Teacher's Guide

TEACHER’S GUIDE INTRODUCTION

Education is a powerful tool for reconciliation. Indigenous history, languages and cultures are an integral part of our social and geographic landscape. Throughout Canada’s history, Indigenous Peoples have been marginalized and oppressed, but recently there has been a more concentrated effort to understand and acknowledge the perspectives of First Nations, Métis and Inuit.

The Royal Canadian Geographical Society, Canadian Geographic, and Canadian Geographic Education have worked closely with Indigenous partners and storytellers to create content that is inclusive and accurate, reflecting the experiences and knowledge of the Indigenous Peoples of Canada. Hard work and collaboration have yielded the Indigenous Peoples Atlas of Canada, a ground-breaking four-volume collection of stories written by Indigenous and ally organizations from across the country.

The narratives provided in the Indigenous Peoples Atlas of Canada are tremendously rich in information, imagery, and perspectives. While teachers and students can easily use this valuable educational resource for simple reading comprehension activities, the narratives within can also act as catalysts for more in-depth exploration and discussions. This resource is just a small piece of the bigger picture and teachers are encouraged to reach out to Indigenous communities, organizations and groups in their area to learn more.

The Atlas is organized into four volumes: “Truth and Reconciliation,” “First Nations,” “Métis,” and “Inuit.” The following teacher’s guide suggests discussion questions for each section, providing educators with an opportunity to expand upon the information in the Atlas. The guide offers activity suggestions to encourage teachers and students to make connections to various other themes and fields of geography. There are also full lesson plan and activity examples that teachers can use in their classrooms to examine and explore certain chapters of the Atlas more closely. TABLE OF CONTENTS

INTRODUCTION VOLUME 5

FIRST NATIONS VOLUME 8

MÉTIS VOLUME 10

INUIT VOLUME 12 LEGENDLEGEND / /LÉGENDE LÉGENDE

FIRST FIRST NATIONS NATIONS PREMIÈRES PREMIÈRES NATIONS NATIONS

esereesere parcel parcel allotted allotted to irst to ation irst ation TRIBALTRIBAL COUNCIL COUNCIL Preires ations sans trait oderne Preires ations sans trait oderne irst ations ithout a odern treat irst ations ithout a odern treat ParcelleParcelle de rsere de rsere alloue alloue la Preire la Preire ation ation CONSEILCONSEIL TRIBAL TRIBAL esereesere parcel parcel rial Councilrial Council odernodern treat treat affiliationaffiliation settleentsettleent land land ParcelleParcelle de rsere de rsere First NationsFirst Nations community community AffiliationAffiliation un unirst ationirst ation affiliation affiliation* * CollectivitéCollectivité de de ConseilConseil trial trial erre iseerre parise un par trait un trait PremièrePremière Nation Nation LEGENDLEGEND / /LÉGENDE LÉGENDE oderneoderne Affiliation Affiliation rial Councilrial Council affiliation affiliation LEGEND une Preire une Preire ation ation* * / LÉGENDE AffiliationAffiliation un conseil un conseil trial trial

TRIBALTRIBAL COUNCIL COUNCIL

irst ations ith a odern treat irst ations ith a odern treat odernodern treat treat CONSEILCONSEIL TRIBAL TRIBAL First NationsFirst Nations community community with with FIRST NATIONS FIRSTPreires ations aec un trait oderne NATIONSPreires ations aec un trait oderne PREMIÈRES PREMIÈRES NATIONSsettleent NATIONSsettleent land land no Tribalno CouncilTribal Council affiliation affiliation erre iseerre parise un par un Indian IndianReservation Reservation (United (United States) States) FIRST NATIONSesere parcelesere PREMIÈRES allotted parcel toallotted irst NATIONS ationto irst ation TRIBAL COUNCILTRIBAL COUNCIL Preires ations sans trait oderne Preires ations sans trait oderne CollectivitéCollectivité de Première de Première Nation Nation trait traitoderne oderne irst ations ithout a odern treat irst ations ithout a odern treat sans affiliation sans affiliation à un conseil à un conseil tribal tribal RéserveRéserve indienne indienne (États-Unis) (États-Unis) Parcelle Parcellede rsere de alloue rsere alloue la Preire la Preire ation ation CONSEIL CONSEILTRIBAL TRIBAL esere parcel allotted to irst ation TRIBAL COUNCIL Preires ations sans trait oderne esere parcelesere parcel irst ations ithout a odern treat rial Councilrial Councilodern oderntreat treat Parcelle de rsere alloue la Preire ation affiliationaffiliation CONSEILsettleent TRIBALsettleent land land *Where *WhereFirst Nations First Nationssettlement settlement lands fall lands within fall a within signed a treaty’s signed boundaries,treaty’s boundaries, the outline the colouroutline of colourParcelle the First of the NationParcellede Firstrsere matches Nation de rsere matches that of the that outline of the colouroutline of colour the settlement of the settlement land. Where land. a Where First a First irst ationirst affiliationation affiliation* * esere parcel First NationsFirst community Nations community AffiliationAffiliation unrial unCouncil odern treat Nation hasNation an affiliation has an affiliation to lands tooutside lands outsideof a signed of a treaty’s signed boundaries,treaty’s boundaries, a curved a purple curved line purple connects line connects the First the Nation First with Nation its associatedwith its associated settlement settlementCollectivité lands. Collectivité lands. de de Conseil trialConseilaffiliation trial settleent land Parcelle de rsere PremièrePremière Nation Nation erre iseerre par ise un trait par un trait *Là où les*Là terres où les visées terres par visées un traité par un sont traité situées sont àsituées l’intérieur à l’intérieur des limites des d’un limites traité d’un signé, traité la signé, couleur la couleurdu contour du contourde la Première de la Première Nation correspond Nation correspond à la couleur à la couleurdu territoireFirst du territoire Nationsvisé par visélecommunity traité. par le traité. Affiliationoderne unoderne Affiliationirst ation Affiliation affiliation* Là où uneLà Premièreoù une Première Nation a Nation une a liation a une a liation à des terres à des situées terres horssituées des hors limites des d’un limites traité d’un signé, traité une signé, ligne une courbe ligne violettecourbe violetterelie la Première relie la Première Nationrial aux Nation Council territoiresrial aux affiliation Councilterritoires auxquelsCollectivité affiliation auxquels elle est de associée.elle est associée. Conseil unetrial Preire une Preire ation* ation* Première Nation erre ise par un trait AffiliationAffiliation un conseil un trial conseil trial oderne Affiliation rial Council affiliation une Preire ation* TRIBAL COUNCILTRIBALAffiliation COUNCIL un conseil trial

irst ations ith a odern treat irst ations ith a odern treat odern oderntreat treat MÉTISMÉTIS INUITINUIT CONSEIL CONSEILTRIBAL TRIBAL

