Unit 2: Governance

Native Studies 30 Nicole Marquis

Unit Introduction

This unit will examine the historical & contemporary

relationship between the Canadian Government & Indigenous
peoples.

We will explore how the relationship changed from a nation-tonation basis to one reflecting colonialist ideals & aims by
studying influences of traditional leadership, decision making
processes, colonial rule, the Indian Act, and the Constitution
Act.

Students will examine structures of governance in Canada with

a focus upon the First Nations, Metis, and Inuit peoples to gain
an understanding of contemporary issues and challenges that
still exist today.

Course work will include:

Learning
Logs

Record our learning of daily activities and

findings

Reflection
Journals

Sometimes you will be asked to reflect on

an experience, discussion, or activity

Portfolios

Projects & various assignments will go

into your portfolios to show your growth

Quizzes

At the end of each chapter

Assessment Criteria
Weekly

assignments

Percent of Grade

Projects
Quizzes
Term

project

20

30

20

30

Weekly assignments

Projects

Quizzes

Term project

Term Project

Setting the Stage

Chapter 1

Click icon to add picture

The Old Ways

https://www.aadnc-aandc.gc.ca/eng/1307460755710/1307460872523, https://en.wikipedia.org/wiki/Canadian_identity

Key terms for this section

British North America Act

Constitution
covenant
Crown
First Peoples
inherent rights

paternalism

pre-contact

Royal Proclamation

sovereignty

treaty

worldview

* As you come across these terms, write down their meanings in your learning logs

What is a Worldview?

A philosophy of life or conception of

the world (Pearsall, 2001)

the way someone thinks about the

world (Merriam-webster.com)

a mental model of reality a

framework of ideas & attitudes about
the world, ourselves, and life, a
comprehensive system of beliefs
with answers for a wide range of
questions (The American Scientific
Affiliation)

Word Splash
BLM

2.1.1: First Peoples Traditional Worldview:

Word Splash
Discuss as a class

In

small groups create your own Word Splash

reflecting the worldview of Canadian mainstream
culture

SFIS Spoken Word: We Come From (4:24)

https://www.youtube.com/watch?v=4rpJoGjvNbw

Pre-contact

Before the Europeans arrived, First Peoples were selfdetermining nations.

They have various political and economic practices, social and

cultural events, and spiritual ceremonies in place for
thousands of years.

Their governance ranged from occasional leadership (like in a

small hunting group), to complex structures (like the
Haudenosaunee [Iroquois] Confederacy).
Chiefs called clan leaders, represented various nations, and came
together in the Haudenosaunee Grand Council of Chiefs.

Traditionally, decisions were arrived at through discussion

and consensus. Women also played a prominent role.

Pre-contact

First Peoples traded amongst each other for goods they would
otherwise be unable to attain.

Conflicts occurred between Indigenous tribes usually over

territory
One group might end up in anothers hunting territory
Raids to acquire goods (horses, prisoners)
Sometimes it was over honour

Armed conflict was usually just sporadic and unlike European

conflict

Many times tribes formed military alliances to take a stand

against other tribes.

Pre-contact

America Before Columbus- Columbus Makes Landfall (4:37)

http://channel.nationalgeographic.com/a-night-of-exploration/
videos/columbus-makes-landfall
/

Early-contact

Between 1534 and 1541, Europeans began to make contact

with First Nations people

Nation to Nation Relations early co-existence between

First Peoples and Europeans

Many Peace & Friendship treaties were signed between the

British government and First Peoples long before the country
of Canada was created

Various First Nations groups often joined military alliances

with Europeans
E.g., Wendat (Huron) people were early allies of the French,
Haudenosaunee (Iroquois) Confederacy was an ally of the
British against the French.

Early-contact

Early-contact

16th to 19th century- TRADE was the basis of relationship

between First Nations, Metis, and Inuit people and Europeans

This trade was mutually beneficial, not exploitative

Indigenous people acquired pots, pans, kettles, knives, guns,

beads, cloth, blankets, etc.

