Upload
others
View
11
Download
0
Embed Size (px)
Citation preview
1
AdditionalResourcesforTeachers:ColonizationandCanada
Formanynon-Indigenousteachers,weunderstandthiscanbeachallengingtopictonavigate.WebelievethathavingIndigenousvoicesguidethesediscussionsisvitallyimportant,andMARLencouragesteachersto reach out to Indigenous organizations and community groups who are available to facilitate inclassrooms.Withthatsaid,weidentifytheneedfortheroleofeducatortonotalwaysfallonIndigenouspeoples, and desire to honestly and meaningfully provide education surrounding colonialism and itsimpactsinCanada,whilenotimplyingweareexpertsonthistopic.Wehopethatthefollowingresourcesarehelpfulforteacherswhowouldlikeassistanceinnavigatingthesetopicsmeaningfully.
TableofContentsWebsitesandLiterature………………………………………………………………………………………………………………2Activities……………………………………………………………………………………………………………………………………..7IntroductiontotreatiesinCanada…………………………………………………………………………………………….17Treatiesbackgroundinformation………………………………………………………………………………………………18
2
TheCanadianEncyclopediaThisonlineencyclopediaoffersinsightsonsocialconditionsofIndigenousPeoplesinCanadaincludingareassuchashousing,employment,health,justiceandfamily.
http://www.thecanadianencyclopedia.ca/en/article/native-people-social-conditions/
âpihtawikosisânâpihtawikosisân,aMétiswomanfromAlbertalivinginMontrealwhocreatedthisblogfocusingondebunkingmythstofamiliarizepeoplewithspecificIndigenoustopics.EntitledIndigenousIssues101,herblogisorganizedbydifferentheadersandsubtopicsonarangeofsubjects,fromSpecificMythsorMisunderstandingstoThoughtsaboutLanguage/CultureandElsipogtog.
http://apihtawikosisan.com/aboriginal-issue-primers/
ReportoftheSpecialRapporteurontheRightsofIndigenousPeoplesinCanadaAreportsubmittedin2014byJamesAnaya,theSpecialRapporteurontherightsofIndigenousPeoples,outlinesthehumanrightssituationofIndigenouspeoplesinCanadabasedoninformationgatheredfromvarioussourcesaswellasincooperationwiththegovernmentofCanada.Thereportoutlinesvarioushumanrightsconcernsaswellasprovidesrecommendations.
https://documents-dds-ny.un.org/doc/UNDOC/GEN/G14/075/09/PDF/G1407509.pdf?OpenElement
TheIndianActinPlainEnglishNoraLoreto,anactivistandwriterbasedinQuébecCitylaysouttheIndianActincomprehensive,plainEnglish.ThiswasdonetoassistCanadiansinunderstandingthecolonialrelationshipbetweenIndigenouspeopleandtheCrown,whileremovingconfusinglegaljargon.
https://noraloreto.ca/the-indian-act-in-plain-english/
DanielSchwartz:“Howdoesnativefundingwork?”ThisarticlepublishedbyCBCin2013exploresthecomplicatedandoftenmisunderstoodissueoffundingtoIndigenouscommunities.
http://www.cbc.ca/news/canada/how-does-native-funding-work-1.1301120
3
HealthCanadaThewebsiteliststhedrinkingwateradvisoriesthatareinplaceinFirstNationscommunitiesacrossCanadawithexceptiontoBritishColombia.
http://www.hc-sc.gc.ca/fniah-spnia/promotion/public-publique/water-dwa-eau-aqep-eng.php
ThissiteanswersquestionsaboutwaterandwastewaterinrelationtoFirstNationscommunitiesinCanada.
http://www.hc-sc.gc.ca/fniah-spnia/promotion/public-publique/water-eau-eng.php
JohnSteckley:LearningfromthePast:FiveCasesofAboriginalJustice,deSitter:Ontario,CanadaThisbookoutlinesfivedifferentcasestudiesofCanadianIndigenouspeoplewhohavefacedinjusticeintheCanadianjusticesystem.Thisbookoutlineswhathappenedineachcaseaswellasexploreswhathashappenedsinceinvestigationsoccurred.
Availableforpurchasefrom:
http://www.desitterpublications.com/learningfromthepast.html
TheTruthandReconciliationCommissionofCanadaThiswebsitehaslinksfortheTRCreportandfindings,totheNationalCentreforTruthandReconciliationandmore.
http://www.trc.ca/websites/trcinstitution/index.php?p=905
AssemblyofFirstNations-QualityofLifeFactSheetThisquickfactssheetfrom2011providesfactsaswellascontextonissuesconcerningFirstNationscommunities.Anexcellentsourceofstatisticalfacts.
http://www.afn.ca/uploads/files/factsheets/quality_of_life_final_fe.pdf
UniversityofManitoba–DebunkingMythsTheAboriginalStudentCentreattheUofMpublishedthispamphletfullofmythsandfactstodebunkmisconceptionsaboutFirstNationsPeoples.
http://umanitoba.ca/student/indigenous/media/28_Myths_and_facts.pdf
UniversityofAlberta–DebunkingMythsChelseaVowel,aMétisauthorandeducatorunpacksfivemisconceptionsaboutIndigenouspeoples.
https://www.ualberta.ca/newtrail/spring-2017/features-dept/exposing-five-myths
4
JoannaSmith:“FirstNationsFinancialTransparencyAct:mediansalaryforachiefis$60,000”AnarticlepublishedbyTheStarin2015thatanalyzesthesalariesofFirstNationschiefs.https://www.thestar.com/news/canada/2015/02/07/first-nations-financial-transparency-act-median-salary-for-a-chief-is-60000.html
TimFontaine:“SomeInflatedThoughtsAboutTreatyPayments”AnarticlepublishedinMediaIndigena,clearlyexplainswhattreatymoneyis,howmuchitisandreferstoJeanAllardinreferencetowhatthatamountwouldtranslatetotodaywithinterestandinflationandtheideaofdirectpayment.