Preires ations aec un trait oderne Preires ations aec un trait oderne settleentsettleent land land First NationsFirst community Nations community with with TRIBAL COUNCIL no Tribal noCouncil Tribal affiliation Council affiliation irst ations ith a odern treat erre iseerre par odernise un par treat un Indian ReservationIndian ReservationCONSEIL (United TRIBALStates) (United States) Preires ations aec un trait oderne settleent land Town withTown established with established CollectivitéCollectivité de PremièreFirst de Nations Première Nation community Nation with trait odernetrait oderne sans affiliation sans affiliation à un conseilno à Tribalun tribal conseil Council tribal affiliationandRéserve Claisand indienneClaisRéserve ettleent (États-Unis)indienne ettleent (États-Unis) erre ise par un Métis populationMétis population Inuit unangatInuit unangat region region Indian Reservation (United States) N U NN UA NV IAKV I K Collectivité de PremièreArea Nation Areacounit counit affiliation affiliation trait oderne giongion de lInuit de lInuit unangat unangat Réserve indienne (États-Unis) VilleVillage avec VilleVillageavec une uneavec populationavec populationune une population population sans affiliation à un conseilone tribal deone peupleent de peupleent des des métissemétisse établie établie *Where First*Where Nations First settlement Nations settlementlands fall within lands a fall signed within treaty’s a signed boundaries, treaty’s boundaries, the outline thecolour outline of the colour First Nationof the First matches Nation that matches of the outlinethat of thecolour outline of the colour settlement of the settlementland. Where land. a First Where a First Nation has anNation affiliation has an to affiliation lands outside to lands of a outside signed oftreaty’s a signedreendications boundaries, treaty’sreendications boundaries, a curved territoriales purple a curved lineterritoriales purpleconnects line the connects First Nation the First with Nation its associated with its settlementassociated settlementlands. lands. *Là où les terres*Là où visées les*Where terres par un visées First traité Nations par sont un situées traitésettlement sont à l’intérieur situées landsaffiliation fall àdes l’intérieur within limitesaffiliation a signed d’undes limitesune traité treaty’s signé,collectiitd’un uneboundaries, traité la couleurcollectiit signé, the du la outline contourcouleur colour dude contourla ofPremière the deFirst laNation Nation Première correspond matches Nation that correspond à la of couleur the outline à du la territoirecouleur colour duof visé the territoire par settlement le traité. visé par land. le traité.Where a First Là où une PremièreLà où une NationNation Première a has une Nation an a liation affiliation a une à a liationtodes lands terres outside à situées des terres of hors a signed situées des limites treaty’s hors d’undes boundaries, limites traité signé,d’un a curved traité une ligne signé,purple courbe une line ligne connects violette courbe reliethe violette First la Première Nation relie with laNation Première its associatedaux Nationterritoires settlement aux auxquels territoires lands. elle auxquels est associée. elle est associée. Inuit Nunangat Inuit Nunangat MÉTIS MÉTISSETTLEMENT SETTLEMENT LAND LAND regionalregional capital capital *Là où les terres visées par un traité sontand situées Claisand à l’intérieur Clais des limites d’un traité signé, la couleur du contour de la Première Nation correspond à la couleur du territoire visé par le traité. Inuit communityInuit communityLà où une Première Nation a une a liationettleent à desettleent terres Areasituées hors Area des limites d’un traité signé, une ligne courbe violette relie la Première Nation aux territoires auxquels elle est associée. TERRE TERREAYANT AYANTFAIT L’OBJET FAIT L’OBJET CapitaleCapitale régionale régionale CollectivitéCollectivité inuite inuite D’UN TRAITÉD’UN TRAITÉ AVEC LES AVEC MÉTIS LES MÉTIS de l’Inuitde Nunangatl’Inuit Nunangat MÉTIS MÉTIS INUITone deINUITone peupleent de peupleent des des reendicationsreendications territoriales territoriales MÉTIS INUIT Town withTown established with established and Claisand ettleent Clais ettleent Métis populationMétis population N U NNA UV NI KA VInuitI K unangatInuit unangat region region Area counitArea counit affiliation affiliation LEGENDTown with established / LÉGENDEgion degion lInuit de unangat lInuit unangat and Clais ettleent VilleVillage avec avec uneVilleVillage une population avec population avec une une population population one de onepeupleent de peupleent des des métisse établiemétisse Métablieétis population N U N A V I K Inuit unangat region Area counit affiliation VilleVillage avec avec une une population population BATHYMETRYBATHYMETRYgion de lInuit unangatreendicationsreendications territoriales territoriales métisse établie affiliationaffiliation uneone collectiit de une peupleent collectiit des irst ationsirst ations orestedorested area arearanran area area BATHYMÉTRIEBATHYMÉTRIE reendications territoriales CITY WITHCITY SIGNIFICANTWITH SIGNIFICANT Inuit Nunangat Inuit Nunangat0 m 0 m † † PreiresPreires ations ations giongion oiseMÉTIS oise SETTLEMENTMÉTISgion SETTLEMENT gionLAND uraine uraineLAND regional capitalregional capital and Claisand affiliationClais une collectiit INDIGENOUSINDIGENOUS POPULATIONS POPULATIONS Inuit communityInuit community ettleentettleent Area Area Inuit Nunangat tis tistis tis FIRST NATIONSTERRE PREMIÈRES AYANTTERRE FAIT AYANT L’OBJET NATIONS FAIT L’OBJET Capitale régionaleCapitale régionale500 Collectivité500 Collectivité inuite inuite and Clais VILLE AVECVILLE UNE AVEC IMPORTANTE UNE IMPORTANTE MÉTIS SETTLEMENT LAND de l’Inuit Nunangatde l’Inuit Nunangatregional capital Inuit community one de onepeupleent de peupleent des des † † D’UN TRAITÉD’UN AVEC TRAITÉ LES AVECMÉTISnforested LES MÉTISnforested area area ettleent Area POPULATIONPOPULATION AUTOCHTONE AUTOCHTONE Inuit Inuit Inuits Inuits TERRE AYANT FAIT L’OBJET Capitale régionale Collectivité inuite reendicationsreendications territoriales territoriales esere parcel allottedprairie toprairie irst grassland ation grassland 1000TRIBAL1000 COUNCIL one de peupleent des Preires ations sans trait oderne D’UN TRAITÉ AVEC LES MÉTIS irst ations ithout a odern treat de l’Inuit Nunangat †Cities with†Cities “signicant” with “signicant” Indigenous Indigenous populations populations are those are with those the with highest the highest Parcelle de rsere alloue or la arren Preireor arren ation CONSEIL TRIBAL reendications territoriales absoluteabsolute numbers numbers of Indigenous of Indigenous Peoples Peoplesaccording according to the 2011 to the census: 2011 census: esere parcel giongion non oise non oise rial1500 Council1500 odern treat 2000 First2000 Nations First Nationspeople perpeople city, per1000 city, Mé 1000tis per M cityétis andper city500 and Inuit 500 per Inuit city. per city. affiliation settleent land Parcelle de rsere prairieprairie pturages pturages †Les villes†Les avec villes d’importantes avec d’importantes populations populations autochtones autochtones sont celles sont où celles l’on où l’on First Nations community Affiliation2000 2000 un irst ation affiliation* BATHYMETRYBATHYMETRY Collectivitéou toundraou de toundra Conseil trial erre ise par un trait BATHYMÉTRIEBATHYMÉTRIE trouve destrouve nombres des nombres absolus absolusles plus élevésles plus de élevés personnes de personnes autochtones autochtones selon selon CITY WITHCITY SIGNIFICANT WITH SIGNIFICANTPremière Nationirst ationsirst ations orestedorested area arearan arearan area BATHYMETRY 2500 2500 oderne Affiliation 0 m 0 m le recensementle recensement de 2011: de 2 0002011: personnes 2 000 personnes membres membres des Premières des Premières Nations Nations INDIGENOUSINDIGENOUS POPULATIONS POPULATIONS† Preires† Preires ations ations gion oisegion oisegion urainegion uraine BATHYMÉTRIE par ville,par 1 000 ville, Métis 1 000 par Métis ville paret 500 ville Inuits et 500 par Inuits ville. par ville. rial Council affiliation irst ations orested une Preire area ationran* area CITY WITH SIGNIFICANTtis tistis tis 0 m VILLE AVECVILLE UNE AVEC IMPORTANTE UNEAffiliation IMPORTANTE un conseil trial† Preires ations3000 3000 gion oise gion uraine 500 500 INDIGENOUS† POPULATIONS† nforestednforested area area POPULATIONPOPULATION AUTOCHTONE AUTOCHTONEInuit InuitsInuit Inuitstis tis VILLE AVECTRIBAL UNE IMPORTANTE COUNCIL prairie prairiegrassland grassland 1000 1000 500

