Related Concepts: perspective, theory, origin, migration, oral tradition, legends, stories, linguistic groups, cultural groups, traditional territories, cultural diversity, cultural environment, circular seasonal time frames, Métis, Métis settlements, mutual support, mainstream society, colonial governance.

Specific Outcome 1

Students will demonstrate an understanding of different perspectives to the origin and settlement of Aboriginal peoples in North America:

• appreciate that many Aboriginal peoples identify with creation stories that introduce place and identity in their culture  
• demonstrate an awareness that creation stories reflect spiritual connections to the land
• identify cultural characteristics to geographical features occupied by the first people on land
• examine oral cultural origins and settlement theory; e.g., research and compare Aboriginal Creation to one or both of the following: Beringia theory, Polynesian theory

Specific Outcome 2

Students will demonstrate an understanding that there are distinctive narrations of legends and stories that are related to cultural characteristics of Aboriginal peoples:

• appreciate the role of legends and stories of how Aboriginal peoples are interconnected to the land and nature
• distinguish between legends and stories of many diverse linguistic and cultural groups in Alberta and North America
• appreciate that Aboriginal peoples used sign language to communicate with each other and to communicate ideas and practices of land occupation in a particular territory
• research creation stories by interviewing Aboriginal Elders and researching current literature

Specific Outcome 3

Students will demonstrate an understanding that Aboriginal peoples developed distinct cultures in differing Canadian environments:

• identify and locate the major linguistic and cultural groups in Alberta and Canada
• interpret Canada as being culturally diverse before the arrival of the Europeans
• appreciate that Aboriginal peoples shared many of the same characteristics and values; e.g., respect for nature, harmony with the land

Specific Outcome 4

Students will recognize and demonstrate an understanding that Aboriginal peoples moved from place to place according to well-defined patterns:

• compare and contrast the main geographical regions of Canada, and examine how development of different Aboriginal cultures was influenced by various factors
• research and trace settlement and migration patterns from a historical perspective, and describe reasons for cultural migrations; e.g., investigate and trace the reasons for: buffalo hunt, cultural migratory routes, landmarks and hunting routes, intertribal awareness, leaders, alliances/treaties
• research how the geographical regions influenced Aboriginal culture by examining the following:
• - behaviours/restrictions influenced by geographical factors
• - harmony with land, clans, families
• - spiritual forces in nature/interconnectedness
• - sharing of resources
• - plants and animals
• interpret, historically, that circular seasonal time frames were a major influence for moving from place to place

Specific Outcome 5

Students will demonstrate an understanding that mutual support connected various Aboriginal peoples:

• appreciate that Aboriginal peoples' practice of mutual support was essential for survival
• appreciate that the traditional concepts and practices of mutual support and conflict resolution have been adopted by mainstream society

Specific Outcome 6

Students will demonstrate an understanding that, historically, Aboriginal peoples were sovereign nations and Europeans and Aboriginal nations coexisted in a state of mutual recognition of sovereign status with mutual economic benefits from trades:¹

• research traditional Aboriginal governance and characteristics of organization; e.g., clans, families, bands, leaders/chiefs, councils of leaders/chiefs, leader/chief of council
• analyze that economic prosperity came through trade and early European contact

^1. The Common Curriculum Framework for Aboriginal Language and Culture Programs: Kindergarten to Grade 12, Western Canadian Protocol for Collaboration in Basic Education, June 2000.

Specific Outcome 7

Students will demonstrate an understanding that the Métis family unit gave rise to what is now known as the Métis people:

• identify and explain how Aboriginal peoples shared resources with fur traders, explorers, missionaries and settlers
• appreciate mutual support between Aboriginal peoples and colonial governance
• research the fur trade as an essential, mutual support for Aboriginal peoples
• investigate the origin of the Métis family, and describe similarities and differences between Métis and First Nations families
• recognize that the Métis advanced by adapting along with European technology and forming a new cultural identity; e.g., Métis sash, the fiddle, Red River jig, Métis flag, Red River cart, York boats
• research, identify and describe the development of Métis communities, including Métis settlements in Alberta
• appreciate Métis culture and lifestyle.  

Related Concepts: values, spirituality, worldviews, harmony, unity, oral tradition, cycle of life, ceremonies, religions, animate, inanimate.