Europeans acquired furs, venison, rice, fish, maple sugar, canoes,

sleds, snowshoes, tents, fat for candles, sturgeon for oil lamps,
goose & duck feathers for mattresses & blankets, quills for pens,
birch bark for shingles & spruce gum to seal roof cracks and
patch canoes.

An early treaty example is the Two-Row Wampum Treaty

between the Haudenosaunee (Iroquois) Confederacy and the
Dutch in 1613.

Early-contact

The Two-Row Wampum Treaty belt depicted the relationship

between the First Nations and the colonists.

It consists of two parallel rows of purple shells separated and

surrounded by white shells. The purple rows symbolize the 2
nations, who would pursue separate and parallel lives, neither
interfering with the sovereign rights of the other

http://tworowwampum.com/

Early-contact
Europeans

would not have survived this (hostile to

them) new world they called Turtle Island or traded
successfully for furs and other goods without the
knowledge, skills, and cooperation of the Indigenous
peoples.

After

coming in contact with European fur traders

and missionaries, First Nations people died in large
numbers from diseases (they had no immunity)
Small pox, chicken pox, influenza, and tuberculosis

Over

time colonies of settlers began to form (mostly

French and British)

Then came change

http://www.mediacoop.ca/blog/dru/15600, http://projectofheart.ca/historical-documents/

Key terms for this section

assimilation

BNA Act

outside promises

colonialism

Pipe Ceremony

contract

pre-contact

covenant

Royal Proclamation (1763)

Indian title

treaty

* As you come across these terms, write down their meanings in your learning logs

Brainstorm
In

small groups brainstorm meanings to:

treaty
covenant
contract

Discuss:

Why do nations or people enter into them?

*Record definitions & ideas in your Learning Logs

1670: The Hudsons Bay Company

1670

The Hudsons Bay Company was established

by the British

They

realized that if they claimed these lands, they

could move in on French trading territory.

With

the support of King Charles II, Prince Rupert

set up a trading company called The Company of
Adventurers of England Trading Into Hudsons Bay.

It

later became known as the Hudsons Bay Company

(HBC).

Prince Rupert of the Rhine

Ruperts Land Map 1670 http://

www.metismuseum.ca/resource.php/
01825

The Hudsons Bay Company

Charles

II granted a Charter to HBC. It:

Gave the trade monopoly over all of the land that had
rivers flowing into the Hudson Bay to HBC
Gave land ownership to HBC
Gave HBC the right to trade, make treaties and laws
where necessary, and to defend its territory

Video:

The Other Side of the Ledger: An Indian View of

the Hudsons Bay Company (42:22)

https://www.nfb.ca/film/other_side_of_the_ledger

The Hudsons Bay Company

In

small groups:

Complete

BLM 2.1.4: Ruperts Land in North America

Record responses in learning logs

Larger Map image:

http://
vmccorley.wikispaces.com/file/view/22bp69eh.png/216934892/22bp69eh.png

1763: The Royal Proclamation

Issued

by King George III after the Treaty of Paris

ended the Seven Years War between Britain & France.

Confirmed

British Territory & established colonial

governments in British North America.

The

ways of making peace and friendship treaties

ended.

Outlined

guidelines for treaty-making concerning First

Nations lands.

Only

the Crown could enter into treaties now in public

forums.

1763: The Royal Proclamation

It

recognized First Nations land rights, a prevented

individual settlers from purchasing the land.

First

Nations peoples were recognized as sovereign

nations, therefore, before settling on the land,
newcomers were required by law to negotiate
treaties. (OTC)

Established

that they were not to be disturbed in the

possession of their lands, and any sale or transfer of
land had to take place publically and through the
Crown.

1867: The British North America Act

The

new Dominion of Canada was being structured.

Canada

became a country through the BNA Act, which

was enacted on March 29, 1867.

The

act outlines the sharing and division of power and

jurisdiction between different levels of government.

July

1, 1867 provinces of Ontario, Quebec, Nova

Scotia, and New Brunswick united to form the
Dominion of Canada.

By

1873 British Columbia, Prince Edward Island,

and the North West Territories joined.