† † † irst ations ith a odern treat 3500 3500 odern treat nforested area Cities with “signicant”Cities with “signicant” IndigenousPOPULATION Indigenous populationsCONSEIL AUTOCHTONE TRIBAL populations are those with are thethose highestInuit with the highestInuits or arrenor arren

Preires ations aec un trait oderne settleent land prairie grassland 1000 ResidentialResidential school‡ school‡ First Nationsabsolute community numbersabsolute of with numbers Indigenous of Indigenous Peoples according Peoples to according the 2011 to census: the 2011 census: 1500 1500 †Cities with “signicant” Indigenous populations are those with the highest gion nongion oise non oise PensionnatPensionnat autochtone autochtone‡ ‡ no Tribal2000 Council First Nations2000 affiliation First people Nations per peoplecity, 1000ea per M city, éicetisea 1000per city Miceé andtis per 500 city Inuit and per 500 city. Inuit per city. 4000 4000 erre ise par un or arren absolute numbersIndian of IndigenousReservation Peoples (United according States) to the 2011 census: prairie prairiepturages pturages 1500 Collectivité†Les de villes Première avec†Les d’importantes villes Nation avec d’importantes populations populations autochtones autochtones sont celles oùsont l’on celles où l’on trait oderne gion non oise 2000 2000 ‡ ‡ sans affiliation à un conseil tribal2000 First Nationsanuise peopleRéserveanuise per indiennecity, 1000 (États-Unis) Métis per city and 500 Inuit per city. ou toundraou toundra ResidentialResidential school symbols school symbols bearing bearingthe same the name same indicates name indicates trouve des nombrestrouve des absolus nombres les absolusplus élevés les plusde personnes élevés de autochtonespersonnes autochtones selon selon 4500 4500 prairie pturages change ofchange school of‘s schoollocation‘s location le recensementle recensement de 2011:†Les 2villes 000 de 2011: avecpersonnes d’importantes 2 000 membrespersonnes populations des membres Premières autochtones des Nations Premières sont Nations celles où l’on ou toundra 2500 2500 2000 par ville, 1 000par Métisville, 1 trouvepar 000 ville Métis des et nombres 500par Inuitsville etabsolus par 500 ville. Inuits les plus par élevésville. de personnes autochtones selon ‡Les symboles‡Les symboles de pensionnat de pensionnat portant portantle même le nom même indiquent nom indiquent un un *Where First Nations settlement lands fall within a signed treaty’s boundaries, the outline colour of the First Nation matches5000 that of the5000 outline colour of the settlement land. Where a First le recensement de 2011: 2 000 personnes membres des Premières Nations 3000 3000 2500 changementchangement dans l’emplacement dans l’emplacement de l’école de l’école Nation has an affiliation to lands outside ofpar a signed ville, 1 treaty’s 000 Métis boundaries, par ville a curvedet 500 purpleInuits parline ville.connects the FirstBathymetry Nation withBathymetry its shown associated only shown settlement only lands. *Là où les terres visées par un traité sont situées à l’intérieur des limites d’un traité signé, la couleur du contour de la Première Nation correspond à la couleur du territoire visé par le traité. in ice-freein ocean ice-free areas ocean areas 3500 3500 3000 Là où une Première Nation a une a liation à des terres situées hors des limites d’un traité signé, une ligne courbeand violette the Greatand relie the laLakes. Première Great Lakes. Nation aux territoires auxquels elle est associée. ‡ ‡ ResidentialResidential school school La bathymétrieLa bathymétrie n’est indiquée n’est indiquée 3500 PensionnatPensionnat autochtone autochtone‡ ‡ ea ice ea ice 4000 4000 Residential school‡ que pourque les océanspour les libres océans de libres de anuiseanuise ‡ ‡ ‡ glace et lesglace Grands et les Lacs Grands Lacs ea ice 4000 MÉTIS Residential Residentialschool symbols school bearingPensionnat symbolsINUIT the bearing same autochtone name the same indicates name indicates 4500 4500 change of schoolchange ‘s locationof school ‘s location anuise HISTORICALHISTORICAL TREATY TREATY ‡ ‡ ‡ Residential school symbols bearing the same name indicates 4500 Les symbolesLes de symboles pensionnatchange de ofpensionnat portant school ‘les location même portant nom le même indiquent nom un indiquent un 5000 5000 changementchangement dans l’emplacement dans l’emplacement de l’école de l’école Bathymetry shownBathymetry only shown only BOUNDARYBOUNDARY (PRE-1975) (PRE-1975) Town with established ‡ and Clais ettleent Métis population Les symboles de pensionnat portant le mêmeInuit nom unangat indiquent unregion Area counit affiliation in ice-free oceanin ice-free areas ocean areas5000 changement dansN l’emplacementU N A V deI l’écoleK Bathymetry shown only VilleVillage avec avec une une population population gion de lInuit unangat and the Greatand Lakes. the Great Lakes. LIMITELIMITE DE TRAITÉ DE TRAITÉ métisse établie one de peupleent des La bathymétrieLa bathymétrien’est indiquéein ice-free n’est ocean indiquée areas reendications territoriales que pour les queocéans pour libresand les the océans de Great libres Lakes. de HISTORIQUEHISTORIQUE (AVANT (AVANT 1975) 1975) La bathymétrie n’est indiquée MODERNMODERN TREATY TREATYaffiliation une collectiit glace et les Grandsglace et Lacs les Grands Lacs que pour les océans libres de HISTORICAL InuitHISTORICAL Nunangat TREATYBOUNDARY TREATYBOUNDARY glace et les Grands Lacs MÉTIS SETTLEMENT LAND regional capital and Clais Inuit community BOUNDARYBOUNDARYHISTORICAL (PRE-1975) (PRE-1975) TREATY ettleent Area TERRE AYANT FAIT L’OBJET Capitale régionale (POST-1975)Collectivité(POST-1975) inuite one de peupleent des D’UN TRAITÉ AVEC LES MÉTIS de l’Inuit NunangatBOUNDARY (PRE-1975) LIMITELIMITE DE TRAITÉ DE TRAITÉ reendications territoriales andsands ith at ith least at oneleast one HISTORIQUEHISTORIQUELIMITE (AVANT DE (AVANT 1975) TRAITÉ 1975) LIMITESLIMITES DES DES MODERNMODERN TREATY TREATY actie actieand unsettled and unsettled land land HISTORIQUE (AVANT 1975) MODERN TREATY clai claias of anas of an ǁ ǁ TRAITÉSTRAITÉS BOUNDARYBOUNDARY MODERNESMODERNES BATHYMETRY (POST-1975)(POST-1975)BOUNDARY irst ations orested area BATHYMÉTRIE (POST-1975) erritoireserritoires aec au aec oins au oins une une CITY WITH SIGNIFICANT ran area ands ithands atPreires leastith oneat leastations one (APRÈS(APRÈS 