Specific Outcome 1

Students will demonstrate an understanding that spirituality is fundamental to traditional Aboriginal worldviews:

• examine how animate and inanimate objects are interrelated and respected in Aboriginal cultures
• examine why living in harmony and unity is essential to traditional Aboriginal cultures
• analyze the role of sharing and generosity in traditional Aboriginal cultures
• research the following aspects of spirituality by; e.g., interviewing a local Elder regarding: interrelationship of animate and inanimate, harmony, unity, sharing and generosity, protocols and accepted traditional practices
• appreciate and respect the value of Elders in helping people discover their inner gifts and strengths
• appreciate and respect the diversity of traditional spiritual beliefs and practices of Aboriginal peoples

Specific Outcome 2

Students will demonstrate an understanding that Aboriginal stories on creation of the world and Aboriginal peoples provide a strong spiritual foundation:

• examine traditional Aboriginal stories on creation that have inspirational messages about young people recognizing their gifts, journeying to take on challenges and accomplishing feats to help others¹
• examine the role of creation stories and legends in the lives of Aboriginal peoples in Canada
• appreciate and respect the diversity of oral traditions of Aboriginal peoples that provides the foundation for Aboriginal worldviews and spirituality  

^1. Îethkabi, A Study of a First Nation: A Program of Studies, ECS to Grade 12, April 2000.

Specific Outcome 3

Students will demonstrate an understanding that cycle of life is fundamental to the Aboriginal way of life:

• research the significance of the following symbols:
• - the Circle²
• - Medicine Wheel
• appreciate and respect that Aboriginal peoples traditionally view life and its interrelated parts as a never-ending cycle

^2. The Common Curriculum Framework for Aboriginal Language and Culture Programs: Kindergarten to Grade 12, Western Canadian Protocol for Collaboration in Basic Education, June 2000.

Specific Outcome 4

Students will demonstrate an understanding that ceremonies have strong spiritual and social significance:   

• appreciate and respect that Aboriginal peoples have ceremonies to express their spiritual nature
• describe the general role and significance of non-sacred aspects of ceremonies by Aboriginal peoples; e.g., round dance, tea dance, powwows

Specific Outcome 5

Students will demonstrate an understanding that after European contact, many Aboriginal peoples incorporated Christianity into their lifestyles.

Related Concepts: adaptation, interdependence, economy, economic partnership, entrepreneurship, community initiatives, alliances.

Specific Outcome 1

Students will demonstrate an understanding of the historical, political and economic organizations of the First Nations, Métis and Inuit people

Specific Outcome 2

Students will demonstrate an understanding of how the interaction of two cultural groups has resulted in political and economic adaptation and/or interdependence:

• research and report on the influences of Europeans and Aboriginal peoples on each other
• compare economic and political structures of two groups; e.g., hereditary chiefs, band and tribal customs and Indian Act chief, Chiefs' committee on economic development

Specific Outcome 3

Students will demonstrate an understanding of the contributions of Aboriginal peoples to the historical trade:

• describe the roles of Aboriginal peoples in the Canadian fur trade - beaver, seal, buffalo
• evaluate the effects on Aboriginal peoples as the fur trade declined
• appreciate the contribution of Aboriginal peoples as fur traders and entrepreneurs of the West
• appreciate and respect contributions of the Buffalo Jump

Specific Outcome 4

Students will demonstrate an understanding that many Aboriginal peoples have successfully entered into the world of business to improve their quality of life while keeping in balance traditional practices:

• analyze and evaluate how oil, gas and lumber entrepreneurships have changed the quality of life in Alberta Aboriginal communities
• analyze how traditional values of sharing and generosity influence economic practices of Aboriginal leaders in managing resources to improve the quality of life for Aboriginal peoples; e.g., economic development, self-government, maintaining a sustainable environment
• research and describe how Aboriginal peoples have successfully contributed in the provincial, national and international marketplace  

Specific Outcome 5

Students will demonstrate an understanding of the current issues being addressed by Aboriginal political and economic organizations:

• describe and analyze Aboriginal political and economic issues, including:
• - poverty
• - economic instability
• - land cooperatives; e.g., in 1800s, small groups of Iroquois and voyageurs were brought from the east to work in trading companies -- they settled in the Jasper and Grande Cache areas, intermarried with the Cree, and set up land cooperatives
• appreciate how leaders are striving to strengthen Aboriginal peoples economically and politically

Specific Outcome 6

Students will demonstrate an understanding of why Aboriginal peoples of Canada have formed unique organizations and alliances to deal with the federal and/or provincial governments:

• First Nations: Assembly of First Nations (AFN), Tribal Councils (6, 7, 8, Independent)
• Métis: Métis Nation of Alberta (MNA)
• describe Aboriginal peoples organizations as to their mandates in:
• - improving the quality of life
• - self-government
• - economic development
• - protection of treaties
• appreciate the role of Aboriginal involvement in Alberta political and economic organizations.

Related Concepts: cultural transmission, values, beliefs, symbolism, analogy, diversity, cultural expression, holistic, integration, interpersonal relationships.

