F1. Social, Economic, and Political Context
Specific Expectations
F1.1
explain how some social trends, movements, and developments have affected Indigenous individuals and communities in Canada during this period, including in interactions with non-Indigenous Canadians (e.g., with reference to Indigenous rights, civil rights, women’s rights, environmental, and/or animal rights movements; the protection of species and natural habitats; efforts related to the revitalization of Indigenous cultures and languages; the development of standard Inuit Cultural Institute [ICI] orthography and the unification of the Inuit language writing system; the adoption by groups and institutions of practices and strategies that are more culturally appropriate for Indigenous individuals; the expansion of Indigenous media; the Internet and social media)
- What are some social movements from this time that have cooperated with or had an impact on Indigenous advocacy groups? Are there some that have clashed with Indigenous peoples? If so, why?
F1.2
describe some key economic trends and developments that have affected Indigenous individuals and communities in Canada during this period, and analyse the impact on their lives (e.g., with reference to developments associated with economic globalization, exploitation of natural resources, the growing power of multinational corporations, poverty and unemployment on and off reserves, provincial and federal economic development initiatives and programs for Indigenous communities, the European Union’s ban on the trade of all marine mammal products)
- What impact has the land claims process in Canada had on economic development in First Nations and Inuit communities? What have been some unforeseen consequences of land claims agreements?
- Why have some First Nations, Métis, and Inuit individuals and advocacy groups been working to limit the power of multinational agribusiness corporations?
- How have government decisions with respect to funding for the maintenance of and improvements to reserves affected the quality of life for residents?
F1.3
describe some key political trends and developments that have affected Indigenous individuals and communities in Canada during this period, and analyse the impact on their lives (e.g., with reference to the Statement of the Government of Canada on Indian Policy, 1969 [the 1969 White Paper]; the recognition of Aboriginal and treaty rights in the Constitution Act, 1982 and the Canadian Charter of Rights and Freedoms [the Charter]; the recognition in the constitution of the Métis as Aboriginal people; the development of a special process to address disputes over land claims; the creation of Nunavut; the establishment of the Berger Commission, the Royal Commission on Aboriginal Peoples, and/or the Special Parliamentary Committee on Indian Self-Government; Bill C-31 to address gender discrimination in the Indian Act, 1985; Bill C-3, the Gender Equity in Indian Registration Act, 2010; the Truth and Reconciliation Commission of Canada)
- What impact have the Indian Act and the Charter had on gender equality in First Nations communities?
- Has the inclusion of Aboriginal and treaty rights in the Constitution Act, 1982 affected First Nations, Métis, and Inuit in the same ways? If not, who has faced the greatest challenges in asserting their rights?
- What factors led to the creation of Nunavut? How significant was the agreement to create this territory?
- What impact has the Final Report of the Truth and Reconciliation Commission had with respect to increasing awareness of the scope of systematic oppression faced by First Nations, Métis, and Inuit communities in Canada? What are some of the steps that the report outlines for reconciliation in areas such as justice, health, and/or education?
F1.4
analyse the federal government’s 1969 White Paper with respect to its basic ideas and underlying attitudes, and assess the responses of First Nations individuals and organizations to it, including the long-term impact of these responses (e.g., with reference to the “Red Paper”, the development and/or increasing activism of Indigenous political advocacy organizations, an increased focus on the protection of treaty rights, the determination to protect inherent rights for future generations, the documentation of cultural genocide)
- What did the White Paper reveal about attitudes towards Indigenous peoples in Canada at the time?
- What actions did Harold Cardinal take following the release of the White Paper? How were his actions similar to or different from the responses of other First Nations individuals? How effective were these responses?
- Do you think the White Paper was a turning point for Indigenous peoples in Canada? Why, or why not?
F1.5
explain the significance of the Truth and Reconciliation Commission of Canada for residential school survivors as well as the impact of the commission’s calls to action (e.g., the commission provided residential school survivors and their families with the opportunity to share their individual experiences, which may enable them to achieve a sense of closure; various governments in Canada have set out policies to act on some of the commission’s calls to action)
- What is the Indian Residential Schools Settlement Agreement (IRSSA)? What is its connection to the Truth and Reconciliation Commission? What are some ways in which the IRSSA has recognized the damage inflicted by the residential schools system?
- What is meant by the statement by Murray Sinclair, the chair of the Truth and Reconciliation Commission, that ‘Reconciliation is not an Aboriginal problem – it is a Canadian problem. It involves all of us’? How do we individually and collectively engage in the process of reconciliation?