1975) 1975) 0 m reendicationreendication actie actieet non et non INDIGENOUS POPULATIONS† gion oise gion uraine LIMITESLIMITES DES DES actie andactie unsettled andands unsettled land ith atland least one ǁ ǁ tis ǁtis ǁ 500 LIMITES DES rgle rgleau auanier anier VILLE AVEC UNE IMPORTANTEclai as claiof an as actie of an and unsettled land TRAITÉSTRAITÉS POPULATION AUTOCHTONE† nforested area Inuit Inuits ǁ MODERNESMODERNESTRAITÉS clai as of an prairie grassland 1000 †Cities with “signicant” Indigenous populations are those with the highest erritoireserritoires aec au oinsaec au une oins une or arren (APRÈS(APRÈS 1975)MODERNES 1975) Due to scale,Due to the scale, treaty the boundaries treaty boundaries on these on maps these may maps not may be exact. not be exact. absolute numbers of Indigenous Peoples according to the 2011 census: reendicationreendicationerritoires actie et actie nonaec au et oinsnon une gion non oise 1500 2000 First Nations people per city, 1000 Métis per city and 500 Inuit per city. (APRÈS 1975) À cause Àde cause l’échelle, de l’échelle, il se peut il quese peut les limitesque les des limites traités des sur traités ces cartes sur ces ne cartes soient ne pas soient exactes. pas exactes.rgle aurgle anier au anierǁ ǁ prairie pturages †Les villes avec d’importantes populations autochtonesreendication sont celles oùactie l’on et non 2000 rgle au anier ǁ ou toundra ǁ ǁ trouve des nombres absolus les plus élevés de personnes autochtones selon Active andActive unsettled and unsettled land claims, land including claims, including comprehensive comprehensive land claims, land other claims, claims, otherle recensement special claims, declaims, special 2011: 2 statement 000claims, personnes statement of membres intent of claims,des intent Premières court claims, Nations decisions, court decisions, other court other cases court and cases legal and legal 2500 assertionsassertions and writs and of summons,writs of summons, were derived were derivedfrom the from Aboriginal the Aboriginal and Treaty and Rights Treatypar ville, Information Rights 1 000 Métis InformationDue par System villeto scale, et 500 Due (ATRIS).System the Inuits to treaty scale, par (ATRIS). boundariesville. the treaty boundaries on these maps on these may not maps be may exact. not be exact. À cause de l’échelle,À cause de il se l’échelle, peut que il se les peut limites que des les traitéslimites sur des ces traités cartes sur ne ces soient cartes pas ne exactes. soient pas exactes. 3000 ǁDes revendicationsǁDes revendications territoriales territoriales actives et actives non réglées, et non réglées,incluant incluant les revendications les revendications globales, globales, les autres les revendications, autres revendications,Due toles scale, revendications the les treaty revendications boundaries particulières, onparticulières, these les maps déclarations may les déclarationsnot be de exact. préavis de depréavis de À cause de l’échelle, il se peut que les limites des traités sur ces cartes ne soient pas exactes. réclamation,réclamation, les décisions les décisions du tribunal, du tribunal, d’autres d’autres aaires judiciaires,aaires judiciaires, les assertions les assertions juridiques, juridiques, les brefsǁActive les de andbrefs Sa ǁunsettledMajesté,Active de Sa and Majesté, landsont unsettled claims, tirées sont land includingdu tirées claims,Système ducomprehensive including Système d'information comprehensive d'information land surclaims, les land otherdroits sur claims, claims,les ancestraux droits other special ancestrauxclaims, claims,et special statement et claims, of statement intent claims, of intent court claims, decisions, court3500 other decisions, court othercases courtand legal cases and legal issus de issustraités de (SIDAIT) traités (SIDAIT) ‡ Residentialassertions school andassertions writs ofǁActive and summons, writs and ofunsettled weresummons, derived land were claims,from derived the including Aboriginal from thecomprehensive andAboriginal Treaty Rightsand land Treaty claims, Information Rights other Information Systemclaims, special(ATRIS). System claims, (ATRIS). statement of intent claims, court decisions, other court cases and legal ‡ ea ice 4000 PensionnatǁDes autochtone revendicationsǁDes revendications territorialesassertions andterritoriales actives writs et of non summons,actives réglées, et non were incluant réglées, derived les incluant revendications from the les Aboriginal revendications globales, and lesTreaty globales, autres Rights revendications, les Information autres revendications, Systemles revendications (ATRIS). les revendications particulières, particulières, les déclarations les déclarations de préavis de de préavis de ‡ anuise Residential school réclamation,symbols bearingréclamation, les the décisions sameǁDes nameles revendications du décisions tribunal, indicates du d’autres territorialestribunal, aaires d’autres actives judiciaires, aaires et non lesjudiciaires, réglées, assertions incluant les juridiques, assertions les revendications lesjuridiques, brefs de globales, lesSa brefsMajesté, deles Sasontautres Majesté, tirées revendications, dusont Système tirées dules d'information 4500Systèmerevendications d'information sur particulières,les droits sur ancestraux les les droits déclarations ancestrauxet de préaviset de change of school‘s issuslocation de traitésissus (SIDAIT) de traitésréclamation, (SIDAIT) les décisions du tribunal, d’autres aaires judiciaires, les assertions juridiques, les brefs de Sa Majesté, sont tirées du Système d'information sur les droits ancestraux et ‡Les symboles de pensionnat portant le mêmeissus nom de traités indiquent (SIDAIT) un 5000 changement dans l’emplacement de l’école Bathymetry shown only in ice-free ocean areas and the Great Lakes. La bathymétrie n’est indiquée que pour les océans libres de glace et les Grands Lacs HISTORICAL TREATY IIGIIG AGAG AGAG GP GP AA AA¶ ¶ BOUNDARY (PRE-1975) PAIIPAII GP GP IGII IGII ACIIG ACIIG AGAG AGAG GP GP AA AA¶ ¶ LIMITE DE TRAITÉ ¶ ¶ IIG AGAG GP AA ¶ HISTORIQUEPAIIPAII (AVANT 1975) GP GP IGII IGII AC AC¶ ¶ MODERN TREATY PAII GP IGII AC ¶ BOUNDARY (POST-1975) ands ith at least one LIMITES DES actie and unsettled land ǁ TRAITÉS clai as of an MODERNES erritoires aec au oins une (APRÈS 1975) reendication actie et non rgle au anier ǁ