Specific Outcome 1

Students will appreciate how oral traditions influence ideas, perspectives and interpretations:

• describe the central role and function of the oral tradition as a means of cultural transmission
• explain how oral tradition, legends, humour and stories assist in the transmission of culture
• respond to and appreciate the importance of the oral tradition in the education and socialization processes

Specific Outcome 2

Students will interpret and recognize significant oral symbolism and expressions:

• explore the lives, experiences and values of Aboriginal authors through their writings
• examine the contributions made by Aboriginal authors
• identify how Aboriginal writers use symbolism, allusions and inference to portray their messages to the reader
• identify the different Aboriginal authors and how they use different methods in portraying their experiences. Select two Aboriginal authors; e.g., Maria Campbell, Verna Kirkness, Gail Bear:
• - explore the life experiences of Aboriginal authors and determine how they influenced what they wrote about
• - identify and evaluate the methods each author uses to bring the message to the reader
• - relate to how the authors portrayed the human experience through their writings
• - discuss how the authors' beliefs and values influenced their writings
• - examine the purpose that each author had in mind

Specific Outcome 3

Students will develop an understanding of many Aboriginal art forms, oral tradition and literature:

• identify and appreciate the diversity of cultural expression of Aboriginal peoples  
• describe the relationship of environment expressed in the art form, oral tradition and literature of each Aboriginal group  
• compare similarities and differences in expressions of environmental relationships
• develop an understanding that Aboriginal art reflects the belief that art is holistic in nature and is integrated in all aspects of Aboriginal life
• compare how Aboriginal oral tradition connects the expression of personal, spiritual, social and cultural aspects of that individual within the group
• appreciate Aboriginal philosophy, spirituality and love of land and nature.

Related Concepts: government definition of Métis Nation, family structure, cultural mixing, conflict, power, authority, negotiation, common grounds, "scrip," armed conflict, rights, institutions, resistance, rebellion.

Specific Outcome 1

Students will demonstrate an understanding of the emergence of the Métis and how they evolved into a new Aboriginal culture in Canada:

• develop an understanding of the term "Métis" by discussing its past and present meanings
• examine how the culture of the Métis people emerged from the roles they played in the fur trade
• evaluate and appreciate Métis people's contributions
• respond to the sensitivity of interrelated, interconnected and interdependent relationships by discussing "cultural mixing"

Specific Outcome 2

Students will appreciate that conflict can arise among cultures because of differing political, economic and social perceptions and practices:

• discuss how first contact caused conflict and alliances between cultures
• appreciate and respect the importance of negotiation in resolving conflict
• appreciate the nature and use of power and authority
• research and evaluate conflicts and cooperation between the Government of Canada and the emerging Métis Nation with respect to:
• - significance of the survey of the Red River settlement and the role of surveyors
• - characteristics of the lives of Métis and First Nations people
• - the impact of the disappearance of the buffalo and decline of the fur trade
• - the impact of "scrip" on Métis people

Specific Outcome 3

Students will demonstrate an understanding of Métis history in Manitoba and Saskatchewan:

• examine how a minority group with its own political and social institutions will sometimes oppose new cultural institutions that are seen to be forced upon them by the majority culture
• define and contrast the differences between "rebellion" and "resistance"
• discuss the intentions and impact of the Canadian government's efforts to build a strong and unified nation
• identify and evaluate the reasons for the conflict in Manitoba surrounding the Manitoba Act of 1870
• discuss the role of First Nations people in the Riel Resistance
• evaluate the after-effects of the Riel Resistance on the lives of Métis people relative to changes in lifestyles

Specific Outcome 4

Students will demonstrate an understanding of how Métis culture and lifestyles were affected as a result of the defeat of the Métis at Batoche:

• analyze the hardships that Métis people faced with regard to adjusting to a changing and differing lifestyle
• discuss the effects on Métis people following the Riel Resistance with regard to:
• - Métis life after conflict
• - migration of the Métis from the Red River settlement to other parts of Western Canada
• - "scrip"
• - establishment of Métis settlements in Alberta
• - organization of non land-based Métis
• research the early history of one of the Métis political organizations in Alberta and their journey for self-determination, and report on the following:
• - purpose of the Ewing Commission and its findings
• - reasons for the establishment of Métis colonies in Alberta
• - founding of the Métis Association and the role of Métis leadership as demonstrated by Joseph Dion, Malcolm Norris, James Brady, Felix Callihoo, Peter Tomkins
• - role of Métis women
• - role of the Roman Catholic Church; e.g., St. Paul de Métis
• analyze and evaluate the concerns of Métis people regarding self-government in the contemporary Canadian society.