1867: The British North America Act

This Act gave the government the inherited rights to

resolve questions of original title (lands).

It was significant to First Nations peoples because it gave

the federal government the constitutional responsibility
and jurisdiction over Indians, and lands reserved for
Indians. (OTC)

First Nations leaders were not consulted when this act

was negotiated.

1870: HBC sells Ruperts Land

The

Canadian Government purchased Ruperts Land

from the HBC for 300,000 pounds.

First

Nations leaders were angered because they

considered this area to be their territory.

The

land was sold without First Nations consent and

conflict followed.
1869-1871- Red River Resistance, led by Louis Riel

Forced Canada to negotiate terms with the Metis-led

Provisional Government resulting in the creation of the
Province of Manitoba and the passage of the Manitoba Act
in 1870

1870s to 1920s: Post-Confederation

After

confederation Canada wanted to build a

united nation.

The

transcontinental railroad was built.

Industries

and farming began to flourish due to

the lands rich natural resources. That meant
the population and immigration grew too.

1873-

Police

creation of the North West Mounted

1870s to 1920s: Post-Confederation

After

the War of 1812, when the British no longer

required First Nations military support, the era of
mutual equality came to an end.

Relationships

began to shift from equality to

domination by the settler society.
It was no longer based on trade or alliance
Indigenous nations were increasingly seen as
obstacles to the acquisition of land and other
resources
Settlers belief Indigenous people would eventually
disappear

1871 to 1921: Numbered Treaties

The

Numbered Treaties began to be negotiated due to

the need for settlement & the building of the railroad.

Buffalo

herds were disappearing, mortality was

increasing with exposure to European diseases, and
First Nations people realized that the old ways were
dying, and new means must be found to survive
they needed to adapt to the newcomers to find peace.

Through

negotiating treaties, the government began

extinguishing First Nations title to open up land in
the west for settlement and expansion

1871 to 1921: Numbered Treaties

The

Numbered Treaties differed from the preConfederation treaties in that they created significant
government obligations and commitments to First
Nations people that would last forever.

As

long as the sun shines, the grass grows, and the

rivers flow.

For example: providing education, agricultural and medical

needs to First Nations peoples

Treaty 1 (southern Manitoba) (1871)

Treaty 2 (southern Manitoba, southeastern Saskatchewan) (1871)
Treaty 3 (northwestern Ontario, southeastern Manitoba) (1873)
Treaty 4 (southern Saskatchewan, parts of southeastern Manitoba, part of
southeastern Alberta) (1874)
Treaty 5 (central and northern Manitoba, parts of central Saskatchewan)
(1875)
Treaty 6 (central Saskatchewan and Alberta) (1876)
Treaty 7 (southern Alberta) (1877)
Treaty 8 (northern Alberta, parts of northern B.C., part of northwestern
Saskatchewan and the Northwest Territories) (1899)
Treaty 9 (northern Ontario) (1905/6)
Treaty 10 (eastern Northwest Territories) (1906)
Treaty 11 (western Northwest Territories, parts of southeastern Yukon)
(1921)

Roles of Women

Women weren't always marginalized in aboriginal politics. In

pre-contact society, many First Nations in Eastern Canada
and on the West Coast had matriarchal structures that gave
women a strong political voice.
"In these matriarchal societies, if there was any unequal
power to be had, it was had by the women because they
would hold the positions of clan mothers and they were the
ones that made all the major decisions. So they had more say
in many of the key areas than the men," says Otway.
In this system, chiefs were still male but were chosen by clan
mothers and removed by them if they didn't like what the
chief was doing.
http://www.cbc.ca/news2/background/aboriginals/roleofwomen.html

Roles of Women

Gender inequality in First Nations societiesstarted

to creep in during the fur trade. European men often
refused to do business with First Nations women, even
though they were the ones who prepared the furs for
market.
Later, that inequality was written into law. In the Indian
Act,Indianwas defined as a male. "So the only way a
female could be an Indian is if her father was an Indian,
or her husband. So in her own right she could not be an
Indian according to law,"

http://www.cbc.ca/news2/background/aboriginals/roleofwomen.html

Continuing change
http://ecocidealert.com/?tag=indian-act, http://www.ictinc.ca/blog/indian-act-and-the-permit-system-, http://www.viufa.ca/10-days-of-human-rights-documents-4-canadian-constitution/

Continuing Change
Indian

Act, 1876

How did it assimilate traditional practices into Canadian

structures?
Look at parts of the Indian Act in groups
How did it influence how First Nations leadership & elections?