Due to scale, the treaty boundaries on these maps may not be exact. À cause de l’échelle,Athaasan il se peut queAthaasan les limiteslanguages des traités languages sur ces cartes ne soient pas exactes. AthaasanAthaasan languages languages Athaasan languages Inuit languagesInuit languages ǁ angues anguesathapascanes athapascanes Inuit languagesInuit languages Inuit languages anguesangues athapascanes athapascanes Active and unsettled land claims, including comprehensiveangues athapascanes land claims, other claims, special claims, statement of intent claims, court decisions, other court cases and legal angues anguesinuites inuites assertions and writs of summons, were derived from the Aboriginal and Treaty Rights Information Systemangues (ATRIS).angues inuites inuites angues inuites ǁDes revendications territoriales actives et nonlingit réglées, incluantlingit les revendications globales, les autres revendications, les revendications particulières, les déclarations de préavis de réclamation, les décisions du tribunal, d’autres aaires judiciaires, les lingitassertions juridiques, les brefs de Sa Majesté, sont tirées du Système d'information sur les droits ancestraux et lingitlingit issus de traités (SIDAIT) sishiansishian languages languages angues anguestsishennessishian tsishennes languages sishiansishian languages languages angues tsishennes aidaadaaidaada M i M i anguesangues tsishennes tsishennes aidaada c Mc i tis languagetis language M M h h c angue anguetisse tis tisselanguage aidaadaaidaada i i aashanaashan languages languages h angue tisse c c angues anguesaashanesaashan aashanes languages tis languageitis languagei h h angues aashanes angueangue ftisse tissef i aashanaashan languages languages f AlgonuianAlgonuian languages languages i i alish languagesalishIIG languages AGAG GP AA angues anguesalgonuiennesAlgonuian algonuiennes languages anguesangues aashanes aashanes f f angues anguessalishennes salishennesalish languages ¶ angues algonuiennes angues salishennes AlgonuianAlgonuian languages languages PAII GP IGII AC ¶ alishalish languages languages anguesangues algonuiennes algonuiennes anguesangues salishennes salishennes

utenai utenaiiouanutenai languagesiouaniouan languages languagesIrouoianIrouoian languagesIrouoian languages languages angues anguessiouennesangues siouennes siouennesangues anguesirouoiennesangues irouoiennes irouoiennes ¶Derived from¶Derived 2016 census from 2016 data census describing data languagesdescribing mostlanguages often mostspoken often at home. spoken Areas at home. where Areas languages where languages ¶Derived from 2016 census data describing languages most often spoken at home. 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Colour a a correspondscorresponds to Indigenous to Indigenous language group. language group. angues algonuiennes r ianguesr i salishennes corresponds to Indigenous language group. anguesangues autochtones autochtones parles parles auourdhui** auourdhui** C C La taille desLa étiquettes taille** des des étiquettes langues des autochtones langues autochtones est à peu près est équivalenteà peu près équivalente au nombre au nombre CrCre e La taille des étiquettes des langues autochtones est à peu près équivalente au nombre e e d’orateurs locaux,d’orateurs selon locaux, les données selon les du données recensement du recensement de 2016 portant de 2016 sur portantles langues sur lesles languesplus les plus d’orateurs locaux, selon les données du recensement de 2016 portant sur les langues les plus souvent utiliséessouvent à la utiliséessouvent maison. utiliséesà Les la maison. couleurs à la Lesmaison. correspondent couleurs Les couleurs correspondent au groupe correspondent linguistiqueau groupe au linguistiquegroupe autochtone. linguistique autochtone. autochtone. **Size of **IndigenousSize of Indigenous language language labels are labels roughly are roughlyequivalent equivalent to the number to the number of local speakersof local speakers based onbased 2016 on census 2016 data census describing data describing languages languages most often most spoken often atspoken home. at Colour home. Colour correspondscorresponds to Indigenous to Indigenous language language group. group. utenai iouan languages Irouoian languages **La taille** Lades taille étiquettes des étiquettes des langues des languesautochtones autochtones est à peu est près à peu équivalente près équivalente au nombreangues au nombre siouennes angues irouoiennes d’orateursd’orateurs locaux, selonlocaux, les selon données les données du recensement du recensement de 2016 de portant 2016 portantsur les langues sur les languesles plus les plus ¶Derived from 2016 census data describing languages most often spoken at home. Areas where languages souventsouvent utilisées utilisées à la maison. à la maison.Les couleurs Les couleurs correspondent correspondent au groupeare spokenau linguistiquegroupe in large linguistique urban autochtone. centres, distantautochtone. from traditional territories, are not shown. ¶Tirée de données du recensement de 2016 décrivant les langues les plus fréquemment parlées à la maison. 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kilometres/kilomètres

0 50 100 150 200 250 INTRODUCTION VOLUME

ARMAGEDDON IN OUR BONES, UTOPIA IN OUR SOULS: THE CONTEMPORARY INDIGENOUS RENAISSANCE (PAGE 7*) Discussion questions and topics: • There is a long history of prejudice and discrimination toward Indigenous Peoples in Canada, but a movement for truth and reconciliation is emerging to change that. What is needed for reconciliation to have a meaningful impact for Canada and Indigenous Peoples? Consider what “unprecedented transformation” might need to occur in Canadian society. • How does the author use the term “renaissance” and what does it mean in the context of self-determination for Indigenous Peoples? • The narrative refers to creating “a society built nation-to-nation, government-to-government and people-to-people.” How would this differ from what has been occurring over the past several centuries? • Discuss the references to family throughout this passage, such as “loving grandmothers,” “aunties who look after us” and “cousins who are line mates.” Why does the author choose to highlight these relationships in the broader context of this passage?