Related Concepts: sovereignty, treaties, reserves, rights, decision making, paternalism, protectionism, diversity, inherent rights, sovereign rights, self-government, self-determination, tradition, ceded lands, crown land.

Specific Outcome 1

Students will demonstrate an understanding that First Nations people perceived treaties as recognized sovereign agreements:

• analyze how Britain recognized First Nations sovereignty:
• - discuss unique relationships among community, land and leadership based on mutual support and consensus
• - discuss how First Nations community needs were met by examining their cultural values, laws and regulations, decision making, nation/community support, discipline and lawbreakers
• - describe similarities and differences among clans, bands and families in the areas of leadership, cooperative efforts, governance, consensus, consultation, administration, law, principles of sovereignty
• research the intent of treaties:
• - describe how First Nations people developed coexisting relationships through contact resulting from trading, making treaties, making alliances, sharing territories
• - describe how First Nations established crown land to be protected and held in trust
• compare and contrast the First Nations views of unique relationships to land based on laws of nature as opposed to economic pursuits, material wealth and technology
• appreciate that the unique relationship between First Nations people and the land is rooted in traditional beliefs

Specific Outcome 2

Students will demonstrate an understanding that First Nations people based treaty agreements on the principle of consensus based on traditional beliefs:

• identify, locate and discuss treaties that were of peace and friendship
• appreciate First Nations as seeking solutions that have spiritual, social and environmental integrity

Specific Outcome 3

Students will demonstrate an understanding of how some treaties were a mechanism whereby the Canadian government received title to ceded lands and in return First Nations retained areas of reserved land with certain rights:

• identify, locate and discuss land-based treaties
• research and discuss treaties signed on the prairies:
• - reasons for treaties by First Nations and the Canadian government
• - reasons why First Nations accepted the treaties
• - areas of Treaty 6, 7 and 8 and the Nations involved
• discuss the roles of people who were influential in treaty making; e.g., Jerry Potts, Big Bear, William Robinson, Red Crow, Poundmaker, James McLeod, George McDougall, Crowfoot
• appreciate, respect and compare the viewpoints of First Nations people, Métis people and the federal government toward treaties

Specific Outcome 4

Students will demonstrate an understanding of the influences of missionary religious institutions on First Nations and Métis people

Specific Outcome 5

Students will demonstrate an understanding that there were many policies, acts and treaties passed by the federal government that had an impact on First Nations people and their way of life:

• research and evaluate the Royal Proclamation of 1763 and the Indian Act of 1876, as it relates to:
• - protectionism, control and assimilation
• - the Indian Act amendments concerning Indian ceremonies

Specific Outcome 6

Students will demonstrate an understanding of why the First Nations people resisted government policies:

• analyze Bill C-31, its history and implications
• analyze the federal government policy and attitude toward disenfranchisement
• analyze the proposed policies of the government; e.g., White Paper, 1969,¹ and identify other policies that affected First Nations people
• analyze the Red Paper,² a counter proposal by Alberta Indian Chiefs

^1. Statement of the Government of Canada on Indian Policy, 1969, Queen's Printer.

^2. Indian Chiefs of Alberta, Citizens Plus (Red Paper), Indian Association of Alberta, Edmonton, 1970.

Specific Outcome 7

Students will demonstrate an awareness that First Nations people throughout the world are diverse in their culture, identity and security:

• compare the similarities and differences among the spiritual, political, economic, educational and social structures, and inherent rights of indigenous people in other parts of the world

Specific Outcome 8

Students will demonstrate an understanding that First Nations people of Canada and the world share a common view of inherent rights:

• examine and evaluate the current state of inherent rights of indigenous people in other parts of the world
• appreciate and respect that First Nations people throughout the world share a common view of the inherent right to govern themselves

Specific Outcome 9

Students will demonstrate an understanding that there are differences of opinion among First Nations people and the federal and provincial governments regarding treaty rights:

• appreciate and respect First Nations who seek cultural continuity for self-determination
• appreciate and respect the differing viewpoints of negotiations and agreements between the federal government and First Nations people

Specific Outcome 10

Students will demonstrate an appreciation for First Nations groups and leaders who are committed to the struggle of self-determination and the continuation of their culture, institutions and traditions:

• discuss the following organizations and their position on inherent rights and self-government:
• - First Nations
• - Métis Nation
• - Métis Settlements General Council
• - federal government
• - provincial and territorial governments
• identify and analyze the differences and reasons for the views on self-government by these groups:
• - First Nations
• - Métis Nation
• - Métis Settlements General Council
• - federal government
• - provincial and territorial governments.

Related Concepts: legislation, imperialism, colonization, values, migration, displacement, reserves, exploitation, assimilation, isolation, alienation, stereotyping, racism, socio-economic position, self-reliance, self-sufficiency, economy.

