classrooms, (Toronto District School Board, 2006)

First Nation, Métis and Inuit Education Policy Framework, (Ontario Ministry of Education, 2007)

Highly Recommended:

Aboriginal Beliefs, Values, and Aspirations, Barabara Fillion, Neal McLeod, Suzanne Methot, Shay-Lea O’Brien & Tanya Senk (Pearson Canada Inc., 2011)

Aboriginal Beliefs, Values and Aspirations: Teacher Resource, Dean Cunningham, Jim Hollander, Nancy Peters, Tanya Senk (Pearson Canada Inc., 2011)

Aboriginal Peoples in Canada, Kevin Reed (Pearson Canada Inc., 2011)

Aboriginal Peoples in Canada: Teacher Resource, Jenise Boland, Margaret Wells, Marlene Finn Wolfman (Pearson Canada Inc., 2011)

A Broken Flute: The Native Experience in Books for Children, Beverly Slapin & Doris Seale, eds. (AltaMira Press, 2006)

For Indigenous Eyes Only: A Decolonization Handbook, Waziyatawin Angela Wilson & Michael Yellow Bird (School of American Research, 2005)

Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms, Guy W. Jones & Sally Moomaw, eds. (Redleaf Press, 2002)

Strength and Struggle: Perspectives from First Nations, Inuit and Métis Peoples in Canada, Joyce Atcheson, Nichola Batzel, et al. (McGraw Hill-Ryerson, 2011)

Through Indian Eyes: The Native Experience in Books for Children, 3rd Edition, Beverly Slapin & Doris Seale, eds. (New Society Publishers, 1992

© 2011 Toronto District School Board 29

© 2011 Toronto District School Board 30