MAPS: DE-INDIGENIZING AND RE-INDIGENIZING OUR TERRITORY (PAGE 8) Discussion questions and topics: • What types of features might be emphasized on a map created by Indigenous groups? Why? • How are Indigenous maps different from those created by the European explorers and settlers? Why? • Many of the borders/boundaries that the European cartographers placed on their maps did not match up with the Indigenous perceptions of boundaries. Why not? How were the Indigenous populations of Canada affected by Eurocentric cartography? • How are the boundaries of the more recent land settlement agreements determined? Why were the boundaries of Nunavut established as they were?

* This page and the following page numbers reference pages in the corresponding volume.

- 5 - INTRODUCTION VOLUME

Activity ideas: • The concept of mapmaking as a political process is thoroughly introduced in this narrative. Most Canadian students are used to seeing historical Canadian maps from a European perspective, and one of the principal reasons for their creation was to reinforce the concept of control or political power. As a result, details important to Indigenous Peoples were usually excluded from the new maps created by the European explorers and settlers, while details emphasizing the European view of land ownership and control were included. Have students create maps of their neighbourhood, adding whatever they believe is important. Catalogue and analyze the types of things they have included in their maps. How are their maps different from the maps that their community or province produces? • Have students examine the possibility of combining Indigenous and Eurocentric cartography and ask them to produce a map that includes elements of both. • Examine the maps throughout the Atlas and discuss the boundaries and sizes of various treaty areas. Why do the sizes vary so much? How were the boundaries determined? • Examine the connection between the surveying and re-mapping of parts of Manitoba, the long-lot survey system, and Louis Riel.

HISTORY OF RESIDENTIAL SCHOOLS (PAGES 62 - 63) STILL STANDING: WHY THE MUSCOWEQUAN RESIDENTIAL SCHOOL REMAINS TODAY (PAGE 64) MISSING CHILDREN AND UNMARKED BURIALS (PAGE 65) Discussion questions and topics: • What is meant by assimilation? Why have residential schools been considered a form of “aggressive assimilation?” • How did the residential schools affect the demographic composition of Indigenous communities? • What has happened to the residential school buildings since the government policy ended? Why?

Activity ideas: • Consider the spatial distribution of residential schools and have students examine the map on page 63 to explore reasons for why residential schools may have been built in the locations they were. What provinces of Canada had no residential schools? Why? • Research with students the unmarked Indigenous burial grounds that have been identified in relation to residential schools to further show the impact of this system. • Examine and discuss past and contemporary vital statistics, such as birth rates, death rates, rates of natural increase, infant mortality rates, and child mortality rates for the Indigenous populations of Canada, and compare them to the non-Indigenous population.

- 6 - INTRODUCTION VOLUME

INDIGENOUS LANGUAGES MAP (PAGES 12, 102 - 103) Discussion questions and topics: • The study of languages is an important aspect of cultural geography. While some language families, sub-families, and groups are increasing in importance in terms of the number of speakers, others are declining in importance and even disappearing. In which category do Indigenous languages fit into? • How many Indigenous language groups are still present in Canada? Which language has the most speakers? • Which Indigenous languages appear to be at the greatest risk of becoming extinct in Canada? • What efforts should be made to keep these and other endangered languages alive? • What types of things can be used to help keep an endangered language alive or to encourage expansion of an existing language? • Which Indigenous language(s) are spoken in your region of Canada? Are words or place names from the local language(s) evident on signs in the area? • Why does the West Coast appear to have more language diversity than the East Coast? Is the reason geographic?

Activity ideas: • Examine two recent story books by Mi’kmaw author Michael James Isaac and look into his background. His first book, “How the Cougar Came to be Called the Ghost Cat / Ta’n Petalu Telui’tut Skite’kmujewe,” is published in English, French and Mi’kmaw. His second book, “The Lost Teachings / Panuijkatasikl Kina’masuti’l,” is published in English and Mi’kmaw. • Toponymy, the study of place names, is an important component of cultural geography. Have students locate examples of Indigenous place names throughout Canada and research what these names mean. Discuss if these names are more common in some regions than in others. • Have students locate and map examples of communities that have changed their colonial names to Indigenous names. Are these names the actual names used by the local people hundreds of years ago?

- 7 - FIRST NATIONS VOLUME

RESIDENTIAL SCHOOLS (PAGES 10 - 11) Discussion questions and topics: • Was the residential school system implemented across Canada primarily through the backing of the federal government or church institutions? If both were responsible, what group do you think had more influence over policy and the programming of the schools? • How would the curriculum the students were exposed to compare to what they would have learned if they had stayed in their communities? Why was the curriculum designed as it was? • The residential schools influenced the children in ways beyond the academic curriculum. How did policies regarding dress and hairstyle fit into the goals of the program? • What impact did the residential schools have on the spiritual, familial, and linguistic dynamic of Indigenous communities? • How was the landscape altered by the creation of the residential schools and their surrounding supportive buildings? Why were they built where they were and why aren’t most of them there anymore? What are the implications of either tearing it down or leaving the physical building up? • The removal of children from their parents and their community can be viewed as a type of forced migration. Discuss if this was designed as a temporary migration. Did the authorities hope the children would return to their communities when they completed their schooling? Why or why not?

TRADE (PAGES 40 - 41) Discussion questions and topics: • This narrative offers an interesting discussion of the importance of having valuable resources and a good transportation network in place to allow for widespread trade among First Nations communities. Many aspects of First Nations life and ideas related to trade can be introduced through this essay. Discuss with students: ff What is necessary in order for trade to occur? ff Why might a three-way trading system need to exist in order for trade to occur? ff How can the existence of money change the need for a three-way system?

- 8 - FIRST NATIONS VOLUME

• Prior to the 1800s, what transportation system dominated trade? • Consider examples of how transportation innovations result in changes to trading patterns and the possible decline of some communities and the growth of others. • What other types of opportunities did trade among First Nations provide? Is this still true today for trading partners throughout the world? Think of some examples.

TRADITIONAL TERRITORIES OF YUKON FIRST NATIONS (MAP ON PAGE 59) Discussion questions and topics: • What do the overlapping boundaries suggest about First Nations cultures, as compared with Western cultures, in regard to ownership of land? • There are several smaller territories on the southern edge of the map, while most of the more northerly territories are larger. Have students consider some possible reasons for this spatial arrangement. • Where are the First Nations reserves located in present-day Yukon? How do they relate to the traditional boundaries found on this map?

Activity ideas: • What do you notice about the geographical boundaries of the various traditional territories of Yukon First Nations? Use a more detailed map of Yukon to see if the boundaries are linked to physical features.

