Let's make this local: Read this article, paying special attention to the mention of The Oliver Act near the end.
1. How has your understanding of local First Nations changed after reading chapter 2 and the article?
2. How will you use this new understanding in your classroom?
1. How has your understanding of local First Nations changed after reading chapter 2 and the article?
ReplyDeleteI feel like after reading this chapter and article, I left feeling like the Government of Canada was always changing the rules in the middle of the game to suit their needs. I was shocked that the City Of Sarnia threatened to invoke the Oliver Treaty in order to strong hand Aamjiwnaang to cede it’s land. I think it’s especially concerning the fact that the people living on this reserve, who are so connected to the earth and the environment (and many other people too) are also dealing with the effects of living downstream from Chemical Valley.
The other part that really resonated with me was how they renamed entire populations as a convenience and a way to control. It is clear to see how this would have contributed to a struggle with self-identity and culture when the names in many Indigenous cultures carried such symbolism and tradition.
2. How will you use this new understanding in your classroom?
This new understanding will help me empathize with Indigenous students I may teach who struggle with self-identity. It also makes me want to pay closer attention to the current issues that arise daily as a result of this history. I have to admit that I am not very good at following the news, but this has brought light to so many of the problems we face in Canada and I think that it is something we can no longer be ignorant to. If I have the chance to have a homeroom classroom I would like to find ways to integrate these rich conversations as much as possible to help our students gain a better understanding and intercultural awareness. Hopefully as a result students will in turn build students capacity to empathize as well.
Thanks for responding! I feel that it is so important for us to relate issues that Indigenous People are currently facing to what has happened in the past.
DeleteI agree, building the capacity for student empathy and understanding is so important! The students in our classes today are going to be the adults who vote and create laws and policies in the future. We need to make sure they are equipped with empathy and the ability to find ways to view issues from different perspectives.
The Canadian Human Rights Act of 1977 states that all Canadians have the right to equality, equal opportunity, fair treatment, and an environment free of discrimination on the basis of sex, sexual orientation, marital status and family status. How did this not apply to Indigenous women? Why is it that more than 40 years later Indigenous women and their descendants are still waiting to be granted Indian status on the same footing as First Nations men and their descendants? This should have been addressed. We are all under the same governmental umbrella.
ReplyDeleteFor Indigenous people who have conducted themselves in an honourable manner, the Canadian governments continual encroachment on their lands and their inability to stick to their word would feel like betrayal.
In order to rekindle trust in such a relationship, sticking to agreed upon values and boundaries will be very important. Collaboration in all things like leadership, education, healthcare services etc...will be a necessary part of building a new future.
Honesty in conversation and learning will be very a very important part of healing communities.
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ReplyDeleteAs Myria has already stated, I find it horrible that the government kept changing the laws to suit their needs and building in "insurance policies" such as the Oliver Act to make sure they would get what they wanted. The local article really hit home with the Chapter 2 title "Resistance is Futile." Local history clearly shows that any kind of standing up for themselves to keep their land was manipulated and the government would back the indigenous peoples into a corner to ensure they would get what they wanted.
ReplyDeleteI plan on sharing this article with my junior/intermediate colleagues who would benefit greatly from sharing this reading with their students to discuss.
That article was depressing but also a testimony to the resilience of the Aamjiwnaang First Nation people. It was shameful to hear that these things happened so close to home. How they have succeeded in "building a relationship with neighbours that is built upon friendship and mutual respect despite the difficulties of the past" is beyond me. Yes, they are employed by these companies but at what cost to their health?
ReplyDelete1. The new learning that I uncovered after reading the online article was the large number of people, about 15 000, that lived along the waterway. It was not surprising to me that the Europeans had their own name for this group of First Nations people. This renaming connects to area of the book under the subheading, “Renaming individuals with European Names.” It was also not surprising to me that the Reserve land was continuously reduced in size to accommodate the government’s plans. Chapter 2 and this article reinforce the fact that the first nations people were taken advantage of and forced into a situation that greatly reduced their identity and power.
ReplyDelete2. The grade 6 Social Studies on Canada’s Heritage and Identity has many curriculum expectations that connect to this topic. In my class, students could act out the timeline of The Kitsilano Reserve in Vancouver BC. to demonstrate how the government manipulated the Indian Act for its own personal gain. We can research the history of The Aamjiwanaang Reserve and our local treaties and create a timeline of events. Overall, having the students look at all information critically and ask, “whose voice is this?” to help develop critical thinking skills and recognise biases.
Yes! Being able to think critically about a news article or a book is an incredibly important skill to teach our students. When we think about whose voice has been traditionally shared in our schools who do we think of? The voices of Indigenous people have traditionally been left out, even when teachers have been teaching about the history of Canada. It is so important to seek out resources that share the voices of Indigenous people.
DeleteAllie Kelly Said:
ReplyDelete1. From previous learning opportunities I knew a bit about the manipulation of the Indian Act to clearly benefit the Crown in relation to Reserve lands. However, I’m not sure I really understood the extent of this deception and bullying. Reading the history of Aamjiwnaang also put this into perspective in a very local way.
Also, there are many Indigenous surnames that are popular at our school. When I learned that names were assigned haphazardly by the Indian Agent it caused me to look at this through a new lens. The quote not being related but probably having the same Indian Agent really drove this point home for me.
2. The phrase “there is no reconciliation without truth” comes to mind. The more that I know the more I am able to share with my students to ensure that these truths about our collective history are known and understood. This new understanding can obviously be incorporated into social studies lessons. It also has a place in science as well as language. Most importantly, this information will lead to meaningful cross-curricular conversations with all students. Also, I work in a school with a high population of Indigenous students. This new learning provides me with a richer and more in depth understanding of what these families have been forced to deal with and overcome.
1. My understanding and knowledge of the local First Nations continues to grow as I read more of this book, as well as the additional articles and resources. These readings are providing me with a better understanding of their position along with some of the injustices they faced.
ReplyDelete2. I like the ideas expressed by the people above. I teach FDK, so I think teaching empathy and inclusiveness of all people is essential. It is important to provide meaningful Indigenous experiences, along with a beginning awareness /exposure of their situation for our young learners. At our school, we have been trying to do this through authentic drumming and story telling circles, provided by local indigenous people. We have also been using the board recommended books and activities. It is important to teach young children to understand that they need to get everyone's version of any story to make sure they are getting the complete picture. I like Myria's comments on empathizing with students who struggle with self-identity - I think these lessons can be applied to all students regardless of race.