Traditional

governments/practices = obstacles

Traditional
Leadership
Chapter 2

The nature of traditional leadership

http://esask.uregina.ca/entry/aboriginal_peoplesof_saskatchewan.html, /

What are characteristics of good

leaders?
Make

word web on board with class

Types of Traditional Leaders

Types of Traditional Leaders

Traditional Leadership

Aboriginal leadership grew out of social systems organized

around extended kinship groups

Group members relationships and duties were defined by

custom

Equality between men and women was very common

Role of the Elders was central

Biographies

Chose a pre-Confederation treaty-maker or other historic figure

Using print & electronic resources, research the individuals role

in treaty-making.

What makes him/her a good leader?

Demonstrate generosity & honesty

Acts effectively on basis of needs of others
Earns role on basis of merit
Leads an honourable life
Able to lead with the support of the people

Record findings in learning logs

Biographies

Examples:

Dekanawideh (The Peace Maker)

Jean Baptiste Cope
Chief Peguis
Tecumseh (1767-1813)- Shawnee Nation Chief in War of 1812

Joseph Brant (1742-1807)- Mohawk War Chief

Leaders involved in Peace and Friendship Treaties after the Royal

Proclamation of 1763 and before Confederation in 1867. These include
the Upper Canada Treaties (1764 to 1862), the Robinson Treaties, the
Douglas Treaties, Vancouver Island Treaties (1850 to 1854), Fort
Stanwix Treaty, Saugeen and Manitoulin treaties (1854 & 1862),
and the Selkirk Treaty.

Other Influential Leaders

Louis Riel

Phil Fontaine

John Tootoosis (Cree leader)

Matthew Coon Come

Walter Dieter

Shawn A-in-chut Atleo

George Manuel

Noel Starblanket

Big Bear (Mistahimaskwa- Plains

Cree Chief, 1825)

Delbert Riley

David Ahenakew

Georges Erasmus

Ovide Mercredi

Harold Cardinal (helped draft the

Red Paper in 1970)
Elijah Harper (Oji-Cree politician,
involved in Meech Lake Accord)

Francis Pegahmagabow (1889-1952,

Gabriel Dumont (Metis leader
war hero, chief & political activist)
at Red River Settlement)

Who was Poundmaker?

Poundmaker (1842-1886) was a Cree

leader who was present at the signing of
Treaty 6

He was implicated in the troubles of 1885

(North West Resistance)

Was known as the Peacemaker

https://en.wikipedia.org/wiki/Pitikwahanapiwiyin

Poundmaker
Using

Ipads and materials provided in class:

Make

a list of characteristics that made him a leader

Snowball:

In pairs- start your list

Join another pair- grow your lists
Join another four- grow your lists

In

your snowball group discuss:

Why was Chief Poundmaker known as the Peacemaker?

Record findings in your learning logs

Poundmaker
In

pairs, compare your list to a contemporary

Aboriginal leader & evaluate the effectiveness of these
characteristics

Reflection

journal: How are the characteristics of

leaders different/similar in historical and
contemporary times?