http://www.mediaindigena.com/tim-fontaine/issues-and-politics/some-inflated-thoughts-about-treaty-payments
NativeWomen’sAssociationofCanadaThiswebsitebringstogether13Nativewomen’sorganizationsacrossCanadatoprotect,recognize,promoteanddefendtheirNativeancestrallaws,spiritualbeliefs,languageandtraditions.TherearecurrentupdatesandaliveTwitterfeedforuptodateinformation.
https://nwac.ca/
AboriginalYouthOpportunities(AYO!)AYO!,ayouth-ledorganizationinWinnipeg’sNorthEnd,aimingtoprovideyoungpeoplewithopportunitiesforleadershipandcommunitydevelopment.
http://www.ayomovement.com/
GotBannock?Agrassrootscausetofeedthehungry,thehomeless,thelessfortunateonthecoldstreetsofWinnipeg.
www.gotbannock.ca
FirstNationsChild&FamilyCaringSocietyofCanada:Shannen’sDreamAWealthofresourcesforteachersandstudentsthataimtobringreconciliationtotheclassroom.
http://www.fncaringsociety.com/shannens-dream-school-resources
5
ElizabethComack,LawrenceDeane,LarryMorrisette,andJimSilver:IndiansWearRedAlookatAboriginalstreetgangsandthecontextthatproducedthem.Thisbooktouchesonracializedpovertyandcolonizedspaces.
https://fernwoodpublishing.ca/book/indians-wear-red
LornaStandingready’sStoryKaitlinBardswichsharesthestoryofresidentialschoolsurvivorLornaStandingready.
http://kaitlinbardswich.ca/category/truth-and-reconciliation-commission/
RacialEquityToolsAsourceofcurriculumanddifferentwaysofeducatingonracialequity.
https://www.racialequitytools.org/home
KairosCanadaAneducator’sresourceontheblanketexercise,ateachingtooltosharethehistoricandcontemporaryrelationshipbetweenIndigenousandnon-IndigenouspeoplesinCanada.
http://kairosblanketexercise.org/
FirstNationsEducationSteeringCommitteeFNESCisacontrolledcollectiveorganizationfocusedonadvancingqualityeducationforallFirstNationslearners.ABCbasedorganizationthatcreatescurriculumandotherresources.
http://www.fnesc.ca/
GroundworkforChangeThissiteismeanttosupportpeoplewhoareaskingquestionsandlookingtolearnmoreaboutIndigenous-settlerrelationsinCanadainrespectfulandusefulways.
www.groundworkforchange.org
DecolonizingTogetherThisarticlewrittenbyHarshaWaliachallengesreaderstoconsidermovingbeyondapoliticsofsolidaritytowardsapracticeofdecolonization.
https://briarpatchmagazine.com/articles/view/decolonizing-together
6
HousingDiscriminationThisisaresearchstudydoneinThompsonandWinnipeg,outliningtheexperiencesofracismanddiscriminationthatIndigenouspeoplesexperiencewhentryingtoaccesshousing.
http://apr.thompsonbooks.com/vols/APR_Vol_1Ch6.pdf
IndianStatus:5morethingsyouneedtoknowThisarticlebytheCBCdispelscommonlyheldmythsaroundFirstNationsandstatuscards.
http://www.cbc.ca/news/indigenous/indian-status-5-more-things-you-need-to-know-1.3109451
AllyBillofResponsibilitiesLynnGehloutlines16actionsthatindividualstakeonwhentheyareseekingtobecomealliestoIndigenouspeoples.http://www.lynngehl.com/uploads/5/0/0/4/5004954/ally_bill_of_responsibilities_poster.pdf
12DaysofReconciliationwithIndigenousPeoplesTocelebratethereleaseoftheTruthandReconciliationCommission’sReport,IndigenousCorporateTrainingputtogether12actionstotaketolivereconciliationwithIndigenouspeoples.
https://www.ictinc.ca/blog/12-days-of-reconciliation-with-indigenous-peoples?utm_content=26062157&utm_medium=social&utm_source=twitter
ThisReconciliationisfortheColonizerBlogger,IndigenousMotherhoodcritiquesthekindofreconciliationtakingplaceinCanadarightnow.
https://indigenousmotherhood.wordpress.com/2017/06/13/this-reconciliation-is-for-the-colonizer/
InteractivemapofIndigenousterritoriesAninteractivemapofNorthAmericathatoutlinestraditionallandsoccupiedbyvariousIndigenousnations,aswellasinformationlanguagegroups.
http://www.native-land.ca/
7
ColtonBoushieCaseStudyActivityTime:15minutes
Age:Grades9-12
Materials:
OnecopyofCTVarticleforeachstudent
Instructions:
Introducetheactivity:ColtonBoushiewasayoungmanfromRedPheasantFirstNationinSaskatchewanwhodroveontoafarmtoaskforhelpwithaflattireonAugust9,2016andwhowasfatallyshot.Explainthattheyaregoingtoreadhisstoryinabitmoredetail,andthendiscusssomequestionsasasmallgroup.
Arrangestudentsingroupsof3or4,askthemtoreadthenewsarticleintheirbooklet,andanswerthequestionsintheirsmallgroup.
Allowabout10minutesforconversationstooccur,thendiscussinlargergroup.
Smallgroupquestionsandsuggestionsfordiscussioninlargergroup:
WhydoyouthinkitisaproblemwhentheRCMPissuesincorrectinformationintheirpublicreleaseaboutsuspectingthatthemeninthetruckwerebeinginvestigatedfortheft?Doyouthinkthisinfluenceshowpeopleseethestoryandshooting?[Byimplyingthattheftmighthaveoccurred,itprovidesareasonwhythemanwouldhaveshotColten(otherthanpureracism)andputsColtenandhisfriendsatfault.Maymakeiteasierforpeopletosay“theydeservedit”.]
