Boozhoo Teachers!

This resource is for you to use in your grade 7 and older classroom to give your students some understanding of The Indian Act.

This resource was created to shift the thinking of students (and teachers).

The topics discussed can be upsetting to some students. Please know your students and their sensitivities before deciding to share this resource with them.

Curriculum Connections

This resource covers the Big Ideas in the Ontario curriculum including:

Grade 8 History Strand A and B:

• Not all people in Canada enjoyed the same rights and privileges in the new nation.

• People in Canada had different reactions to the creation and expansion of the country.

• This was an era of major political and economic change, which affected various groups in Canada in different ways.

• The struggles of individuals and groups in Canada at this time laid the groundwork for some of the rights we have today.

• Social changes that occurred at this time have had a lasting impact on Canada.

While this resource doesn’t directly address the time period covered in Grade 7, the Royal Proclamation of 1763 was replaced by the Indian Act in 1876 and the information in this resource is important learning for all Canadians. Many actions, including the desire for westward expansion, the Canadian government’s greed for the natural resources of Canada as well as extremely racist attitudes toward Indigenous people lead to the creation of the Indian act. All of these actions and attitudes were present prior to the 1800’s, so learning about The Indian Act is a topic that is appropriate for students in Grade 7 to learn about along with their Grade 8 peers.

The Indian Act is still in effect today, and the oppressive, racist policies included in the Indian Act have lasting effects on First Nations people in Canada. In order to fully understand Canada’s current relationship with Indigenous people and social issues present in the lives of many Indigenous people, Canadian citizens need to understand the level of racism present in policies that were put into action in 1876.

How to use this resource

When I designed this learning resource, I imagined it as a resource to bring about a change in thinking in students.

Below you will find two boxes. These are links to Google Slide presentations. You can click on the box and copy and past the url to share with your students.

Box #1 Activating Schema

Students and teachers will go through Box #1 either as a whole class, a small group or individually on their own devices. Students should go into this activity not knowing that it is about the Indian Act. Page #1 is just to discuss what the students know or feel about an object that they choose. For example: If a student picks the box with John A. Macdonald on the $10 bill they might talk about jobs they do around the house for $10. Or, if a student chooses the box with the tractor, a student might talk about how they help their parents in the garden during the summer.

After the students go through the boxes, they will write any wonderings they have, and record their ideas on that topic. You can provide the framework or google doc for this writing.

After students have written their ideas in the form you have provided, and shared them in whatever way they choose, then it’s time to move onto Box #2.

Box #2: Time for a Shift in Thinking

Students can go through each item to learn more or focus specifically on the item that they chose to write about in Box #1.

Each item contains links to learn more about how that item relates to the Indian Act.

This should bring about a change in thinking about the items that they saw and chose in Box #1.

It is recommended to have group discussion in a sharing circle to discuss how their thinking changed, what they learned, what they still want to find out and what they think the lasting impact of the Indian Act could have on First Nations people today.

Record any questions students may have and give students time to research these questions.

Students can revisit the thinking, questions and ideas that they came up with after looking at Box #1. With their new information and a shift in thinking, students can now act upon this learning through a new media piece (Eg. A piece of writing, an art piece, a video, a voice recording, slide show and presentation, ETC.). It is up to you how you want them to demonstrate, share and act upon their new learning.

Local Connection: LKDSB

To make sure your students are able to make a local connection, please make sure that you view this film together:

https://youtu.be/uSxzPPHhQW0

This film shares the story of when Chief and Council of Bkejwanong were able to kick the Indian Agent out of Bkejwanong. It is a very important story and deserves to be shared with your students.

Where to next?

An important part about shifting your thinking and learning the true and accurate history of Canada and its relationship with Indigenous people is taking action.

Ask your students how they plan on using this new information. Some suggestions are:

• Creating a video to share on twitter about what they have learned (make sure to tag me, @MsGambleLKDSB if you are sharing on twitter)

• Pledging to speak up to denounce racism

• Having a conversation with people at home about the Indian Act and how racism negatively affects Indigenous people today.

• Learn about how Indigenous people are speaking up to protect the environment, treaty rights and fighting for sovereignty.

• Write a letter to your MP to talk about the living conditions in some First Nations communities.

• Research Indigenous Changemakers and Heroes to learn more about positive events in Indigenous Communities.

Please, share any thoughts, ideas or examples of student work with me, I'd love to see it! gretchen.sands-gamble@lkdsb.com