Traditional governments in Canada

http://www.mentorworks.ca/blog/government-funding/building-in-canada-innovation-program-08-2013/, http://www.pgaofcanada.com/news/index.aspx?l=0,1,26,1610,

Structure of Governments
in Canada

Key terms for this section

Government-

a system by which a political unit if

governed

Hierarchical-

a system which ranks persons and things

in order of perceived importance and worth

Egalitarian Consensus-

full political and social equality for all

a group agreement

Caucus-

(Algonkian word) describes a meeting of council

to make policy decisions & select leaders

Sovereignty-

independent

authority & power to be self-governing &

Traditional First Nations Government

When the Euros came to North America, Aboriginal peoples

had their own sovereign and independent groups and their
own territories, laws, and forms of government:
Some were hierarchal
Most were egalitarian & democratic
Status & influence based on personal conduct & achievements
Leadership was merit-based with delegated authority &
responsibility
Some were hereditary
Clans important to political process
Beginning of decision making was at clan level
Some clans/families had responsibility to provide chiefs

Examples of Traditional Systems of

Governance:

Saulteaux/Plains Ojibwe Government

Head Chief sometimes hereditary

Councillors group of men selected from adult men of the band

Assisted the chief

Duties of Chief & Council:

Negotiate trade; maintain order; settle disputes; lead during war;

distribute gifts during ceremonies; ensure all members had food,
water and firewood; entertain visitors

Biographies
Students will present their research information that
they acquired on their biographies in a format of their
choice:
Written

biography, speech, PowerPoint presentation,

graphic art, poem, song, etc.

Add

presentations to portfolios.

The Indian Act

Chapter 3

Video:

Beads and Moccasins, The Sharing Circle (DVD)

or

Finding Our Way: The Contagion of Colonisation 1

(23:53)

https://rover.edonline.sk.ca/en/rover/resources/1238

Discuss one or more of the negative impacts of the Indian

Act on First Nations

Complete a journal reflection

Key terms for this section

Aboriginal identity

imperialism

assimilation

autonomy

Indian agent

band councils

Indian register

citizenship

non-Status

paternalilsm

Civilization

cultural genocide

protectionism

enfranchisement

Social Darwinism

governance

Status

* As you come across these terms, write down their meanings in your learning logs

The Indian Act, 1876

Was a piece of legislation intended to assimilate First Nations and

control every aspect of their lives

It was written and passed without First Nations input or

agreement.

It was first introduced in 1876 in the midst of the numbered

treaty negotiations

It signaled a fundamental shift in the relationship between First

Nations and the Canadian government

negotiating the numbered treaties had honoured the centuries-old

nation-to-nation relationship between the Crown and First Nations,
which had been recognized and affirmed by the Royal Proclamation of
1763. (Think of Two-Row Wampum & the belt)

It was only applicable to Treaty/Status Indians, bands and

reserves

Activating Activity

With a partner, complete BLM 2.3.1: The Indian Act:

Assimilating First Nations

The original Indian Act (1876) was amended several

times over the years, including the amendments listed
below. Read the following list of restrictive amendments
with a partner, and answer the following question:

How would each of these measures contribute to the

governments goal of assimilating First Nations?

Record your responses in your learning log.

A symbol of a changed relationship

http://esask.uregina.ca/entry/aboriginal_peoplesof_saskatchewan.html, /

The Indian Act, 1876.Why?

there were now many more European newcomers than First Nations
peoples in Ontario, Quebec, and the other British colonies in the east.

With the end of the war of 1812, the British no longer needed First
Nations as military allies.

The colonizers increasingly viewed First Nations as impediments to the

spread of settlement and civilization.

Imperialist obligation = to bring primitive cultures to a civilized state

through the inculcation of European values, including Christianity.

intended to terminate the cultural, social, economic, and political

distinctiveness of Aboriginal peoples by absorbing them into mainstream
Canadian life and values

Instead of implementing the treaties and offering much needed

protection to Indian rights the Indian Act subjugated to colonial rule the
very people whose rights it was supposed to protect (Harold Cardinal).

The Indian Act, 1876

The Indian Act was paternalistic; First Nations people were

viewed as legal incompetents, wards of the state who were
incapable of governing or ordering their own existence.

The Indian Act of 1876 consolidated previous colonial legislation

including 1857s Gradual Civilization Act and the Gradual
Enfranchisement Act of 1869.

defined who was an Indian, excluding Status women who married

non-Status men but including the non-Status wives of Status
men.