Whatdoyouthinkcouldhavebeendonedifferentlybythemanonthefarm?BytheRCMP?Bythemedia?[ThefarmerwhoshotColtoncouldhaverespondedmorecalmlyandwithoutanybias.TheRCMPshouldhavemadesurethatalltheinformationthattheyreleasedwascorrect,andthemediacouldhavecoveredthismorewidely.]
Whatdoesthissayaboutthetypesoflivesthatarevaluedmostinoursociety?Howcanweensurethatpeople’sstoriesaretoldwithdignityandrespectevenwhentheyarenolongeralive?[Weoftenseethelivesofwhitepeoplevaluedmorethanthelivesofpeopleofcolour(includingIndigenouspeople).Thisisalsoreflectedinthewaythatourjusticesystemworks:whenwhitepeoplearethevictimofcrimes,thesentenceismorelikelytobelongerthanifthevictimwasapersonofcolour.Whenwearetalkingaboutpeopleaftertheydie,wecanmakesurethatweareframingthemasthepersonthattheywouldwanttoberememberedas:Colten’sfamilyrememberinghimasafamilymanwhoassistedinthecommunityratherthansomebodywhomighthavebeenonthefarmforstealingandwhodeservedtobeshot.]
8
“FirstNationsmanfatallyshotonSask.Farmwaslookingforhelpwithflattire:cousin”
ByJenniferGrahaminRegina,CTVNews.PublishedFridayAugust12,2016.
BIGGAR,Sask.--RacialtensionsareflaringinSaskatchewanafterthefatalshootingofaFirstNationsmanwhorelativessaywasjustlookingforhelpwithaflattire.
ColtenBoushie,22,waskilledTuesdayafterthevehiclehewasindroveontoafarmintheruralmunicipalityofGlenside,westofSaskatoon.
Boushie'scousin,EricMeechance,saidheandthreeotherfriendswerealsointhecar,headinghometotheRedPheasantFirstNationafteranafternoonspentswimmingatariver.
ButMeechancesaidtheyhadatireblowoutandthat'showtheyendedupatthefarm.
"Thatguyjustcomeoutofnowhereandhejustsmashedourwindow,"saidMeechance.
Meechancesaidtheytriedtodriveaway,butendedupcollidingwithaparkedcar.Hethenranforsafetyasgunshotsrangout.
"Runningisprobablywhatsavedallofourlives,youknow,becauseifhe'sgoingtoshootone,he'sprobablywouldhaveshotusall,"hesaid.
"Hewasn'tshootingtoscareus.Hewasshootingtokill."
GeraldStanley,54,ischargedwithsecond-degreemurder.HeistomakehisnextcourtappearanceinNorthBattlefordonAug.18.
MeechancesaidBoushiewasahardworker,mowinglawnsandcuttingwoodtoearnmoney.
AGoFundMepagehasbeensetuptoraise$10,000tohelpBoushie'sfamilycoverfuneralexpenses.
AnotherGoFundMepagehasbeensetuptohelpStanley'swife.Thehopeistoraise$35,000.
Thatpagehasbeensetupbysomeonewhosaidtheyliveinthearea.Itsays"muchofthefarmingcommunityarounduswhoknowthisfamilyknowthey(are)lovinganddeservingofsomehelpthroughadifficulttime."
FirstNationsleaderssaytheRCMPnewsreleaseabouttheshootingwasbiased.
Thefirstpolicenewsreleasesaidthatpeopleinthecarhadbeentakenintocustodyaspartofatheftinvestigation.
ChiefBobbyCameronoftheFederationofSovereignIndigenousNationssaidtheRCMPstatement"providedjustenoughprejudicialinformation"forpeopletodrawtheconclusionthattheshootingwassomehowjustified.
"ThemessaginginanRCMPnewsreleaseshouldnotfuelracialtensions,"hesaid.
ChiefClintWuttuneeoftheRedPheasantFirstNationsaidthemedia'sinitialportrayaloftheevent,basedontheRCMPrelease,madetheincidentsoundlikeacrimewasabouttobecommittedbythepassengersinthecar.
9
TheFSINwantsareviewoftheRCMP'scommunicationpoliciesandwritingguidelines.
NationalChiefPerryBellegarde,withtheAssemblyofFirstNations,saidhewasparticularlydisturbedby"racist,derogatorycomments"abouttheincidentonsocialmedia.It'sastarkreminderof"howmuchworkwehavetodotoeliminateracismanddiscrimination,"hesaid.
"Intoomanyways,thisisasaddayforSaskatchewan,"hesaidinastatement.
RobertInnes,aUniversityofSaskatchewanindigenousstudiesprofessorinRegina,saidthesituationshowsthecommunitydivide.
"YoucanseethattheracialtensionisbasicallyatinderboxinSaskatchewan,"saidInnes.
Speakinggenerally,InnessaidsomefarmersareblamingFirstNationspeopleforruralcrime.Theirmentalityistoprotecttheirproperty,hesaid.
"Sothere'sthisrealfearandcontempttowardsindigenousmenbymanywhitepeople,tothepointwheretheywillshootbeforeaskingquestions."
InnessaidindigenouspeopleareangrythatBoushiewaskilled.
HenotesthatsomeCaucasiansareangrythattheyoungpeoplewereevenonthefarmandbelieveStanleyisbeingrailroadedbypoliticalcorrectness.
"Alotofpeoplewhoaretalkingonsocialmediaarehappythatthepersonwasshotandkilledandbelieveitwasjustified.That,tome,iskindofdisturbinginalotofways."
