Timeline and Presentation: Review terms such as status and non-status,
residential schools, reserves, self-government,
and the Indian Act of 1876.
Divide the class into groups to research topics
that exemplify the mistreatment of Aboriginal
peoples (e.g., residential schools, right to vote
1960, White Paper 1969, Meech Lake Accord,
Assembly of First Nations, Oka 1990). Have
groups create a timeline to present their findings.
Have students explain their timelines in an oral
presentation. Assess students’ timelines for
inclusion of
- year of event
- name of event
- description/intent of event
- main players involved
- outcome of event
.................................................................................................................................
Guest Speaker: Invite an Aboriginal Elder to class to discuss topics and issues that affect Aboriginal people on the community, provincial, and federal levels (e.g., self-government, treaty negotiations, types of activities promoting cultural identity).
(alternative: online oral history resources)
Ask students to generate questions to be asked of the
speaker. Questions could include:
Are you involved in any treaty negotiations
or *? If so, what success have you
had?
Why are negotiations for land claims and
self-government so difficult?
How is Aboriginal reserve land different
from other forms of land ownership in our
community?
How were you or any people you know
affected by residential school experiences?
RESOURCES
1951 - 1981: Aboriginal Rights Movement
Words First: An Evolving Terminology Relating to Aboriginal Peoples in Canada
2001 census_Aborginal Peoples,a demographic profile
Aboriginal Peoples and the Criminal Justice System
COMMENTS?