Residential Schools & Indigenous Rights · Term 1

Indigenous Resistance & Activism

A look at key moments of resistance, from the 1969 White Paper to Idle No More and the Wet'suwet'en protests.

About This Topic

The crisis of Missing and Murdered Indigenous Women and Girls (MMIWG) is a national human rights tragedy in Canada. This topic explores the systemic causes behind the high rates of violence against Indigenous women, girls, and 2SLGBTQQIA+ people, including the legacy of colonialism, residential schools, and systemic racism in the justice and social service systems. Students examine the findings of the National Inquiry into MMIWG, which concluded that the violence amounts to a 'race-based genocide.'

This is a sensitive and critical part of the Ontario curriculum, requiring a focus on the systemic nature of the crisis and the calls for justice. Students investigate the 231 Calls for Justice and the role of grassroots organizations in raising awareness and supporting families. This topic benefits from structured reflection and collaborative investigations into the systemic factors that contribute to vulnerability. Students grasp the urgency of this issue faster through peer-led discussions about the responsibility of all Canadians to address the root causes of violence.

Learning Objectives

• Analyze the specific grievances articulated by Indigenous leaders in response to the 1969 White Paper.
• Compare the primary objectives and tactics employed by the Idle No More movement and the Wet'suwet'en land defenders.
• Evaluate the long-term impact of the Oka Crisis on federal-provincial land claims processes.
• Explain the role of legal challenges and direct action in contemporary Indigenous activism.

Before You Start

The Indian Act and its Impact

Why: Students need a foundational understanding of the Indian Act to comprehend the context and motivations behind resistance to policies like the White Paper.

Treaty Relationships in Canada

Why: Understanding the historical and ongoing significance of treaties is crucial for analyzing Indigenous claims and resistance related to land and rights.

Foundations of Canadian Federalism

Why: Knowledge of the division of powers between federal and provincial governments helps students understand the jurisdictional complexities in land rights disputes and negotiations.

Key Vocabulary

White Paper (1969)	A government policy proposal aimed at abolishing the Indian Act and treating Indigenous peoples as individuals rather than distinct groups, which was largely rejected by Indigenous communities.
Idle No More	A grassroots Indigenous-led movement that began in 2012, raising awareness about treaty rights, environmental protection, and Indigenous sovereignty through protests and educational initiatives.
Oka Crisis	A 1990 armed standoff between Mohawk protesters, Quebec provincial police, and the Canadian military over land disputes and the expansion of a golf course near Oka, Quebec.
Land Back	A movement advocating for the return of Indigenous lands to Indigenous peoples, challenging colonial land dispossession and asserting Indigenous jurisdiction.
Self-determination	The right of Indigenous peoples to govern themselves and make decisions about their own affairs, lands, and futures.

Active Learning Ideas

Inquiry Circle: Systemic Factors

In small groups, students use a 'root cause analysis' tool to identify the different factors (e.g., poverty, lack of safe transportation, police bias) that contribute to the MMIWG crisis. They then match these factors to specific Calls for Justice from the National Inquiry.

⏱ 50 min·Small Groups

Generate mission

Think-Pair-Share: The Role of the Media

Students compare the media coverage of a missing Indigenous woman with that of a missing non-Indigenous woman. They discuss with a partner how media bias can affect public perception and the urgency of police investigations.

⏱ 25 min·Pairs

Generate mission

Gallery Walk: The REDress Project

Display images of the REDress Project (hanging red dresses in public spaces). Students move through the gallery, discussing in pairs how art can be used to raise awareness for MMIWG and the impact of these visual symbols on the public.

⏱ 35 min·Pairs

Generate mission

Real-World Connections

Indigenous lawyers and policy advisors at organizations like the Assembly of First Nations regularly engage with government officials to negotiate land rights and implement policy changes informed by historical resistance.

Environmental activists and community organizers involved in movements like Land Back often collaborate with Indigenous communities to protect territories from resource extraction projects, drawing inspiration from past protest successes.

Journalists and documentary filmmakers cover ongoing Indigenous protests and legal battles, bringing national attention to issues like the Wet'suwet'en land disputes and their connection to broader themes of Indigenous sovereignty.

Watch Out for These Misconceptions

Common Misconception

MMIWG is only a 'police problem.'

What to Teach Instead

While police response is a major issue, the crisis is also driven by systemic factors like poverty, housing, and the legacy of residential schools. Using a 'web of factors' activity helps students see that addressing the crisis requires changes across all parts of society.

Common Misconception

The National Inquiry's use of the word 'genocide' was an exaggeration.

What to Teach Instead

The Inquiry used the term to describe the systemic and long-term nature of the violence and the state's failure to protect Indigenous women. Peer discussion about the legal and historical definition of genocide helps students understand the gravity of the Inquiry's findings.

Assessment Ideas

Discussion Prompt

Facilitate a class debate: 'Was the 1969 White Paper a catalyst for positive change in Indigenous political organizing?' Ask students to cite specific arguments from Indigenous leaders of the era and connect them to later activism.

Quick Check

Provide students with short case studies of three different Indigenous resistance movements (e.g., Oka Crisis, Idle No More, Wet'suwet'en protests). Ask them to identify one key goal and one primary tactic for each, writing their answers in a T-chart.

Exit Ticket

On an index card, have students write one sentence explaining how a specific historical event (like the White Paper or Oka Crisis) influenced a modern Indigenous protest movement. They should also list one key demand of that modern movement.

Frequently Asked Questions

What was the National Inquiry into MMIWG?

The National Inquiry was established by the federal government to investigate the systemic causes of violence against Indigenous women and girls. Its final report, released in 2019, included 231 Calls for Justice to address the crisis.

Why are Indigenous women and girls at a higher risk of violence?

The risk is driven by systemic factors including the legacy of colonialism, poverty, lack of safe housing and transportation, and systemic racism in the justice system. These factors create a 'perfect storm' of vulnerability that has been ignored for decades.

What are the Calls for Justice?

The 231 Calls for Justice are legal imperatives directed at governments, institutions, and all Canadians. They cover a wide range of areas, including human rights, health, justice, and the media, aiming to end the violence and ensure the safety of Indigenous women and girls.

How can active learning help students understand the MMIWG crisis?

Active learning strategies, such as root cause analysis and investigating media bias, help students understand the systemic nature of the MMIWG crisis. By engaging with the Calls for Justice and the findings of the National Inquiry, students move beyond seeing the crisis as a series of individual tragedies to seeing it as a national human rights issue that requires collective action. This approach fosters a deeper sense of empathy and civic responsibility.