10
IndiansWearRedDiscussionActivityTime:15minutes
Age:Grades9-12
Materials:
ExcerptfromIndiansWearRedonPowerPoint,writtenonboard,orprintedoutforeachstudenttoread
Copyofquestionsforstudentstodiscussinsmallgroups
Instructions:
Askstudentstogetintosmallgroups(5-6people),readtheexcerptanddiscussthequestionstogether
Acknowledgethattheremightbewordsinthisexcerptthatthestudentsdon’tknow–askthemiftherearewordstheyneeddefinedoncetheyreadthrough.Belowaresuggestedconversationpointsinresponsetothequestionsthestudentswillbediscussingintheirsmallgroups.
“ColonialismhasalsoproducedAboriginalstreetgangs…TheprevalenceofAboriginalstreetgangsinWinnipeg’sinnercityconstitutesaformofresistancetocolonialism,albeitonethathashadnegativeconsequences.”P.17(IndiansWearRed:Colonialism,Resistance,andAboriginalStreetGangsbyElizabethComack,LawrenceDeane,LarryMorrissette,&JimSilver)
1. Whydoyouthinkpeoplejoinstreetgangs?Whatarethepositivethingsthatgangsprovideforpeople?
- Asenseofcommunityandfamily,support,money,senseofbelonging,senseofidentity,theyprovidethingsthatcolonialismhastakenaway.
- Sincecolonialismhastriedtostrippeopleofthesethings,someIndigenouspeopleareabletofindthesethingsthroughstreetgangs.
2. Howdoyouthinkstreetgangscanbeaformofresistanceorreactiontocolonialism?
- (Whatismentionedinpreviousquestion)aspeopleseekingcertainthingsthathavebeenstrippedbycolonialism
- Mostsignificantly,gangsmightbeanattempttorecreateanidentityforpeople,becausecolonialismwasanattempttocompletelywipeoutanidentity,itisaformofresistingthisassimilation,andcreatinganewkindofidentity
3. Doyouthinkifgovernmentandlawenforcementviewedgangsinthisway(asaresultofcolonialism)itcouldleadtoabetterunderstandingandultimatelyadecreaseingangactivity?Whyorwhynot?
- Leavethismainlyuptostudentstodiscuss- Emphasizetheimportanceofunderstandinghistoryinordertobetterunderstandcurrentand
futureevents(andhowunderstandingcolonialismprovidesuswithalotofinsight)- Discusshowattemptstobe“toughoncrime”havenotbeensuccessfulbecausetheyaresimply
areactionarypunishmentratherthananattempttoaddressdeeperissues
11
UnderstandingColonialismSquaresActivityTime:10minutes
Age:Grades7-12
Materials:
CopyofBingosheetforeachstudent
Instructions
Beforethisactivitycanoccur,studentsmusthavehadatleastapreliminaryintroductiontotheUnitedNationsDeclarationontheRightsofIndigenousPeoples(UNDRIP)andtheReportoftheSpecialRapporteurontheRightsofIndigenousPeoplesinCanada,aswellascolonialisminCanada.
Suggestedintroduction:
UnitedNationsDeclarationontheRightsofIndigenousPeoples
• ExplainwhattheUNis(anintergovernmentalorganizationthataimstopromotepeaceandcooperationamongstnations),explainthatUNDRIPisadeclarationmadeupof46articlesdevelopedbytheUN.TheDeclarationsetsouttheindividualandcollectiverightsofindigenouspeoples,aswellastheirrightstoculture,identity,language,employment,health,educationandotherissues.
• Ask:whydoyouthinkIndigenouspeopleneedaspecialdeclaration?ExplainhowcolonialismhashadadetrimentalimpactonIndigenouspopulationsallovertheglobe,resultinginseverepowerimbalancesandmanyculturesareatriskofbeingcompletelylost.UNDRIPseekstosolvelargerissuesthatimpactpeopleworldwide,whilepromotingthepreservationofIndigenousculture.
• In2016,afterbeingoneofonlyfournationstovoteagainstadoptingUNDRIPin2007,CanadafinallyofficiallyadoptedandpromisedtoimplementUNDRIPfully.Itisn’taneasyprocessthough–implementingUNDRIPwillbeahighlycomplicatedprocessthatwillneedtoweaveitswayintotheCanadianConstitutionwhilealsoreforminglegislationthatisinplacerightnowthatdiscriminatesagainstIndigenouspeople(ex.IndianAct).
ReportoftheSpecialRapporteurontheRightsofIndigenousPeoplesinCanada
• Explainthatthisreportwasproducedin2014afterCanadahadsignedontoUNDRIP(buthadn’tyetagreedtoimplementitintolaw),anditissupposedtoremindthegovernmentofwhattheyhadsignedontoandkeepthemaccountable.ItassessedtheconditionsforIndigenouspeoplesinmanydifferentareasinCanadaandgaverecommendationsforwhatCanadacandotoimprovetheconditions.
• Explainwhataspecialrapporteuris:anexperthiredtostudyandproduceareportontheirareaofexpertiseinanothercountry,hisnameisJamesAnaya.ThereportmadeitprettyclearthatthestateofIndigenouspeopleinCanadaisnotgreatandmadenumerousrecommendationsforCanadatoimprovetheconditionsforIndigenouspeoples.
• Ask:Whatrecommendationswouldyoumake?
12
Usingknowledgegainedfromthediscussionstoday,walkaroundtheroomandfindpeoplewhocananswerthequestionsinthesquares.Trytogetanswersfromasmanydifferentpeopleaspossible.
Whatiscolonialism? Nameacountry(notCanada)wherecolonialismhasoccurred
WhatwasoneresultofcolonialisminCanada?
WhendidCanadasignontoUNDRIP?
DefineIndigenouspeople Whatisonequestionyouhaveaftertoday?
NamearightthatUNDRIPprotects
Whatisonegoalofcolonialism? Whatisaspecialrapporteur?
Nametheinternationalhumanrightsorganizationthatworkstowardspeace
Whatisthepointofarecommendationfromaspecialreport?