Enfranchisement and the imposition of municipal-style

governments to replace traditional governance were key features
of the Indian Act

Subsequent revisions to the act imposed greater control over the

lives of First Nations peoples

The Indian Act, 1876

It also included a series of measures to protect and preserve

First Nations lands

But- only band members could live on reserve lands,

real and personal property on reserves were exempt from federal and
provincial taxes,
liens could not be placed on Indian land, and that Indian property
could not be seized for debt.

Group Activity

BLM 2.3.3- Laying the Groundwork for the Indian Act: Legislative
Precedents (The Gradual Civilization Act, 1857, and the Gradual
Enfranchisement Act, 1869)

Read the following excerpts from the Report of the Royal

Commission on Aboriginal Peoples. As you read, consider the
following questions:
What was the purpose of each of these acts?
How did each act attempt to achieve its purpose?

How successful was each act in achieving its purpose?

What did the acts reveal about the changing relationship
between government and First Nations?
What effect did these acts have on the autonomy of First
Nations?

Record your answers in your learning log.

Jigsaw Activity

In assigned groups use print and electronic resources to research

the Indian Act with a focus on the following topics:

Status and Membership (Sections 5-17)
Land (Sections 18-41, 53-60)
Governance (Sections 74-79, 80-86)
Education (Sections 109-122)

list the five most important clauses and explain your choices.

Upon completion of the jigsaw, each original group prepares a

wall chart listing their final choices with explanations.

add their lists and explanations to their portfolios.

Implications of the Indian Act

Talking

Circle:

What implications does the IA have regarding who is

classified as an Indian?
What implications does it have for how elections of chief
and council are to be ran?
What are your reactions to the Indian Act and to the
fact that it is selective legislation?

Reflection

Journal: write a reflection on your

experience and thoughts about what was
discussed in the Talking Circle

Influences of the Indian Act

In

small groups:

identify key areas of influence the Indian Act has over the
lives of Treaty/Status Indians.

Areas should include:

Culture, education, personal, economic, political life

Record findings in learning logs

Each group can share their learnings through: a collage,

poster, photography, satire, or drama

Amendments to the Indian Act

In

pairs:

Cooperatively research and create a timeline showing the major

changes and amendments made to the Indian Act to date.

Use an interactive tool or app like:

http://www.capzles.com/
http://www.dipity.com/
https://www.hstry.co/
http://www.meograph.com/timeline/
http://www.myhistro.com/
http://www.readwritethink.org/files/resources/interactives/timeline_2/
http://timeglider.com/
http://timeline.knightlab.com/#fileformat
http://www.timetoast.com/

Amendments to the Indian Act

Reflection

Journal:

How are these changes made? What is your reaction to

the process?

Choose

one amendment:

Check to see who the Prime Minister was at the time

You are an Aboriginal person - write a 2 paragraph
letter to him explaining how this amendment will affect
you.
Add to portfolios

Trick or Treaty by Gerald McMaster

http://

www.britesites.com/native_artist_interviews/gmc25.ht
m
Write

a review of the painting.

Add to portfolios

Regaining lost status- Inquiry

Using

print and electronic resources, research the

struggles of Sandra Lovelace or Jeanette Corbire-Lavell to
regain the Status they had lost under the provision of the
Indian Act, which removed Status of First Nations women
who had married non-First Nations men.
Document your findings in you learning logs

Students

create a Facebook-style profile for one woman and

add their profiles to their portfolios.
Back-date posts to reflect the times and trials the women were
going through
Create a minimum of 10 posts (5 must reflect actual historical
dates, the other 5 can be creatively-imagined status updates)

Struggle Towards
Self-determination
Chapter 4

The White Paper, 1969

1969 White Paper - Statement of the Government of Canada on Indian Policy (7:11 mins)
https://www.youtube.com/watch?v=-JmymnmE7n0
Trudeau White Paper (10:35)- filmed in 1969
https://www.youtube.com/watch?v=jIaIPDJa_SE