Specific Outcome 1

Students will demonstrate an understanding of the nature and impact of the legislation and policies of the French and British governments on Aboriginal peoples:

• identify the differences between French and British government policies affecting Aboriginal peoples, and evaluate the impact of those policies on Aboriginal peoples
• evaluate and report on how legislation enacted by the British government demonstrated the perspective of that government by reviewing relevant excerpts from the following acts, and summarizing their purpose and effects on Aboriginal peoples:
• - Royal Proclamation, 1763
• - Gradual Civilization Act, 1857
• - British North America Act, 1867
• - Indian Enfranchisement Act, 1867
• - Indian Act, 1876

Specific Outcome 2

Students will demonstrate an understanding of the impact of federal government legislation and policies on Aboriginal peoples:

• analyze the process and effects of instituting the reserve system
• evaluate the significance of the Royal Proclamation, 1763

Specific Outcome 3

Students will demonstrate an understanding of the impact of change upon Aboriginal peoples:

• research and report on the concept of Indian reserves:
• - reasons for establishing reserves
• - choice of locations in Alberta
• - groups involved, dates and timelines from the signing of the treaties to the present
• - impact on changes in lifestyle
• - concept of displacement
• - history of the reserve concept as it relates to imperialism and colonization; e.g., New France, Upper Canada or British Columbia
• - use of permits to restrict freedom of movement
• - relocation and the role of the North West Mounted Police (NWMP) and Royal Canadian Mounted Police (RCMP)

Specific Outcome 4

Students will demonstrate an understanding of how the socio-economic and political positions of Aboriginal peoples are affected by the policies implemented by the federal government:

• identify and discuss the impact of federal government policies, legislation and practices on socio-economic needs of Aboriginal peoples
• evaluate the impact of Bill C-31, 1985, on Aboriginal peoples

Specific Outcome 5

Students will research, analyze and evaluate the impact of federal government policies, legislation and practices on the self-determination and quality of life of Aboriginal peoples; e.g., any two of the following: health, education, justice, economics, socio-cultural.

Related Concepts: formal education, cultural identity, socialization, cultural transmission, integration, cultural evolution, religion, band-operated schools.

Specific Outcome 1

Students will demonstrate an understanding that education plays an important role in the socialization process of a society and in the retention and transmission of its cultural identity:

• research and describe the holistic nature of traditional education
• compare traditional education with the post-contact educational system
• appreciate how members of a society maintain their cultural identity

Specific Outcome 2

Students will demonstrate an understanding of the history of formal education for Aboriginal students:

• prepare a timeline of significant events that traces the evolution of Aboriginal education beginning with the arrival of the missionaries to the present day in Alberta; e.g., Alberta missionaries:
• - Reverend Robert Rundle, Methodist, Fort Edmonton, 1840
• - Father Jean-Baptiste Thibault, Lac Sainte-Anne, 1842
• - Father Joseph Bourassa, Lac Sainte-Anne, 1845
• - Reverend Henry Bird Steinhauer, Lac La Biche, 1855
• - Father Albert Lacombe, 1865
• - Reverend George MacDougall and son John, Morley, 1873

Specific Outcome 3

Students will demonstrate an understanding that after the signing of the treaties, a policy of assimilation was undertaken by the federal government in the schooling of Aboriginal children:

• define "assimilation"
• evaluate the effects assimilation had on Aboriginal children
• examine and describe the types of schools provided for Aboriginal students in Alberta:
• - industrial schools; e.g., Red Deer, Dunbow and Calgary for older students
• - residential/missions; e.g., Saddle Lake, Edmonton, Hobbema, 1883-1950s
• - day schools on reserves; e.g., 1880s to present
• - boarding schools; e.g., Kainai Anglican School
• - schools operated by school authorities
• - band-operated schools
• - post-secondary; e.g., Blue Quill, Red Crow Community College
• - federally operated (6) Head Start
• analyze the impact of federal policies on the education of Aboriginal peoples

Specific Outcome 4

Students will demonstrate an understanding of the impact of residential schools on Aboriginal children:

• describe the federal government's purpose for establishing residential schools
• analyze the mandate of a residential school; e.g., locations, administration, curriculum
• research and report on the curriculum in residential schools:
• - language of instruction
• - religious instruction
• - curriculum content
• examine and report on the outcomes and effects of the residential school policies and practices on Aboriginal students and their parents

Specific Outcome 5

Students will demonstrate an appreciation of the difficulties faced by many Aboriginal students being placed in public schools and other school systems:

• examine the federal government policy of "integration" in the late 1950s that placed Aboriginal students in public and separate school systems
• examine and describe the reasons for the changes in federal government policy from one of assimilation to integration
• evaluate the impact of Aboriginal students being relocated or bussed in order to be educated in public schools

Specific Outcome 6

Students will demonstrate an understanding of how Aboriginal education has become a key issue between some Aboriginal peoples and the federal and provincial governments:

• describe some initiatives that foster and encourage involvement of Aboriginal peoples in schools operated by school authorities
• appreciate and respect the differing viewpoints of Aboriginal peoples toward treaties, rights, educational goals and government policy.