WhatdoesUNDRIPstandfor?
13
MisconceptionsaboutTreatiesActivity
Time:10minutes
Age:Grades5-12
Materials:
Onelargepieceofpaperforeachsmallgroup
Markers
Instructions:
Splitstudentsupintosmallgroupsofabout4or5people.Provideeachgroupwithalargepieceofpaperandmarkerstousetobrainstorm.Explainthatsometimesmisconceptionsabouttreatiesandtreaty-makingleadtopromotingnegativeattitudesandbehaviourstowardIndigenouspeoples.Askthegroupstoreflectforafewminutesonthefirstquestion:
1. Whataresomegeneralstereotypesorcommonbeliefsthatmightbewrongabouttreatiesandthetreaty-makingprocess?(Examples:treatiesonlyapplytoIndigenouspeople,Indigenouspeoplegeteverythingforfreebecauseoftreaties)
Allowthemabout3minutestobrainstormontheirsheetanswerstothisquestion.Askthemtothenconsiderthisquestion:
2. Whydoyouthinkindividualshavemisconceptionsabouttreaties?(lackofknowledgeabouttreatynegotiations,it’snottalkedaboutinmainstreamveryregularly)
Allowstudentsanother5minutesorsotobrainstormreasonswhypeopleholdmisconceptions.
Inthelargergroup,askthegroupsthefollowingquestions,askingsmallgroupstodrawfromwhattheyhadwrittendown.
• Doyouthinkitispossibleforpeopletochangetheiropinionsonthings?Whatneedstobedoneforthistooccur?
• HowdoeslearningaboutthetreatiesassistinpromotingpositiverelationshipsbetweenIndigenouspeoplesandotherCanadians?
Debrief:
Explaintostudentsthatitisoftenmisunderstandingsaboutwhathashappenedhistoricallythatresultinracismandprejudice,sothisisveryimportantfortacklingissuesthatweseeinCanadatoday.
14
AlienTreatyActivityTime:30minutes
Age:Grades7-12
Materials:
LargemapofCanada(printedorprojectedonscreen)
Instructions:
Explainthatwearegoingtoplayanactivitytohelpusbetterunderstandtheprocessoftreatymakingincolonialnations.ExplaintothestudentsthattherearealienswhohavebeencirclingtheEarthandwhoareinterestedinmovingtoCanada,andbringingtherestoftheirforeignpopulationwiththemeventually.
AskthegroupifanystudentsspeakalanguageotherthanEnglish.Askthesestudentstoleavetheroom.Thisgroupshouldbeapproximatelyaquarterofthesizeofthelargergroup.Ifnotenoughstudentsspeakanotherlanguage,arbitrarilypickotherstudentstojointheminordertohaveanadequategroupdivision.Thesewillbethe“aliens”.
ShowthestudentswhoremainedintheclassroomamapofCanada.Remindthemthatthealiensaretheoneswhoaretryingtogainaccessandcontroltoallofthislandwhichistheirhome.Whenthealiensreturntotheclassroom,theywillbeaggressivelytryingtoconvincethestudentsintheclasstoallowthemaccesstoalloftheland,butthestudentsintheclassroomwanttotryashardastheycantokeepcontrolofasmuchofCanadaaspossible.Tellthemthattheyhave5minutestodiscusswhichprovincestheywanttokeepwithintheircontrol,andhowtheywillconvincethealienstoletthemdoso.Theyareonlyabletokeepthreeprovinces/territoriestotal,sotheyneedtomakeaclearcaseforwhytheywantwhattheywant.Theyalsohavetoappointonepersontobethecommunicator,andonlythatpersoncanspeakwiththealiens.ThesestudentsshouldnotbeawareofthefactthatthealienswillnotbecommunicatingwiththeminEnglish.
Explaintothe‘aliens’inthehallwaythattheyaregoingtoenterintotheclassroomandhearfromthestudentswhatpartsofCanadatheyshouldallowtheCanadianstoliveon.InstructthealienstoonlyspeakinthelanguagethattheyknowthatisnotEnglishoncetheyareintheclassroom,makingcommunicationwiththeCanadiansimpossible(iftherearealienstudentswhodonotspeakanotherlanguage,askthemtoactliketheycan’theartheCanadianswhentheyarespeaking).InstructthemtolistentowhattheCanadianshavetosay,butthenonlydiscussamongstthemselvesindifferentlanguageswhatTHEYwantoutofthemap.Instructthemtobeveryresistanttoanythingthatthegroupinsidetheclassroompresentstothem.
Allowthealienstoentertheroomoncebothgroupsareready,andallowthemtotryandcommunicateforacoupleminutes.Askthealienstoleavetheroomafteraboutfiveminuteshavegoneby.
InstructtheCanadiansthattheyneedtodobetterthisnextroundtogetthealiensonboardwiththeirplan.Encouragethemtotrydifferentcommunicationtechniquestoachievetheoutcomethattheywant.Thistimethough,manyinthegrouparesickandarelessabletosupporttheleadertoexplainto
15
theothergroupwhatareasofCanadatheywouldliketokeep.Tellthemtoplaythisupbycoughingorleaningoneachotherforsupport.
Thealiensshouldcomeintotheroomanddowhattheydidthefirstround,andthistimetheyshouldtrytostealsomeoftheCanadiansandbringthemintotheirgroup.
Askthealienstoleavetheroom.
InstructtheCanadiansthatiftheydonotmakeadealafter1minuteofthealiensbeingintheroomthisnexttime,thenhalfoftheirpopulationisgoingtodie,andafter3minutesthenalloftheirpopulationisgoingtodie,sotheymustagreetosomethingquickly.
Instructthealienstotrytocommunicate(notinEnglish),thattheywanttheCanadiansonthetiniestsectionofCanadathattheycanpointout(possiblyanorthernisland),andthatthealienswillliveintherestoftheland.Attheone-minutemark,askhalfoftheCanadiansto‘die’(laydown/leavethegroup).Atthethree-minutemark,iftheyhavenotcometoaconclusionyet,tellthemthattheactivityisover.
