Canadian Studies · Grade 9

Active learning ideas

Indigenous Urbanism & City Design

Active learning transforms this topic from abstract history into a living conversation about the cities students inhabit. By mapping, designing, negotiating, and touring, they connect course content to their daily surroundings, making Indigenous contributions visible and meaningful. This approach builds empathy and civic awareness while grounding complex ideas in tangible, student-generated evidence.

• Ontario Curriculum Expectations
• Ontario Curriculum CGC1D/1P: E2.3. Describe various perspectives on the liveability of communities in Canada.
• Ontario Curriculum CGC1D/1P: E3.4. Describe some key ways in which Indigenous peoples are contributing to the liveability of their communities.
• Ontario Curriculum CGC1D/1P: D3.3. Analyse the consequences of current demographic trends affecting Indigenous peoples in Canada.

• 35–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Expert Panel
• 45 min · Small Groups

Mapping Activity: Indigenous Urban Footprints

Provide city maps of a local urban centre. Students research and mark historical Indigenous sites, current Friendship Centres, and Urban Reserves, adding notes on their significance. Groups present one feature to the class, discussing design implications.

Design ways in which Canadian cities can better reflect Indigenous history, culture, and presence in their urban design.

Facilitation Tip

During the Mapping Activity, have students work in small groups at a large shared map to encourage discussion and collective decision-making about Indigenous urban footprints.

What to look for

Pose the question: 'Imagine you are a city council member. What are two concrete actions you would propose to make our city's public spaces more reflective of Indigenous history and culture?' Facilitate a class discussion where students share and justify their ideas.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 02

• Expert Panel
• 60 min · Pairs

Design Challenge: Inclusive City Plaza

Students sketch a public plaza incorporating Indigenous elements like medicine wheel gardens or story poles. They justify choices based on cultural research and peer feedback, then vote on class favourites for a hallway display.

Explain the concept and function of 'Urban Reserves' and their significance for Indigenous communities.

Facilitation Tip

For the Design Challenge, provide a rubric upfront that emphasizes Indigenous collaboration and historical accuracy, not just aesthetic appeal.

What to look for

Provide students with a short case study about an Urban Reserve. Ask them to write down: 1) One economic benefit the reserve provides to the First Nation, and 2) One challenge the reserve might face within the surrounding urban context.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 03

• Expert Panel
• 50 min · Small Groups

Role-Play Simulation: Urban Reserve Negotiation

Assign roles as city planners, Indigenous leaders, and residents. Groups negotiate a fictional Urban Reserve proposal, researching real examples first. Debrief on challenges and benefits through class discussion.

Analyze how Indigenous Friendship Centres support Indigenous people living in urban environments.

Facilitation Tip

In the Role-Play Simulation, assign roles with clear stakes so students feel the weight of urban reserve negotiations while staying within assigned time limits.

What to look for

On an index card, have students define 'Indigenous Friendship Centre' in their own words and list one type of service they believe is most crucial for urban Indigenous youth.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 04

• Expert Panel
• 35 min · Whole Class

Field Trip Prep: Virtual Friendship Centre Tour

Students prepare questions on services and history, then watch a virtual tour or hosted video. Follow with a think-pair-share on how these centres influence city life and design.

Design ways in which Canadian cities can better reflect Indigenous history, culture, and presence in their urban design.

Facilitation Tip

Before the Virtual Friendship Centre Tour, prepare guiding questions that focus on service provision and youth engagement, not just general observations.

What to look for

Pose the question: 'Imagine you are a city council member. What are two concrete actions you would propose to make our city's public spaces more reflective of Indigenous history and culture?' Facilitate a class discussion where students share and justify their ideas.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Approach this topic by centering Indigenous voices and perspectives throughout the activities, not as an add-on but as the foundation. Avoid framing Indigenous contributions as historical footnotes by using present-tense language and current examples. Research shows students retain knowledge better when they see its relevance to their own lives, so connect lessons to local landmarks and ongoing civic issues.

Success looks like students confidently identifying Indigenous influences in city design and advocating for inclusive urban spaces. They should explain how Indigenous knowledge shapes liveability, distinguish between urban reserve models, and propose fair solutions to real-world urban challenges. Collaboration and evidence-based reasoning are key markers of mastery.

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Watch Out for These Misconceptions

• During the Mapping Activity, watch for students assuming Indigenous presence is limited to rural areas.

  Use the mapping activity’s historical sources and current census data to highlight urban concentrations, challenging students to mark places they recognize as having Indigenous ties on their shared map.

• During the Design Challenge, watch for students overlooking Indigenous influences in existing urban design.

  Have students analyze local case studies from the Design Challenge materials to identify Indigenous elements, then justify their inclusion in their proposals using these examples as evidence.

• During the Role-Play Simulation, watch for students conflating urban reserves with traditional reserves.

  Provide the simulation’s role cards with specific urban reserve scenarios and compare these to researched examples, asking students to contrast location, purpose, and economic activities during debrief.

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Methods used in this brief

• Expert Panel