Related Concepts: oral tradition, confederacy, treaties, nation, constitutional rights and freedoms, self-government, self-determination, sovereignty, inherent rights, government, interdependence.

Specific Outcome 1

Students will develop an understanding that Aboriginal peoples have a long history in the evolution of self-governance

• examine the Aboriginal oral tradition and appreciate the ability and skill required to transmit history
• examine and compare peace treaties between tribes and European treaties
• research and evaluate the impact of the earliest recorded agreements:
• - the Great Law of Peace, 1450 of the people of the Iroquois Confederacy
• - the two row Wampum Treaty of 1645 between the Mohawk and the Dutch
• - the Agreement of 1844 between the Métis and Dakota Nation

Specific Outcome 2

Students will demonstrate an understanding of how First Nations and Métis land rights are based on differing premises:

• discuss the oral history passed on to Aboriginal peoples of the belief that First Nations existed on Canadian land before the arrival of the Europeans
• examine and define land rights
• research and report on the "road allowance" people of the 1930s, and evaluate Métis land occupancy rights as defined in the Métis Population Betterment Act, 1938
• compare and contrast the concept of land ownership between European and Aboriginal peoples

Specific Outcome 3

Students will demonstrate an understanding of the Constitution Act, 1982, which guaranteed and affirmed Aboriginal rights and freedoms:

• recognize that Aboriginal rights and freedoms are guaranteed and affirmed in the Constitution Act, 1982
• demonstrate an awareness that some Aboriginal leaders are attempting to reassess and affirm Aboriginal rights in the Canadian Constitution
• research and evaluate the terms of the Constitution Act, 1982 relative to Aboriginal rights and freedoms
• examine the Constitution Act, 1982 in relation to the rights and freedoms of:
• - the Royal Proclamation,1763
• - the Manitoba Act, 1870
• - the Indian Act, 1876

Specific Outcome 4

Students will demonstrate an understanding that many Aboriginal peoples have a right to self-government and self-determination:

• examine and appreciate that traditional Aboriginal governments existed before the arrival of the Europeans and have been guaranteed through treaty agreements
• define what is meant by Aboriginal self-government, self-determination and inherent rights by the First Nations, Métis and federal government
• research terms of the treaties with respect to self-government; e.g., Treaty No. 6, Treaty No. 7, Treaty No. 8, and so on
• research and identify the parameters of the federal government policy of 1996 on Aboriginal self-government
• identify the role of the following in Aboriginal self-government negotiations:
• - federal government
• - provincial and territorial government
• - Aboriginal organizations

Specific Outcome 5

Students will demonstrate an understanding that Aboriginal communities are evolving into independent governing bodies:

• identify and appreciate how some Aboriginal governments have adopted and accepted a European form of government as compared to traditional Indian governments
• examine and compare the administration and governance of reserves, past and present:
• - Council of Elders
• - selecting a chief and council
• - powers of chief and council
• - role of the Indian agent
• - role of the federal government
• examine the Indian Act, 1876 and analyze the changes in freedoms in reference to individual, economic, social and educational rights
• analyze and evaluate the current government policy of "devolution," where decision-making responsibilities are being transferred to Aboriginal governments

Specific Outcome 6

Students will demonstrate an understanding of how some Aboriginal and Métis Nation leaders are directing their resources into establishing self-government in their communities:

• examine the rights of Aboriginal communities to assume full responsibility for governing their people
• discuss the Indian Act, 1876 as it pertains to self-government
• identify, evaluate and discuss perspectives of self-government as seen by Aboriginal peoples and the federal government
• appreciate and develop respect for the Aboriginal peoples' rights of self-governing.

Related Concepts: land claims, self-determination, property rights, diversity, inherent rights, sovereign rights, ceded land, land claims, task force, economic stability, non-status Indians.

Specific Outcome 1

Students will demonstrate an understanding that Aboriginal peoples are identified by their distinctive cultural practices and products associated with the historically occupied land/sea:¹

• examine and discuss ancestral trails, hunting territories, trading territories, geography and technology of First Nations and Métis people

^1. The Common Curriculum Framework for Aboriginal Language and Culture Programs: Kindergarten to Grade 12, Western Canadian Protocol for Collaboration in Basic Education, June 2000, p. 43.