Debrief
Aliens:howdiditfeeltobeinyourposition?Whatmadeyoufeelthisway?
Canadians:howdiditfeeltobeinyourposition?Whatdoyouwishcouldhavebeendifferent?
Doyouthinkthatthiswasaneffectivewaytoengageinatreatyagreement?Discusswhatcouldhavebeendifferentaboutitforittobeabetterprocess.ExplainthatthiswasanattempttoexplainhowmanyofthetreatynegotiationsoccurredinCanadawhenitwasfirstbeingsettledbyEuropeans.DiscusshoweachoftheserelatetowhatoccurredhistoricallyinCanada:
Languagebarrier:inthisexampletheinabilitytocommunicatefullymadeitreallytough.InCanada,thiswasoftenthecase,thattheagreementsofthetreatieswerenotexplainedadequatelytotheIndigenouspeoples.AnotherchallengeisthefactthatIndigenouscommunitiestraditionallycommunicatedviaoraltradition.Havingtheactualdetailsofthetreatywritten,andrequiringasignaturewasunusualforIndigenouscommunities.Insomecases,thereweretranslators,buttheywereoftenunabletoproperlycommunicateinEnglishortheIndigenouslanguage,whichmeantthateffectivecommunicationcouldnotoccur.
Powerimbalances:EventhoughtheCanadiansweretheoneswhowerealreadylivingontheland,andthealiensweretheoutsiders,theyfeltthattheyhadthepowertocontrolthepopulationontheland.WhenEuropeansettlersfirstcametowhatisnowknownasCanada,Indigenouspeopleshadbeenlivingonthatlandforthousandsofyears–yetthecolonizersfelttheyhadthepowertotakeovertheland.
Destructiveactions:Inouractivity,thealiensbroughtsicknesstotheCanadians,andtriedtostealpeople,andultimatelywouldhavecausedenoughharmthattheCanadiansalldiediftheyhadnotreachedanagreement.InrealityinCanada,settlersbroughtsicknesseswiththemthatIndigenouspeopleshadneverbeenexposedtobefore,whichresultedinseriouslossofpopulation.
Indigenouschildrenwerealsoremovedfromhomesandplacedinresidentialschoolsatanincrediblyhighrate,andparentswerethreatenediftheydidnotallowtheirchildrentoleave.Thiswasall
16
occurringastreatieswerebeingarranged,leadingtoconfusionaboutwhattheEuropeancolonizerswereactuallygoingtobeabletooffertheIndigenouspopulations.
17
IntroductiontoTreatiesinCanadaInordertocontinuetobuildamoreknowledgeableandrespectfulcommunity,thepeopleofCanadaandIndigenouspeoplesmustunderstandtheircommonhistory.Theyneedtotakeactiontorenewthetreatyrelationshipbasedonfairdealing,trustandrespect.
ThepeopleofCanadacanbenefitfromlearningmoreaboutthehistoricaleventsassociatedwiththemakingoftreatiesandthemutualbenefitsandresponsibilitiesoftheparties.
ProvidemapofCanadawithtreatiesonit
Ask:Whattreatyterritoryweareonrightnow?IfstudentsarefromoutsideWinnipeg,whattreatylandtheyarefrom?
InwhatisnowCanada,Indigenouspeoplewerebeginningtosufferhardshipasaresultofincreasedsettlement,commercialharvestingofbuffaloandotherwildgame,andhighmortalityratesduetodiseases.Indigenouspeopleswantedpeaceandprotectionoftheirwayoflife.TheIndigenousleadersrecognizedthattheirwayoflifewascollapsingandwantedtoretaintheirculturallifestylesandtraditions.Theythoughtthiswouldbeaccomplishedthroughthetreaty-makingprocess.
ThefirsttreatiesthatweresignedwereinEasternCanada,calledPeaceandFriendshipTreatiesdesignedtosecurepeaceandpromotetrade.TheywerewritteninEnglishandmosttimeswerenottranslatedinwritingorspeechforIndigenouspeopleswhodidnotspeakEnglish.Theywereoftenveryshortandreflectedcommonlawprinciples(thetypesoflawsthatexistedfortheBritishsettlers).
Afterthiscametheelevennumberedtreaties,negotiatedacrossNWOntario,theprairies,andpartsofBC,YK,NWT.ThesetreatiesrequiredIndigenouspeoplestosurrendertherightstotheirlandinexchangefortreatyrights(thingslikeeducation,orhuntingandfishingtools).
AftersigningatreatywiththeCrown,anIndigenouspersondidnotautomaticallybecomeacitizenunderCanadianlaw.TobecomeaCanadiancitizen,anIndigenouspersonhadtogiveuptherightsthathadbeenpromisedinthetreaty.UndertheenfranchisementsectionsoftheIndianActtherewereprovisionsthatresultedintheinvoluntarylossofstatusformanypeople.
Federallegislationwaschangedin1960,andallIndigenouspeoplesweregiventherighttovoteandweregrantedCanadiancitizenship.ThismeansthattheycouldbebothCanadiancitizensandTreatyFirstNationcitizens.Today,allCanadiansenjoyrightsandwiththeserightscomestheresponsibilitytounderstandandupholdthetreaties.
ThemotivesoftheCanadianGovernmentwererelativelyclear.Thegovernment’sapproachtotreatieswasmotivatedbywantingittobedoneatthecheapestpossiblecostandthesystematiceliminationofIndiantitletolandsthatwouldaccommodatethesettlementofthewest.
Fromthe1920stotoday,variouspolicieshavebeenputinplacebytheCanadiangovernmenttoinfluencehowIndigenouspeoples’treatyrightsareallowedtobepursued.
