A1. Historical Inquiry
Specific Expectations
A1.1
use appropriate terminology in their investigations when referring to Indigenous peoples, nations, traditional territories, customs, traditions, and artefacts in Canada (e.g., the terminology Indigenous peoples use to refer to Indigenous individuals, cultures, and identities; appropriate descriptors, depending on historical context)
- What are the appropriate terms to use when referring to Indigenous peoples in Canada?
- What are the key distinctions between the terms ‘First Nations’, ‘Métis’, and ‘Inuit’?
- Why is it important to know which terms First Nations peoples use to refer to themselves? Why is it preferable to use these names rather than the ones given to the nations by European colonizers or later Canadian governments?
- Why don’t Inuit refer to themselves as a nation?
- To what does the term ‘Turtle Island’ refer? Who uses this term? Who does not? What other terms do Indigenous individuals use to refer to this territory?
A1.2
analyse how various factors have influenced changes over time in terminology used to identify/refer to Indigenous peoples and individuals in Canada (e.g., colonization and decolonization, differing beliefs about the rights of Indigenous peoples and individuals, social/cultural interactions, stereotyping, government policy, the media, Indigenous organization and activism), including the terminology Indigenous peoples have used to refer to themselves, and assess the significance of this terminology
- Why has the term ‘Eskimo’ been replaced by ‘Inuit’?
- When is it appropriate to use the term ‘Indian’ in a Canadian context? How and why was this term used in Canadian law? Why is it still sometimes used in this context? Why might some communities challenge its use?
- What is the difference between the terms ‘Iroquois’ and ‘Haudenosaunee’? When would you use the latter? When might you use the former?
A1.3
formulate different types of questions to guide investigations into issues, events, and/or developments in the history of Indigenous peoples in Canada from precontact to the present day (e.g., factual questions: What is the Nunavut Comprehensive Land Claims Agreement?; comparative questions: What were some similarities and differences in the spiritual beliefs/practices of various Indigenous peoples at the time of contact with Europeans?; causal questions: What events led to the Royal Proclamation of 1763?)
A1.4
select and organize relevant evidence and information on aspects of the history of Indigenous peoples in Canada from a variety of primary and secondary sources, including Indigenous knowledge sources (e.g., primary sources: art works from the period, church records, fur-trade journals, government reports, oral tradition, photographs, songs from the period, treaties and land claim agreements; secondary sources: books and/or articles from the library, current newspaper or magazine articles, documentaries and/or feature films or videos, information from websites, textbooks), ensuring that their sources reflect different perspectives
- If you wanted to study the history of a Métis Charter Community Council in Ontario, what sources could you use? Where would you locate photographs, news articles, and other records documenting Métis community affairs from various periods? What other sources might you consult to confirm the information presented in these records?
- When investigating a topic such as Louis Riel’s contribution to history, where might you find sources that reflect the points of view of peoples who lived in different regions of Canada at the time? Why should you consider later sources in addition to those from the period?
- What sources could you consult to learn more about how goods were exchanged in First Nations communities in the period you are investigating?
- What types of materials are available in the online archive and website of the National Centre for Truth and Reconciliation that could help you develop a timeline on the history of the residential school system in Canada?
A1.5
assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and/or context of the source and the values and expertise of its author(s)), while respecting Indigenous world views and ways of knowing (e.g., acknowledging that the perspectives expressed in diverse knowledge sources are shaped by world views that may challenge one another; questioning claims of exclusive authority)
- Why is it important to be aware of the background of the author(s) of or adviser(s) for a report or other resource related to Indigenous history?
- Why is it important to consult several sources that reflect a variety of Indigenous and non-Indigenous perspectives when investigating relations between First Nations communities and Jesuit missionaries in New France?
- Why were First Nations identified as ‘the Western Indians’ in historical accounts of the War of 1812? Why do you think the names of First Nations warriors who fought as allies and the names of the nations they represented were not included in military records? What impact did this lack of detail have on later investigations into the war and First Nations participation in it?
A1.6
interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., use a ranking ladder to help them determine the significance of factors contributing to the Ipperwash Provincial Park occupation; select, on the basis of critical analysis, significant events for a timeline on relations between Indigenous peoples and the federal government; compare the points of view in different primary sources relating to the same event)
- What criteria might you use to assess the significance of the 1969 ‘White Paper’ (Statement of the Government of Canada on Indian Policy)?
- What type of tools might help you compare the impact of mining developments on a Cree and an Inuit community?
- After carefully reading section 87 of the Indian Act, what is your understanding of its taxation rules and exemptions? Is your understanding supported by your other sources? Do these sources provide sufficient background to enable you to understand and explain the historical context for these rules?
A1.7
use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments relating to Indigenous peoples in Canada (e.g., consider the concept of historical significance when assessing the impact of the residential school system; apply the concept of cause and consequence when ranking factors contributing to the recognition of the Métis as Aboriginal people in the Constitution Act, 1982; consider the concept of continuity and change when developing criteria for determining turning points in relations between Indigenous peoples and non-Indigenous people in Canada; take the concept of historical perspective into account when investigating the pass system from various points of view)
- If you were conducting an investigation to determine which events in the twentieth century had the greatest impact on the lives of Inuit from various regions, which concept or concepts of historical thinking would be the most relevant to your analysis? Why?
A1.8
evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating
- What criteria can you use to judge the validity of the arguments made in these sources and reach your own conclusions about this event?
- Do your findings about this issue in the past enable you to make predictions about how it might develop in the future?
A1.9
communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a blog on actions taken by various First Nations, Métis, or Inuit individuals over time with respect to environmental stewardship; a photo essay on First Nations, Métis, and Inuit cultural production; a presentation on the impact of racism, prejudice, and discrimination on Indigenous individuals in Canada; a debate on strategies used by Indigenous organizations or individuals to address treaty rights or land claims; a seminar on the significance of the Indian Act; a graphic story on events leading to the extermination of the Beothuk)
- What format do you think is best suited to communicating your findings? Why?
- How might a readers’ theatre presentation help reveal the perspectives of chiefs involved in the signing of treaties in western Canada in the late nineteenth century? How could you use the dramatic qualities of the presentation to enrich your engagement – and that of your audience – with the subject matter?
