Residential Schools & Indigenous Rights · Term 1

Indigenous Rights & Self-Determination

Students explore the movement for Indigenous self-determination in Canada, including land claims, self-governance, and the United Nations Declaration on the Rights of Indigenous Peoples.

About This Topic

Indigenous resistance and activism have a long and powerful history in Canada, challenging colonial policies and asserting sovereignty. This topic covers key moments of political organizing, starting with the rejection of the 1969 White Paper, which sought to eliminate the legal status of Indigenous peoples. Students examine how this 'catalyst' led to the formation of national organizations like the Assembly of First Nations and a new era of Indigenous political power.

Students also investigate more recent movements, such as the Oka Crisis, Idle No More, and the Wet'suwet'en protests. These events highlight the ongoing struggle for land rights, environmental protection, and the fulfillment of treaty obligations. This is a vital part of the Ontario curriculum, focusing on Indigenous agency and the use of various strategies, from legal challenges to direct action, to achieve justice. This topic benefits from station rotations and structured debates about the effectiveness of different forms of activism. Students grasp the continuity of these movements faster through peer-led investigations into the goals and outcomes of specific protests.

Learning Objectives

• Explain the historical and contemporary significance of Indigenous self-determination in Canada.
• Analyze the legal and political strategies Indigenous nations employ to assert their rights and governance.
• Evaluate the impact and potential of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) on Crown-Indigenous relations.
• Compare and contrast different forms of Indigenous activism and their effectiveness in achieving self-determination.
• Synthesize information from primary and secondary sources to articulate the challenges and successes of Indigenous rights movements.

Before You Start

Treaties and Agreements in Canada

Why: Understanding the historical context of treaties is essential for grasping the basis of many Indigenous rights claims and the concept of nation-to-nation relationships.

Canadian Colonial History

Why: Knowledge of Canada's colonial past, including policies affecting Indigenous peoples, provides the necessary background for understanding the ongoing struggle for rights and self-determination.

Key Vocabulary

Self-determination	The right of Indigenous peoples to freely determine their political status and pursue their economic, social, and cultural development without external interference.
Land Claims	Legal and political processes through which Indigenous peoples assert their rights to traditional territories and resources, often stemming from unfulfilled treaties or dispossession.
Self-governance	The authority of Indigenous nations to manage their own internal affairs, laws, and institutions, reflecting their inherent right to govern themselves.
UNDRIP	The United Nations Declaration on the Rights of Indigenous Peoples, a non-binding international instrument affirming the collective and individual rights of Indigenous peoples worldwide.
Sovereignty	The supreme authority of Indigenous nations to govern themselves and their territories, existing prior to and independent of Canadian colonial structures.

Active Learning Ideas

Stations Rotation: Moments of Resistance

Set up stations for the 1969 White Paper, the Oka Crisis, and Idle No More. At each station, students identify the 'spark' for the movement, the main goals of the activists, and the government's response.

⏱ 50 min·Small Groups

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Formal Debate: Strategies for Change

Students debate the effectiveness of different forms of activism: legal challenges in court versus direct action (e.g., blockades). They use historical examples to argue which strategies have been most successful in achieving long-term change for Indigenous communities.

⏱ 45 min·Whole Class

Generate mission

Think-Pair-Share: The Power of Social Media

Students analyze how movements like Idle No More used social media to organize and spread their message. They discuss with a partner how this changed the nature of Indigenous activism compared to earlier movements like the Oka Crisis.

⏱ 25 min·Pairs

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Real-World Connections

Indigenous leaders and legal experts work with federal and provincial governments on negotiating modern treaties and self-government agreements, impacting resource development and land use planning across Canada.

Community organizers and activists engage in public awareness campaigns and advocacy, similar to the Idle No More movement, to influence policy decisions and promote Indigenous rights.

Researchers and archivists at institutions like the National Centre for Truth and Reconciliation document the history of Indigenous rights struggles, providing vital resources for education and reconciliation efforts.

Watch Out for These Misconceptions

Common Misconception

Indigenous activism is only about 'protesting' against the government.

What to Teach Instead

Activism also includes legal battles, cultural revitalization, and community-led economic development. Using a 'Spectrum of Activism' chart helps students see the wide range of ways Indigenous people assert their rights and sovereignty.

Common Misconception

The 1969 White Paper was a good thing because it offered 'equality.'

What to Teach Instead

The White Paper sought to eliminate the Indian Act and treaties, which would have stripped Indigenous peoples of their unique legal rights and land claims. Peer discussion about 'formal equality' versus 'substantive rights' helps students understand why Indigenous leaders so fiercely rejected it.

Assessment Ideas

Discussion Prompt

Facilitate a class debate on the statement: 'UNDRIP is a necessary framework for achieving true reconciliation in Canada.' Ask students to use specific examples of rights outlined in UNDRIP and current events to support their arguments, considering both the potential benefits and challenges of its implementation.

Quick Check

Provide students with short case studies of different Indigenous rights assertions (e.g., a specific land claim, a self-government negotiation, an environmental protest). Ask them to identify the primary goal of the assertion, the main strategy used, and one potential outcome, writing their answers in bullet points.

Exit Ticket

On an index card, have students write one question they still have about Indigenous self-determination or UNDRIP, and one specific action they believe is crucial for advancing Indigenous rights in Canada.

Frequently Asked Questions

What was the 1969 White Paper?

It was a government proposal to abolish the Indian Act and eliminate the legal status of Indigenous peoples, effectively treating them as any other ethnic group in Canada. It was overwhelmingly rejected by Indigenous leaders as a policy of forced assimilation that ignored treaty rights.

What was the Oka Crisis?

The Oka Crisis was a 78-day standoff in 1990 between Mohawk protesters, the police, and the Canadian army over the proposed expansion of a golf course onto sacred Mohawk land. It brought national attention to Indigenous land rights and the use of force by the state.

What is the Idle No More movement?

Idle No More is a grassroots movement that began in 2012 to protest government legislation that threatened Indigenous rights and environmental protections. It used social media and flash-mob round dances to raise awareness and mobilize people across the country.

How can active learning help students understand Indigenous activism?

Active learning strategies, such as investigating different moments of resistance, allow students to see the diversity of Indigenous voices and strategies. By analyzing the 'why' behind specific protests, students develop a deeper understanding of the systemic issues that drive activism. This hands-on approach helps them see Indigenous people as active participants in shaping Canadian history and the ongoing struggle for justice.