In1982,section35wasaddedtotheConstitutionActthatsaidthataboriginalandtreatyrightsshouldberespectedforIndigenouspeoplesinCanada.Aboriginalrightsaretheactivities,practicesand
18
traditionsoftheindigenouspeoplesofCanadathatareessentialtothedistinctiveculturesthatwereherebeforecontact.
IndigenousleadersinCanadaarequestioningwhywedon’tamendfederalandprovinciallawtoreflectsection35,ultimatelyarguingthatIndigenouspeoplearenotbetteroffsincesection35hasbeenintroduced,butsayingthatitispossibleforthistochange.
AdaptedfrommaterialsfromtheOfficeoftheTreatyCommissioner.Furtherteacherresourcesareavailableathttp://www.otc.ca/
TreatiesinCanadaBackgroundInformationNumberedTreaties
ThenumberedtreatiesinCanadaareagreementsmadebetweentheCrownandIndigenouspeoples;theywereusuallyanexchangeofancestrallandsforvariouspaymentsandpromises.ThiswasextremelyprevalentinCanadabetweentheyears1701-1982,andstillaffectsustothisday.TheCrownusedtreatiesasawaytosecurethefurtradingterritoryandtransformitintoaplacewherethenewimmigrantsfromEuropecouldsettle.TheFirstNationsbelievedthatthetreatieshadpotentialtosatisfytheneedsofthecommunityandfostermutualrespectandunderstandingbetweenthemselves,theCrownandallpeopleofCanada.Indigenouspeoplehadbeenusingtreatiesasawayofsecuringtheexchangeofgoodsandservices,yearsbeforetheCanadiangovernmentcamealong.
Canadahas11numberedtreaties,thefirststartedonAugust3rd,1871inwhatwasLowerFortGaryandFortAlexanderandnowisSouthernManitobaandSaskatchewan,seefigure1and2.Allofthetreatieshadthesamebasicprinciples,somevaryingabitnearthelatertreaties.TheFirstNationspeoplewouldreceive:limitedreserveland,farmingtools,educationandmonetarycompensation.TheCanadiangovernmentwouldreceive:landrights,promiseofpeace,lawandorder,andrestricteduseofalcoholonreserves.Lateron,theFirstNation’swouldbegrantedtherighttofishandhuntonlandthathadbeensucceededbutwasn’tbeingusedbytheCanadiangovernmentforresourceextractionorsettlement.TheCanadiangovernmenthadprotectionofalltheirlandthatwasbeingusedforresourceextractionandsettlementastheyagreeduponinthetreaties.SomeservicesthattheCanadiangovernmentsuppliedonmorerecenttreatieswere:schools,healthcareandtheabilitytobuildandmaintaininfrastructureonreserves,withthecaveatthatCanadawasabletocontrolalloftheseadditives.
TheNumberedTreaties
Treaty Signed On Location (Present name) Nations Signed
1 3 August 1871 Southern Manitoba and Saskatchewan
Chippewa Tribe & Swampy Cree Tribe
19
2 21 August 1871 Southern Manitoba and Saskatchewan
Chippewa Tribe of Indians
3 3 October 1873 Southeastern Ontario The Saulteaux Tribe of the Ojibbeway Indians
4 15 September 1874
Southern Saskatchewan The Cree and Saulteaux Tribes
5 20 September 1875
Central-Northern Manitoba
The Saulteaux and Swampy Cree Tribes
6 28 August 1876 Central Saskatchewan and Alberta
The Plain and Wood Cree Tribes
7 22 September 1877
Southern Alberta The Blackfoot Blood, Piegan Sarcee, and Stony
8 8 July 1899 Northern Alberta and the Northeast corner of BC
The Cree Beaver, and Chipewyan
9 6 November 1905
Northern Ontario The Ojibway
10 7 November 1906
Northern Saskatchewan The Chipewyan and Cree
11 27 June-22 August 1921
Western North West Territories
The Slave, Dogrib, Loucheux, and Hare
Figure1.
20
ManyFirstNationsgroupshavestatedthattheysignedthesetreatiesbecauseatthetimeitbecametheironlyoptioniftheywantedtosurvive,althoughnotallIndigenouspeoplefeltthisway.Huntingandfoodsuppliesbecamescarcewiththetradebetweennewimmigrantsandagriculture;soaboriginalpeoplesbecamemoredependentonfoodrationsfromthegovernment.TheseagreementsendeduphavingalotofnegativeeffectsforIndigenouspeoples.Manyweredisplacedtodesignatedreservelands,whichwereofteninverypoorconditionsforfarming,theirfreedomofmovementwasrestrictedandtheybecameconfinedtotheirreserves.
Althoughitmaynotgettalkedaboutasoftenasitshould,treatiesarestillveryrelevanttoday.TheTreatyRelationsCommissionofManitoba’scampaignsloganis“WeareallTreatypeople”.TheCommissionsgoalwiththissloganandcampaignwastoremindpeoplethatasmuchastreatiesareaboutasetofobligationsandexchangeofgoods,theyalsodefinetherelationshipbetweenourgovernmentandIndigenouspeoples,aswellasallofthepeoplewhohavesettledhere.IfyoubuyoruseanypropertyinManitoba,youareexercisingyourtreatyright.Treatiesareforever,andsoareourrelationshipswithoneanother.ThisisexemplifiedbytheTRCofManitoba’suseofAlexanderMorris’quotefrom1873,“Aslongasthesunshines,thegrassgrowsandtheriversflow,”whendescribingthelongevityoftreaties.
TherecontinuestobelandclaimsacrossCanadaintwocategories.Comprehensivelandclaimsmeanthatlandthatdoesnothavespecifiedownership,usuallytheMetisandInuitwhodidnotsigntreatiesatthattime.SpecificlandclamsoccurwhenIndigenouspeoplesaythattheCanadiangovernmenthasnothonouredtheirpromisestogiveupcertainland,and/orhasmismanagedFirstNations’fundsorgovernmentemployeeshavecommittedfraud.
