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This Rich Land

An activity for use with the Canada in the Making site

Teacher Guide

When Europeans first came to North America, they were looking for a shorter route to the gold, spices and silk available in Asia. But once they were in North America, they discovered that there was much more of value than just a route of passage. Beaver furs for the hat-making craze in Europe and farmland for settlers, for example. Of course, there was a problem: about 2 million Aboriginal peoples already occupying the land - their land - which now makes up Canada. Much land - especially in the United States - was simply seized. Ownership and rights over other land was obtained by treaty. Some of these treaties were signed when Aboriginals had little choice, either due to economic hardship or defeat in battle. This activity will give students the opportunity to study each of the treaties and the geography of the lands involved to learn what it was (and is) that makes Canada so valuable.

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Subject/Grade
Social Studies (History) and Language Arts
Ages 16 and up

Overview

This learning activity will enable students to examine the geography of different treaty areas in order to see what it was that made these areas valuable to Europeans and Aboriginal peoples. They will look at the treaties to see how these resources are dealt with, or how they were not, and what the immediate and long-term consequences were for Aboriginal peoples. The entire activity should take between four to five hour-long sessions.

Note that the sources used in ECO can be printed from the browser and then photocopied.

Outcomes (WCP, APEF); Expectations (ON); Objectives (QC)
Table of Curricular Relevance by Course and Province
Alberta
British Columbia and Yukon Territory
Manitoba
Ontario
Quebec
Saskatchewan
APEF

Materials/Resources Required
Newspaper clippings or other periodical information on land claims settlements of treaty disputes in Canada.
Computers with Internet access.
Coloured card/paper for map backing.
Student Work Sheet
Suggested Assessment Criteria

Links
Early Canadiana Online: Canada in the Making
http://www.canadiana.org/
Essay writing resources can be found in the Writing An Essay unit on ECO:
URL: http://www.canadiana.org/eco/english/lessonp.html
Other links can be found in the Student Work Sheet.

Previous Knowledge
Students will need

• An understanding of Web navigation symbols, tools and terminology, particularly the tools used in ECO.
  

• Familiarity with research and presentation skills.
  

• A basic understanding of the basic shape of Canadian history, especially from the 18th century on.

Lesson Opener

Read about a recent treaty dispute together. Ask students what the dispute was about - land, resources or other issues. In the case of land and resource disputes, discuss:

• What they think the basis of Aboriginal claims are.
  

• What makes the matter so important to both Aboriginals and other Canadians.

• Do they think that Aboriginals have had a "fair deal" in these matters in the past?

Draw them to the conclusion that treaties were negotiated to deal with questions of ownership and rights over lands and resources, and that recent disputes are signs are a sign that these issues are still being negotiated.

Procedure

Step 1
Hand out Student Work Sheets and introduce students to the ECO Canada In the Making Web site. Read the assignment and discuss.

Step 2
Assign each group a particular treaty areas (or areas) to investigate. They may look at background material on the ECO site or other sites.

Step 3
Students search for the required resource and geographical information for each treaty area.

Step 4
Students examine the historical context and the text of the treaty documents. They should discuss the European and Canadian government motivations behind seeking the treaties, as well as the forces which pushed Aboriginal nations to sign the treaties.

Step 5
When all information has been gathered, drafted, reviewed and printed as a final draft, groups should make short presentations to the class.

Step 5
Work could be assembled on a presentation board with an enlarged map. Students could also use other forms of presentation, such as Web sites. Students could assess one another's work using a rubric created as a class.

Summary

Discuss:

• What were the main motives behind the treaties for Aboriginals and Europeans?
  
  

• Which (Europeans or Aboriginals) do students think did better out of the treaties?

• Do students think that current developments with respect to treaty renegotiations and court challenges are fair? Why or why not?

Evaluation

See the Suggested Assessment Criteria.

Homework/Extension

Students could research efforts to reform the Indian Act since 1965 and attempts to reform the Department of Indian and Northern Affairs. What are the federal government's motives? Why are some aspects opposed by native groups? What do students think should be done, especially in the area of financial transfers and self-government?