Canadian Politics & Governance · Term 1

The Executive Branch & PM Power

Analysis of the concentration of power within the Prime Minister's Office (PMO) and the role of the Cabinet in decision-making.

About This Topic

This topic centers on the political and legal journey of Indigenous peoples toward self-determination and self-governance in Canada. Students explore the transition from the paternalistic Indian Act to modern-day treaty negotiations and the recognition of inherent rights under Section 35 of the Constitution. The curriculum emphasizes the diversity of Indigenous governance models, from the Nisga'a Final Agreement to the Haudenosaunee Confederacy's traditional structures.

Grade 12 students analyze the 'nation-to-nation' relationship and what it means for Canada to move beyond a colonial framework. This involves understanding the legacy of residential schools and the dispossession of land as the context for current political demands. Students grasp these complex legal and moral concepts more effectively through collaborative problem-solving, where they must navigate the overlapping jurisdictions of federal, provincial, and Indigenous governments in real-world scenarios like resource management.

Active Learning Ideas

Inquiry Circle: Modern Treaty Case Studies

Small groups research a specific self-government agreement (e.g., Nunavut, Nisga'a, or Tsawwassen). They identify how the agreement handles education, taxation, and land use, then present their findings as a 'success and challenge' report.

⏱ 60 min·Small Groups

Generate mission

Simulation Game: Land Claim Negotiation

Students are divided into three teams: an Indigenous nation, the provincial government, and a resource extraction company. They must negotiate a memorandum of understanding for a proposed mine, balancing economic interests with traditional land rights and environmental stewardship.

⏱ 90 min·Small Groups

Generate mission

Think-Pair-Share: The Indian Act

Students read specific excerpts from the Indian Act (e.g., restrictions on ceremonies or movement). They discuss with a partner how these historical policies continue to impact Indigenous governance today and what 'dismantling the Act' would actually require.

⏱ 25 min·Pairs

Generate mission

Watch Out for These Misconceptions

Common Misconception

Indigenous self-government means creating a 'state within a state' that ignores Canadian law.

What to Teach Instead

Self-government agreements are negotiated frameworks that define how Indigenous laws and Canadian laws coexist. Using a Venn diagram to show shared and exclusive jurisdictions in modern treaties helps students visualize this partnership.

Common Misconception

All Indigenous peoples in Canada have the same governance goals.

What to Teach Instead

Governance needs vary wildly between urban, rural, First Nations, Métis, and Inuit communities. Peer-teaching sessions where students present on different Indigenous political organizations (like the AFN, ITK, or MNC) help highlight this diversity.

Frequently Asked Questions

What is the difference between 'Aboriginal Rights' and 'Treaty Rights'?

Aboriginal rights are inherent rights that Indigenous peoples have because they occupied the land before European contact (e.g., hunting/fishing). Treaty rights are specific rights set out in formal agreements between Indigenous nations and the Crown.

What does 'Nation-to-Nation' relationship mean in practice?

It is a political commitment to treat Indigenous governments as equal partners with their own sovereignty, rather than as subordinates to federal or provincial authority. It requires joint decision-making on issues like land use and social policy.

How does the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) affect Canada?

Canada has passed legislation to align its laws with UNDRIP. This means the government must ensure that Indigenous peoples have 'free, prior, and informed consent' regarding projects that affect their lands and rights.

How can active learning help students understand Indigenous governance?

Active learning, particularly through 'Consensus-Building Simulations,' allows students to experience the Indigenous tradition of consensus-based decision-making. This contrasts with the 'winner-takes-all' approach of Western voting and helps students appreciate the cultural foundations of Indigenous political systems.

Browse curriculum by country

• Americas
• US
• CA
• MX
• CL
• CO
• BR

• Europe
• UK
• IE
• FR
• DE
• ES
• IT
• NL
• PT
• SE

• Asia & Pacific
• IN
• SG
• AU