Figure2.
21
ModernTreatyRelations
CurrentleaderoftheCanadiangovernment,PrimeMinisterJustinTrudeau,hasstated“NorelationshipismoreimportanttomeandtoCanadathantheonewithIndigenousPeoples.Itistimeforarenewed,nation-to-nationrelationshipwithIndigenousPeoples,basedonrecognitionofrights,respect,co-operation,andpartnership.”ButthegovernmentprovesdifferentlythroughtheiractionssuchasapprovingtheSiteCDam,andthetwopercentfundingcaponFirstNationsprograms.TheSiteCDamissaidtofloodmorethan100kilometresofrivervalleyandimpact13,000hectaresofagriculturalland-includingflooding3,800hectaresoffarmlandintheAgriculturalLandReserve.Itisan8.8billiondollarBCHydroproject.TheTreaty8peoplethatliveintheareahaveexplicitlystatedtheydonotagreewiththisprojectandthatisgoesdirectlyagainsttheLiberalgovernment’sgoalofreconciliation.Similarly,decidingnottoeliminatethetwopercentfundingcap,thecapmeansthatdespiteinflammationandanincreasingpopulation,fundingforFirstNationsprograms,specificallypostsecondaryeducation,willonlyincrease2%eachyear.Withlessfundingforeducation,lessIndigenouspeopleareabletogotoschool.ThisformofoppressionisawaythegovernmentmaintainscontroloverIndigenouslives.
LegalDocumentsPertainingtoIndigenousPeoples
TheIndianAct,althoughitalsodealswiththerelationshipbetweentheCrownandIndigenouspeoples,variesgreatlyfromanytreatythathasbeensigned.Itwasnotamutualagreementbuiltontrustandunderstanding,ratherawayfortheCanadiangovernmenttocontrolIndigenouspeopleswayoflife.Itsoughttoreplacethetraditionalpoliticalsystemtheyused,bycreatingadetailedprocessforselectionofchiefsandcouncils.TheactimposeduponIndigenousnationsatypeofgroupingcalleda“band”aswellasattemptingtodefinewhowaslegallyentitledtobecalledan“Indian”inCanada.IntheIndianActin1867thedefinitionof“Indian”andwhowaseligibletoobtainastatuscardwasanymalepersonofIndianbloodreputedtobelongtoacertainband,anychildofsuchperson,andanywomanwhois/waslawfullymarriedtosuchperson.IfastatusIndianwomanmarriedanon-statusman,shewouldloseherstatusandherabilitytopassonherstatustoherchildren.Additionally,beingastatusIndianinthattimemeantafewthings:notbeingabletoownlandorvote,havingtogetpermissiontoleaveyourreserve,andhavingyourstatusrevokedifyouenfranchised,graduateduniversity,becameaChristianministerorachieved“professionaldesignation”asadoctororlawyer.CanadiancitizenswhoarecurrentlyholdStatusreceive:somefundingforon-reservehousing,coverageofhealthcarethatmaynotbecoveredunderotherplans/programs,andabilitytoapplyforfinancialaidthroughAboriginalAffairsandNorthernDevelopment.
WithintheConstitutionAct,1982,issection35,whichrecognizesIndigenousrightsinCanada.ItguaranteesthatAboriginalpeoplesmustbeconsultedonanyfutureamendmentstosections91(24),25,35and35.1butdoesn’tpreventamendmentstothesesectionswithoutAboriginalconsent.Italsodoesn’tgiveAboriginalpeoplesanypowertovetotheproposedchanges,orgivethemaroleinanyotheramendmentsthatmightindirectlyaffectthemortheirrights.WhiletheCharterisintheConstitution,itformspartIofit,andsection35isinpartII,sotechnicallyitfallsoutsideofthecharterandisnotconsideredacharterright.
22
DespitethefactthattreatiesoutlinedIndigenousrightstocertainlandandfishingandhuntingterritories,alotofpromisesmadewerebroken,whichleftpeoplestrugglingforfoodandlandthattheyshouldhavehad.UndertheIndianAct,itwasillegalfor“Indians”orlawyerstopursuelandclaimsincourtortocollect/receivemoneyforthispurpose,from1927tothelastmajoroverhaulin1951.Itwasn’tuntilthistimethatIndigenouspeoplestarted(reluctantly)assertingtheirAboriginalandTreatyrightsincourt,andeventhenitwasdefendantsinhuntingandfishingharvestingcharges.Inordertolaunchmajorlawsuitstoadvocatefortheirrights,itrequiresexpertandhistoricalevidence,whichisveryexpensiveandisbeyondthemeansonalmostallAboriginalgroupsandindividuals,unfortunately.ManitobaIndigenouspeopleshavestatedthattheyattainedcertainrightsthroughthevarioustreatiestheysigned,butgainedgreaterlegalstatusin1982aftertheConstitutionAct,1982wascreatedandsection35recognizedandaffirmedexistingtreatyrights.Thisprohibitedanymoreunreasonableparliamentaryinterferencewiththoserights.
MovingForward
Treatiesneedtwopartiestoagreeinordertoexist;thereneedstobetrustandproperprovisionssetinplace.UnfortunatelyinthecaseofmanyCanadiantreaties,onepartyhasbenefittedexponentiallymorethantheother,thatpartybeingtheCanadiangovernment.Asaresultofthis,wecontinuetohavetoresolveissuesthatshouldhavebeenfixedalong,longtimeago.Since1973therehasbeen200landclaimssettledinCanada,andthereiscurrently100beingnegotiatednation-wide.TheLiberalgovernmenthasnowsaidtheyareputtingtheirfocusandfundsintoreconciliationwithIndigenouspeoplesinordertocontinuetoworkonandbuildrelationshipsforfuturegenerations.