- 9 - MÉTIS VOLUME

FUR TRADE (PAGES 12 – 13) BISON HUNTING (PAGES 14 – 15) Discussion questions and topics: • Why were the trading posts constructed in the locations that they were? • Why was Hudson Bay itself so important in the fur trade? • How did gender play a role in the type of work performed by Métis in connection to the fur trade? • How did the merger of the Hudson’s Bay Company and the North West Company affect the various players in the fur trade? • Was fur trading considered a sustainable business? How so? • Why did the fur trade falter? • How did the French Métis and the English Métis occupy different positions in the socioeconomic hierarchy? • The Métis were concerned about the sustainability of bison hunting. What did they do in an attempt to ensure the sustainability of the hunt? • How was bison hunting similar to the fur trade, which the Métis had depended upon previously? How was it different? (Consider not only the actual trapping and hunting, but the role of the family and community.) • What role did age and sex of community members play in the bison hunting lifestyle?

LIFEWAYS (PAGES 18 – 19) Discussion questions and topics: • Why was the Métis lifestyle so dependent upon seasonal adjustment? • Explain what Maria Campbell meant when she wrote: “Our drug store was half a mile up the road in a meadow called Omisimaw Puskiwa (oldest sister prairie) where yarrow, plantain, wild roses, fireweed, asters, nettles, and pigweed could be found in great abundance.”

- 10 - MÉTIS VOLUME

Activity ideas: • As with most Indigenous populations throughout the world, the Métis have a very close relationship with nature based upon respect for what the Earth provides. Have students select an Indigenous group outside of Canada and compare the Métis’ relationship with nature to that of the other group. What is similar and what is different? • Research what plants were used to treat various health problems. Explore plants found in your local community and reach out to an Elder or Indigenous organization to learn more about how these plants are used and their purposes. • While the French fur traders and Métis who turned to farming often created settlements beside rivers and made use of the long-lot system, the cadastral system used in the vast majority of the Prairies was the Dominion Land Survey system. Compare the two systems.

ROAD ALLOWANCE PEOPLE (PAGE 40 - 41) Discussion questions and topics: • Describe and explain the perpetuating cycle of poverty that the road allowance communities faced. • At the same time that many Métis were settling in these road allowance communities, the government was giving away quarter sections of land to immigrants. Why were the Métis marginalized?

Activity ideas: • Hundreds of road allowance communities sprang up throughout the Prairies in the early 1900s. These Métis communities were created because the families did not own land and thus had to settle where they could find unoccupied land that was not privately owned. These road allowance communities resulted in a different settlement pattern from what was planned as part of the Dominion Land Survey. Have students examine this concept to gain an understanding of road allowances that were used by the Métis.

MÉTIS SETTLEMENTS AND FARMS: SASKATCHEWAN MÉTIS FARMS (PAGES 42 - 43) Discussion questions and topics: • In the late 1930s, the provinces of Alberta and Saskatchewan both made efforts to re-settle many of the Métis living in poverty throughout their provinces. The approaches were quite different, as were the results. What were the similarities between the two provincial programs? What were the key differences? Which of the two programs was more successful? Why? • Why were all the new settlements in Alberta located in the northern half of the province? Was the situation in Saskatchewan similar?

Activity ideas: • Have students research the Newfoundland Resettlement Program that ran from the 1950s to the early 1970s. Compare the Newfoundland program to Saskatchewan’s rehabilitation farming program.

- 11 - INUIT VOLUME

URBAN INUIT (PAGES 26 - 27) Discussion questions and topics: • It is believed that the Ottawa area has the greatest number of Inuit in an urban centre, yet the estimates of the actual numbers vary greatly. Why has Ottawa become a preferred destination for the Inuit? Why has it been difficult to determine a number accurately? For what other groups of people would similar difficulties in determining the population exist? Why is it detrimental to the Inuit and other Indigenous groups when their numbers are underestimated? • What are the push and pull factors behind the migration from the North to urban areas of the South for the Inuit? • Do the Inuit migrants to the urban South reflect the demographics of the northern Inuit communities? • What challenges might the migrating Inuit face in their new setting? Would these challenges be different for non-Indigenous Canadians migrating from a small southern Canadian community to a southern urban centre? Why or why not?

CLIMATE CHANGE (PAGES 36 - 37) SEA ICE (PAGES 38 - 41) Discussion questions and topics: • The Inuit have been warning of climate change for over a decade, yet few people pay heed to their warnings. Discuss why their warnings have been ignored by so many people. • Why has climate change become so much more of an issue for the Inuit than for most southern Canadians? Consider having students produce a chart that catalogues the numerous ways that climate change is affecting the Inuit. • Climate change has already resulted in more ship traffic in northern Canada. As more ice melts it is expected that the amount of ship traffic will increase. What type of ship traffic will potentially be making greater use of the northern waters? Consider the benefits of this for the shipping companies and for the Inuit residents living in the North. What are the concerns that accompany the increased traffic? • What are the numerous and varied implications for the Inuit as the sea ice becomes less reliable for travel?

- 12 - INUIT VOLUME

HEALTH (PAGES 44 - 45) Discussion questions and topics: • Many Canadians living in southern Canada, particularly those in rural areas, are concerned about the distance they have to travel in order to obtain medical care. Consider the situation Inuit face in the Canadian North regarding the availability of health care. In addition to distance, what other impediments do Inuit in remote areas of the Arctic face? • How can modern communication technology assist in improving access to health care? • Access to good quality food is vital for good health. What challenges do the Inuit face regarding access to food? • What role does the education system play in the health of a population? • Suggest and discuss solutions to the food and health-care crises facing the Inuit.

Activity ideas: • Data on things such as life expectancy, infant mortality rates, and rate of infectious diseases all indicate major health issues present in the Inuit population. Have students produce a chart and/or other graphic that compares data for Inuit to non-Inuit populations. Have students examine the many factors that negatively influence the health of Inuit in Canada. • Introduce the Demographic Transition Model to your students. In what stage of the model is Canada situated? Would the Inuit population be situated in the same position? Why or why not? • Introduce the Epidemiological Transition Model. In what stage of the model is Canada situated? Would the Inuit population be situated in the same position? Why or why not?

