Canadian Studies · Grade 10 · Residential Schools & Indigenous Rights · Term 1

Missing & Murdered Indigenous Women

Analyzing the systemic causes behind the MMIWG crisis and the findings of the National Inquiry.

• Ontario Curriculum Expectations
• ON: Canada since 1982 - Grade 10
• ON: Social, Economic, and Political Context - Grade 10

About This Topic

The Missing and Murdered Indigenous Women and Girls (MMIWG) crisis highlights a national human rights emergency in Canada, with thousands of Indigenous women, girls, and 2SLGBTQQIA+ people reported missing or murdered since 1980. Students examine systemic causes rooted in colonialism, such as intergenerational trauma from residential schools, ongoing racism in policing, economic marginalization, and inadequate social services. They analyze the National Inquiry into MMIWG's 231 Calls for Justice, released in 2019, which frame violence as genocide.

This topic aligns with Ontario's Grade 10 Canadian Studies curriculum on Canada since 1982 and social, economic, political contexts. Key questions guide students to explain the crisis's recognition, assess vulnerabilities from factors like child welfare overrepresentation and jurisdictional gaps, and evaluate government and police responses, including partial implementation of recommendations.

Active learning suits this topic because it fosters empathy and critical analysis through collaborative tasks. When students engage in structured discussions or simulations of inquiry processes, they confront complexities firsthand, building skills to advocate for change while processing heavy content supportively.

Key Questions

1. Explain why MMIWG is recognized as a national human rights crisis.
2. Analyze the systemic factors contributing to the vulnerability of Indigenous women and girls.
3. Assess the government's and police's response to the National Inquiry's findings.

Learning Objectives

• Analyze the historical and ongoing systemic factors contributing to the MMIWG crisis in Canada.
• Evaluate the findings and 231 Calls for Justice from the National Inquiry into MMIWG.
• Critique the responses of government bodies and law enforcement to the MMIWG crisis and the Inquiry's recommendations.
• Explain the designation of the MMIWG crisis as a national human rights and gender-based violence crisis.

Before You Start

The Indian Act and its Impact

Why: Understanding the historical legislation that governed Indigenous peoples is foundational to grasping the roots of systemic discrimination.

Residential Schools in Canada

Why: Knowledge of the residential school system is essential for comprehending intergenerational trauma and its ongoing effects.

Introduction to Human Rights

Why: Students need a basic understanding of human rights principles to analyze the MMIWG crisis as a human rights issue.

Key Vocabulary

Systemic Racism	Prejudice and discrimination embedded within the laws, policies, and practices of institutions, leading to disadvantages for racialized groups.
Intergenerational Trauma	The transmission of historical trauma and its negative effects from one generation to the next, often stemming from events like residential schooling.
Calls for Justice	Specific actions recommended by the National Inquiry into MMIWG to address the root causes of violence against Indigenous women, girls, and 2SLGBTQQIA+ people.
Jurisdictional Gaps	Areas where responsibility for policing, social services, or legal matters is unclear or contested between different levels of government, often leaving Indigenous communities underserved.

Watch Out for These Misconceptions

Common Misconception

MMIWG cases are isolated crimes without broader patterns.

What to Teach Instead

The National Inquiry documents systemic genocide through intersecting oppressions. Active jigsaw activities help students connect individual stories to patterns, revealing how racism and policy failures amplify risks across communities.

Common Misconception

The government has fully addressed the Calls for Justice.

What to Teach Instead

Only partial implementation has occurred by 2023, with gaps in funding and accountability. Gallery walks expose students to evidence, prompting critical evaluation of responses through peer dialogue.

Common Misconception

The crisis only affects remote or northern communities.

What to Teach Instead

Violence spans urban and rural areas nationwide. Mapping exercises clarify geographic scope, helping students recognize universal systemic issues via collaborative data visualization.

Active Learning Ideas

Jigsaw: Systemic Factors

Divide class into expert groups on factors like racism, poverty, and child welfare. Each group researches one factor using inquiry report excerpts, then reforms into mixed groups to teach peers and co-create a vulnerability map. Conclude with whole-class synthesis.

50 min·Small Groups

Gallery Walk: Calls for Justice

Post 10 Calls for Justice around the room with prompts. Pairs visit each station, note government responses, and add sticky notes with analysis. Regroup to prioritize three calls and draft a class action plan.

45 min·Pairs

Fishbowl Discussion: Police Accountability

One small group discusses inquiry findings on policing in the center circle while others observe and note key points. Rotate roles twice, then debrief as a whole class on systemic reforms needed.

40 min·Small Groups

Timeline Mapping: Crisis Response

Individuals or pairs create timelines of MMIWG events from 1980s reports to 2023 updates, plotting government actions. Share in a whole-class digital map, assessing progress gaps.

35 min·Individual

Real-World Connections

• Indigenous advocacy groups, such as Families of Sisters in Spirit, continue to document cases and pressure governments for action, demonstrating the ongoing public engagement required to address the crisis.
• Journalists and documentary filmmakers, like those producing 'Highway of Tears,' play a crucial role in bringing attention to the MMIWG crisis and amplifying the voices of affected families and communities.
• The work of Indigenous women's shelters and support services across Canada directly addresses the vulnerabilities highlighted by the crisis, providing essential resources and safety for those at risk.

Assessment Ideas

Discussion Prompt

Pose the question: 'Based on the Inquiry's findings, what are the top three systemic factors that most significantly increase the vulnerability of Indigenous women and girls?' Have students discuss in small groups, justifying their choices with evidence from the Inquiry's reports or other course materials.

Exit Ticket

Ask students to write a brief response to: 'Identify one Call for Justice from the National Inquiry and explain one specific action a government or police service could take to implement it.'

Quick Check

Present students with a short case study describing a scenario involving an Indigenous woman or girl. Ask them to identify which systemic factors discussed in class are at play and how they contribute to vulnerability.

Frequently Asked Questions

Why is MMIWG recognized as a national human rights crisis?

The National Inquiry concluded that failures in justice, child welfare, and health systems constitute genocide against Indigenous women and girls. Over 1,200 cases since 1980 reveal patterns of neglect, racism, and impunity. Teaching this builds student awareness of ongoing colonial impacts and Canada's human rights obligations under international law.

What are the main systemic factors contributing to MMIWG vulnerabilities?

Factors include intergenerational trauma from residential schools, overrepresentation in foster care, poverty, homelessness, and jurisdictional gaps between police forces. Indigenous women face violence rates 4-5 times higher than non-Indigenous. Curriculum connections emphasize analyzing these through historical and contemporary lenses for deeper understanding.

How has the government responded to the National Inquiry findings?

The federal government accepted all 231 Calls for Justice but progress is uneven, with initiatives like the $2.2 billion strategy and Missing Persons Task Force. Provinces vary in action. Students assess effectiveness using timelines, fostering skills in policy critique and advocacy.

How can active learning help teach the MMIWG topic?

Active strategies like jigsaws and gallery walks make abstract systemic issues concrete and student-led. They encourage empathy via peer teaching, safe discussions in fishbowls process trauma, and collaborative mapping builds collective advocacy. These approaches ensure engagement while providing trauma-informed support, aligning with Ontario's equity focus.