Lesson 2 Conflict with First Nations

Unit Three - Societies in Conflict

*NOTE: Choose to complete either Unit Three Lesson Two OR Unit Three Lesson Three.

LESSON TWO (ELAU3L2) - CONFLICT WITH FIRST NATIONS (Four Days)

INTRODUCTION

Prior to European contact, Canada was once comprised of six geographical areas populated by Aboriginal peoples of common cultures. The areas and examples of the peoples who lived in them are:
Atlantic Coast (Mi'kmaq people) 
Northwest Coast (Salish people)
Plateau (Kootenay people)
Plains (Blackfoot people)
Sub-Arctic (Dene people)
Eastern Woodlands (Anishinabe people)
Arctic (Inuit people)

Canada's Original Six Major Cultural Groups

Following European contact, the nation of Canada was built upon a premiss that did not recognize a place in Canada's future for Aboriginal Peoples. Canada was colonized with policies that both forced Aboriginal assimilation and displaced Aboriginal Peoples from their lands.This history led to the creation of various Aboriginal political and interest groups such as The Assembly of First Nations, The Metis National Council and others.

Resources

"The Trial of Duncan C. Scott" 
"Changes in the Indian Act"
"Truth and Reconciliation" 
Truth and Reconciliation, Commission of Canada
"The Wrongs of the Past"

Unit Three - Societies in Conflict

LESSON TWO (ELAU3L2) - CONFLICT WITH FIRST NATIONS

LESSON

Using Google or any other search, please find one or two examples of genocide with our First Nations' People of Canada.

Read these examples to develop an awareness of the issue.

Move directly to the assignment when you are finished reading.

Read the following literary texts to learn more about Canada's colonial history and its impact on First Nations Peoples. All selections are linked to the Resources section of this lesson or located within you Rocky View Schools anthology.

1. "The Trial of Duncan C. Scott" Graphic Art, by Chris Bose
   
Before reading:
Look over the images and predict whether the subject matter will be historical, contemporary or both.

Exploration -
As you view this graphic art, think about the reasons the artist had for creating this piece.

2. "Changes in the Indian Act" Graphic Art, by Chris Bose
    

Before reading:
Define the term rights. Create a list of rights you and your friends currently have and take advantage of.

Exploration -
As you view this image, think about the rights that First Nations peoples were denied before 1951, and consider why this is important to know.

3. "Truth and Reconciliation" Speech, by Justice Murray Sinclair 
   

Before reading:
To gain a clearer understanding of the issues surrounding conflict with Canada's Aboriginals, watch the following related links regarding colonialism and the history of residential schools, in Canada:

Exploration -
As you read this speech, think about the tone and language Justice Sinclair uses. Also think about who the speech is directed to.

4. "The Wrongs of the Past" Interview by Daniel N. Paul
    
Before reading: 
Peruse the short biography at the beginning to learn a little about the author, Daniel Paul. Before reading the interview, try to predict three things that you think he might discuss.

Exploration -
As you read, consider all the reasons Daniel Paul feels the government should not build monuments in honour of people who committed violence against the Mi'kmaq people.

Unit Three - Societies in Conflict

LESSON TWO (ELAU3L2) - CONFLICT WITH FIRST NATIONS 

CHOICE OF ASSIGNMENTS

After reading all the above selections, open a new Word document. Label this assignment E102U3L2surname.
In this document, complete ONE of the following assignments outlined below.
Submit this assignment using the Assignment Folder for U3L2 Conflict with First Nations OR U3L3 Racial Discrimination.

CHOICE #1 - Five Paragraph Essay

Research changes made to the Indian Act since 1960. What are some of the most significant changes? In a five paragraph essay or written persuasive speech, present your findings on whether or not the Indian Act limited and continues to limit the activities of First Nations peoples. Include information on how the Indian Act affects Inuit and Metis peoples.

 OR....

CHOICE #2 - Creative Visual Presentation and Written Explanation

Research two or more examples of genocide around the world. Present your findings in a visual form of your choice, such as a detailed collage, intricate painting. 

Provide a deconstruction (detailed explanation of two or more paragraphs) explaining your presentation. Within your deconstruction, explain how these examples are similar to and different from the cultural genocide experienced by First Nations, Inuit, and Metis peoples in Canada.

Unit Three - Societies in Conflict

LESSON TWO (ELAU3L2) - CONFLICT WITH FIRST NATIONS 

EVALUATION

This assignment is evaluated based on the following RUBRIC

Exploration of Issue - /15
Defense of Position - /35 
Quality of Examples - /35
Language and Expression - /15

Total - /100

CONCLUSION 

On every one of our priorities, we will continue to press for justice, for fairness, for respect and for change as determined by our First Nations. It is our responsibility to drive change for our children, grounded in our rights and culture, we must be prepared to seize opportunity to achieve the future they deserve.

National Chief Shawn A-in-Chut Atleo