Specific Outcome 2

Students will demonstrate an understanding of the concept of property ownership from the traditional view:

• discuss oral history and traditional narratives that give evidence of Aboriginal sovereignty over land; e.g., origin stories, stories of governance over land use, stories indicating primacy of spiritual relationship to land rather than private ownership that can be surrendered, land occupancy, land stewardship²

^2. Ibid., p. 45.

Specific Outcome 3

Students will demonstrate an understanding of how land can be viewed as a prerequisite for self-determination:

• appreciate how Aboriginal leaders and nations have made progress toward recognition of Aboriginal inherent rights to land and self-reliance as reinforced in the constitution³
• demonstrate an appreciation that the land has economic, cultural, social, educational, political and spiritual value

^3. Ibid., p. 59.

Specific Outcome 4

Students will demonstrate an understanding of how rights are considered to be a critical issue facing First Nations people and non land-based Métis:

• evaluate land claims from the following First Nations points of view:
• - cultural value
• - economic value
• - educational value
• - political value
• - social value
• - spiritual value
• examine how the Indian Act, 1876 treated property held by First Nations people

Specific Outcome 5

Students will demonstrate an understanding of why many First Nations people have long expressed concern that land entitlements under the treaties were not met by the federal and provincial governments:

• appreciate that at the signing of the treaties, First Nations and government leaders bargained in good faith
• analyze land issues, and identify the reasons for the shortage of land for First Nations; e.g., surrender of Indian lands, lands that were never granted, increase in population
• research, discuss and evaluate the terms of the Natural Resources Transfer Agreements, 1930, that gave control of crown land to Alberta, Saskatchewan and Manitoba
• research and identify the terms of the Manitoba Act, 1870, in terms of Métis land rights

Specific Outcome 6

Students will demonstrate an understanding that land claims are those claims where land has never been ceded through treaties:

• analyze and discuss some of the reasons why Canada has not settled comprehensive land claims
• research and report on the history of land claims, noting the following:
• - the Nisga'a First Nations petition to His Majesty's Privy Council, 1913
• - the Indian Act
• - the Office of Native Land Claims, 1974
• - the In All Fairness: A Native Claims Policy, 1981
• - the Task Force to Review Comprehensive Claims Policy headed by Murray Coolican, 1985

Specific Outcome 7

Students will demonstrate an awareness and respect for those First Nations attempting to reclaim land that had not been ceded:

• examine contemporary land claims in other parts of Canada; e.g., British Columbia -- the Nisga'a land claim settlement of 1998

Specific Outcome 8

Students will demonstrate an awareness that several comprehensive land claims have been resolved throughout Canada:

• research and report on the major land claims in Canada:
• - the James Bay and Northern Quebec Agreement, 1975
• - the Agreement-in-principle with the Dene and Métis of Treaty 11 in the Northwest Territories
• - the Agreement-in-principle with the Council of Yukon Indians
• - British Columbia land claims

Specific Outcome 9

Students will demonstrate an awareness that Aboriginal leaders of First Nations and the Métis have made significant gains in land claims settlements:

• research two of the following land claims relevant to their community:
• - Métis Settlements
• - Lubicon Land Claim
• - Woodland Cree Settlement
• - Loon River Settlement
• - Nakoda (Stoney) Submission
• - Siksika (Blackfoot) Submission
• - Mountain Cree Submission
• - Bigstone Cree Nation Bands
• - Blood/Cardston Claim
• - Peigan Nation Claim

Specific Outcome 10

Students will demonstrate an understanding of why the Métis contend that land rights should be a cornerstone of economic stability and self-determination for their people:

• research federal and provincial views toward Métis land rights
• examine Métis settlements, formerly colonies, in Alberta; e.g., the reasons for the settlements, history of the settlements, Métis Settlement Act, The Métis Population Betterment Act, 1938

Specific Outcome 11

Students will demonstrate an appreciation that Métis and non-status Indians have not had special land rights in Canada, other than in Alberta:

• examine possible solutions to the Métis land question.

Related Concepts: rural, urban, migration, racism, prejudice, discrimination, stereotypes, leadership, reverse discrimination, empathy, cultural bias, subtle/blatant, privilege/non-privilege, overt/covert, conscious/unconscious, self-determination, agreements.