The White Paper, 1969

Unveiled by Prime Minister Pierre Trudeau & his Minister of Indian Affairs,
Jean Chretien
A vision of Trudeaus vision of a just society
Proposed to:
Eliminate Indian status
Dissolve the Department of Indian Affairs within 5 years
Abolish the Indian Act
Convert reserve land to private property that can be sold by the band or its members
Transfer responsibility for Indian affairs from the federal government to the province
and integrate these services into those provided to other Canadian citizens
Provide funding for economic development
Appoint a commissioner to address outstanding land claims and gradually terminate
existing treaties

The White Paper, 1969

What let to it?
1960s: Aboriginal peoples faced serious socio-economic barriers (poverty, high infant
mortality rate, lower life expectancies, lower levels of education
Civil rights movement was sweeping the USA brining attention to racism &
discrimination of African Americans and other minority groups
Many Canadians began questioning inequality & discrimination in Canada
Harry B. Hawthorn (anthropologist in B.C) investigated social conditions of
Aboriginal peoples across Canada.
His report concluded Aboriginal peoples were the most disadvantaged &
marginalized population largely due to failed government policy and the
residential school system
He recommended they be able to choose their own lifestyles, places to live, and
that residential schools needed to end
First Nations communities were consulted they consistently expressed concerns
about Aboriginal & Treaty rights, title to the land, self-determination, and access to
education and health care.

Response to the White Paper, 1969

Aboriginal people were shocked it did not address their
concerns
No provisions to:
Recognize & honour First Nations rights
Recognize & deal with historical grievances (land
entitlement, Aboriginal & treaty rights)
Facilitate meaningful Indigenous participation in
Canadian policy making
It was a culmination of the goal to assimilate First
Nations into mainstream Canadian society
They felt the federal government was passing the buck to
the provinces
Instead of amending the Indian Act, the government sought
to abolish it

The Red Paper

Harold Cardinal (24 year old Cree man)- forceful spokesperson
Wrote a book The Unjust Society talks about the hypocrisy of Canada
being a just society
Saw the white paper as a form of cultural genocide
In 1970, under Cardinals leadership, the Indian Association of Alberta
rejected the white paper with their document Citizens Plus, which
became known as the Red Paper
There is nothing more important than our treaties, our lands and the
well-being of our future generations.
Controversy over the white paper sparked Indigenous political organizing
across the provinces
The Union of British Columbia Indian Chiefs (UBCIC) formed & wrote A
Declaration of Indian Rights: The B.C. Indian Position Paper, which became
known as the Brown Paper.

Aboriginal Struggle

The Aboriginal Struggle through spoken word poetry

https://www.youtube.com/watch?v=l5kV0PVLrI8

Timeline

First contact

Royal
Proclamation
1763

BNA Act
1867

Indian Act
1876

White Paper
1969

Constitution
Act
1982

Charlottetown
Accord 1992

Stages in the relationship between

Aboriginals & non-Aboriginals
Stage 1
Separate
Worlds

Stage 2

Stage 3

Stage 4

Contact &
Cooperation

Displacement
&
Assimilation

Negotiation
& Renewal

Struggles Towards Self-determination

Constitution

Act, 1982- recognized and affirmed

existing Aboriginal and Treaty rights

Successful

attempts:

The Cree-Naskapi Act (1984)

The Sechelt Indian Band Government Act (1986)

Failed

attempts:

Meech Lake Accord

Charlottetown Accord

Struggles Towards Self-determination

Each group will be assigned a region of Canada
You

will research and prepare a presentation depicting

a model of Aboriginal self-government from your
region.

You

may make:

A brochure, PowerPoint, or an organized list of printed jotnotes for your peers as a guide to follow during your
presentation

Each

group will present findings to the large group.

References

www.otc.ca

The Indian Act Foundations UBC

http://
indigenousfoundations.arts.ubc.ca/home/government-policy/the-white-paper-1969.html
Saskatchewan Curriculum. https://
www.edonline.sk.ca/bbcswebdav/library/curricula/English/Social_Studies/Native_Studi
es_30_1997.pdf
Manitoba Curriculum. http://
www.edu.gov.mb.ca/k12/abedu/foundation_gr12/full_doc.pdf