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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

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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

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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

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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

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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

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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/

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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.]

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“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.

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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."

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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

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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?

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Usingknowledgegainedfromthediscussionstoday,walkaroundtheroomandfindpeoplewhocananswerthequestionsinthesquares.Trytogetanswersfromasmanydifferentpeopleaspossible.

Whatiscolonialism? Nameacountry(notCanada)wherecolonialismhasoccurred

WhatwasoneresultofcolonialisminCanada?

WhendidCanadasignontoUNDRIP?

DefineIndigenouspeople Whatisonequestionyouhaveaftertoday?

NamearightthatUNDRIPprotects

Whatisonegoalofcolonialism? Whatisaspecialrapporteur?

Nametheinternationalhumanrightsorganizationthatworkstowardspeace

Whatisthepointofarecommendationfromaspecialreport?

WhatdoesUNDRIPstandfor?

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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.

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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

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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

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occurringastreatieswerebeingarranged,leadingtoconfusionaboutwhattheEuropeancolonizerswereactuallygoingtobeabletooffertheIndigenouspopulations.

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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

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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

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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.

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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.

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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.

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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.