Specific Outcome 1

Students will demonstrate an understanding of why there is an increasing number of Aboriginal peoples migrating to urban areas:

• identify and analyze:
• - the reasons why Aboriginal peoples have migrated to urban areas; e.g., educational and economic advantages
• - the reason why many Aboriginal peoples choose to remain on Indian reserves, Métis settlements and small communities
• - organizations that help Aboriginal peoples acquire the skills and knowledge needed for urban living; e.g., Friendship Centres, Métis housing
• - describe the conflicting expectations between mainstream culture and Aboriginal cultures
• research and report on economic conditions on reserves
• describe and analyze the issues Aboriginal peoples face in urban areas; e.g., alienation, isolation, discrimination, subtle/blatant and systemic racism, stereotyping
• research and describe how contemporary reserves have been influenced by modern western society; e.g., the political, economic, social, educational and spiritual reasons why Chief Small Boy and his followers left the Hobbema reserve to live a traditional lifestyle near the mountains in southwestern Alberta

Specific Outcome 2

Students will demonstrate an understanding that there are differing roles that individuals take in leadership:

• research traditional stories for information related to cultural forms of governance
• analyze and compare the Aboriginal perspectives and the European/Canadian perspectives on leadership

Specific Outcome 3

Students will demonstrate an understanding of cultural influences, similarities and differences on the concept of leadership and processes of governance; e.g., tripartite agreements -- federal/provincial/First Nations

Specific Outcome 4

Students will demonstrate an understanding of how cultural differences, social pressures and common misunderstandings can foster negative stereotypes:

• analyze and describe how language can promote or dispel stereotypes
• demonstrate an awareness of the positive role of many Aboriginal peoples in Canadian society

Specific Outcome 5

Students will demonstrate an understanding and appreciation of people who face discrimination through stereotyping:

• analyze and evaluate social and cultural biases and stereotypes that can be perpetuated through the media over time; e.g., movies, art, literature, team names
• assess how education and awareness can dispel cultural biases and stereotypes

Specific Outcome 6

Students will demonstrate an understanding and awareness of some of the many factors that have to be considered in government decision making and actions:

• analyze why government services offered to Aboriginal peoples can be a source of controversy for Aboriginal peoples and non-Aboriginal society
• develop a plan that would involve Aboriginal peoples in the design, delivery and administration of services to Aboriginal peoples; e.g., Child Welfare, Sentencing Circles (justice) Initiatives

Specific Outcome 7

Students will demonstrate an understanding of why Aboriginal peoples should determine their own destiny:

• research how Aboriginal perspectives help young Aboriginal peoples recognize their gifts and talents in promoting Aboriginal cultures
• describe how Aboriginal perspectives help the young to set personal goals that reflect the spirit and strength of their people.

Related Concepts: ethnocentrism, social Darwinism, homogenous, heterogeneous, culture, indigenous, geopolitical, conflict, exploitation, natural resources, strategy, human rights.

Specific Outcome 1

Students will demonstrate an understanding of how ethnocentrism had an impact on Aboriginal peoples:

• define ethnocentrism, and describe examples of it in education, government, economics and literature in:
• - Australia
• - Canada
• - Russia
• - United States of America
• appreciate how members of a society maintain their cultural identity through education, government, economics

Specific Outcome 2

Students will demonstrate an understanding of the ways in which indigenous peoples around the world share many common cultural traits:

• list and analyze some of the similar cultural characteristics of indigenous peoples around the world; e.g., kinship, communal living, spiritual connection to the land:
• - Australia
• - Canada
• - Guatemala
• - Norway

Specific Outcome 3

Students will analyze and describe the effects of colonization on indigenous peoples in another part of the world; e.g., Ainu in Japan, Aborigines in Australia, !Kung in Southern Africa, Saami in Norway

Specific Outcome 4

Students will demonstrate an understanding that one of the reasons for current conflict between indigenous and non-indigenous peoples lies in how the care and management of natural resources are practised:

• describe the conflicting perspectives in the use, conservation and management of natural resources as they affect the environment and quality of life of indigenous peoples
• research and describe the differing resource development approaches affecting indigenous peoples around the world

Specific Outcome 5

Students will demonstrate an understanding of the opportunities and challenges of indigenous peoples around the world:

• analyze strategies used by other nations to improve the quality of life for indigenous peoples
• examine and describe the human rights issues involving indigenous peoples in key areas around the world
• consider the United Nations position on human rights and its involvement with indigenous peoples throughout the world
• analyze instances in which indigenous peoples went to the United Nations for assistance/advice; e.g., Quebec Cree regarding Quebec independence
• appreciate that indigenous peoples from around the world are working together on improving their quality of life

Specific Outcome 6

Students will demonstrate an understanding of how education of the world's youth is the cornerstone for improving the quality of life for indigenous peoples:

• investigate education systems in other countries on alternative forms of education for indigenous peoples in those countries; e.g., Australia, New Zealand, Russia, Sweden.