- 13 - THE RED RIVER CART: A REFLECTION OF GEOGRAPHY

GRADE LEVEL: 7-12 TIME: 1 class period

SUBJECT/TOPIC ACTIVITY SUMMARY Métis history and culture Students will be provided with a map of historic Métis cart trails and, using deductive reasoning skills, will interpret what the map depicts. They will explore the role of Red River carts and their significance to Métis economy, OVERVIEW society, and history. Based on what they have learned, students will create a In this activity students will explore title and legend/key for the map. To consolidate their knowledge, students will historical Métis cart trails in Western answer inquiry questions and complete a mapping skills activity. Canada through a geographic lens. LESSON IMPLEMENTATION LEARNING OBJECTIVES Minds On • Students will analyze and • Distribute print copies of the map, one per student. Give them several recognize the significance of the minutes to silently study the map. Red River cart to the Métis. • Ask students the following comprehension questions: What does the • Students will identify the map depict? What timeframe do they think is shown on the map? What relationship between physical community does the map seem to be centered on? (Red River Settlement) and human geography and What other communities are depicted? What do they have in common? What Métis cart trails. do the thick lines on the map depict? Encourage further discussion. • Students will use and interpret • Direct students to use an atlas or an online map to compare against the print a thematic map. map that they have. Instruct them to make a point-form list about the natural • Students will draw conclusions environment/physical geography of the region covered by the thick lines. and make decisions based on Encourage them to refer to maps of western Canada that depict topography, various types of evidence. drainage, relief, etc. • Once completed, invite students to share their list with a partner. MATERIALS NEEDED • Read the following extract from the Atlas article: “For the Métis, the Red River cart was an all-purpose utility vehicle and a makeshift home. Métis families • “Red River Carts” (pages 16-17) used Red River carts to move their possessions while migrating or resource from the “Métis” volume of the harvesting.” Discuss with students the implications of that statement. Indigenous Peoples Atlas of Canada Hands On • Print copies of the chapter for students to share or • Draw students’ attention to the two white boxes on the map. Instruct them to access the article online at: write a title for the map in the top box that best represents the map. Instruct indigenouspeoplesatlas them to draw a map legend/key in the bottom box. Invite them to share their ofcanada.ca/article/ finished maps with their partner. red-river-carts/ • Post/display the map “Major Cart Trails Prior to the 1880s.” Draw students’ • Make separate copies of the attention to the title and the legend/key. Invite them to compare the map map included in this activity with their maps. and provide one per student • Explore the article with the students (either read it aloud to the class or have students read it individually or in groups).

- 14 - THE RED RIVER CART: A REFLECTION OF GEOGRAPHY

GRADE LEVEL: 7-12 TIME: 1 class period

CONNECTION TO THE QUESTIONS CANADIAN GEOGRAPHY Consolidation FRAMEWORK Article/Content: • What role did Red River carts play in the economic and social life of the Métis? Concepts of Geographic Thinking • How did Red River carts reflect the physical environment/geography of the • Interrelationships Métis homeland? • Spatial Significance • How are Red River carts an important symbol for the Métis today? • Considering the cart trails and the location of the Métis homeland, answer Inquiry Process this question: How did various systems (physical, human, economic, • Formulate questions cultural, historical) interact? • Interpret and analyze • Evaluate and draw On the map: conclusions • What do you notice about the geographic location of the cart trails? What • Communicate physical and manmade features are they located near? • What city is the Red River Settlement today? • Why do you think the map is set before the 1880s? (Hint: how did DEVELOPED BY transportation methods in Canada change after the 1880s?) Connie Wyatt Anderson, • Using the scale, calculate the distance between the Red River Settlement and Can Geo Education (1) Lac La Biche, (2) Batoche, (3) Cypress Hills, and (4) St. Paul. • Using the scale, calculate the distance between the northernmost and southernmost community on the map. • Locate a map of downtown Winnipeg today that depicts the city streets. What do you notice about the layout? Can you see how many streets began as Métis cart trails? Explain.

EXTEND YOUR GEOGRAPHICAL THINKING Using a timeline of Métis history as a guiding backdrop (beginning before the Red River Resistance in 1870, following through to the completion of the Canadian Pacific Railway and the Northwest Resistance, and then on to the middle of the 20th century) and a current road map of Alberta, Saskatchewan, and Manitoba, answer the following questions: • How are the two maps the same? How are they different? • Compare the communities. List one community that has stayed the same. List one on the historical map that does not exist on the road map. List one that has a different name. • What other information can we infer by comparing maps?

- 15 - 16 be foundbe in coulees and along river and creek plentiful in some of parts Prairies, the can they to makeused quick repairs. While trees are not as poplar, elm, willow or Manitoba could oak be brokecart down, any from wood trees such local repairedcould be with what was on hand. If a and “aen charet.” words for River includeRed carts “aen wagon” main source of inland transportation. Michif River The carts. Red the cart was these Métis’ sively across Plains, the hauling in goods their Métis traders travelled in large groups exten into trains together cart tied with leather, 300-450 kilograms of freight.carry Organized ox.two Thecart had large wheels and could and bywood pulled a single horse, pony or referred to Métis the as “half-wagon, half-man.” with Métis. the In Plains fact, First Nations even North Americans, associated became carts the century.19th Among First Nations and Euro- Montana and Minnesota during much of the now Prairie the provinces, North Dakota, Red River Carts R Made entirely of River Red wood, carts River wereRed carts made entirely of versatile that carts criss-crossed what are provide pemmican for the fur trade. lands and their ability to both trade and control because they fear losing their refuse to accept Lord Selkirk’s Métis who already live in the area bring in Scottish settlers. The River in the Red Valley to Red River and the Assiniboine centred on the junction of of 300,438 square kilometres a Scottish peer, a land grant Thomas Douglas (Lord Selkirk), Hudson’s Bay Company grants 1811 ED RIVER CARTS WERE NOISY BUT Indigenous Peoples Atlas of Canada -

and could wheels not effectively be lubricated moved axles they when wooden their because River madeRed a loud carts noise squealing stuck, made which any movement impossible. wheels sometimesThewould become wooden on a Métis-made River were Red cart wooden. augera screw and a draw knife. Even nails the repairtheir was a bluff trees,of an axe,saw, a broke the carts down, that all for was needed fashioned together by and sinew rope. When hard maple. carts’ the All pieces were wooden rims from white ash or and oak, axle from the Its hubs were usually made from elm, wheel tres each, ran from box the to horse the or ox. in diameter, and its shafts, measuring four me - two metres long, its one wheels to two metres height, and a metre half in width. Its axles were measuring four metres in length, one metre in ments for River it a Red cart, typically had a box rivers and streams. and cart the its cargo rafted could across be its bottom wasin a buffalotarp, enclosed hide Once of wheels the were cart the removed and temporarybecame rafts for water crossings. banks. When disassembled, River Red also carts Although there were no standard measure the British/Canadian side. Western Canada) to fight on (and some from what is now leads most Métis in the region with the British during war) (who were strategically allied close relationship with First Nations American takeover, as well their culture and economic well-being by an border. The potential disruption to the Métis’ sets in place what becomes the Canada-United States The War of 1812, primarily fought in the Great Lakes region, 1812-1814 -

the 19th century expansion west. the 19th century expansion west. was the primary mode of transport during in 1872. The two-wheeled Red River cart A Métis family camping on Canada’s plains harvesting. The carts also also Theharvesting. carts provided migrating possessions migratingtheir while or resource Métis River to Red carts movefamilies used utility vehiclepurpose and a makeshift home. noise of carts! the wanted they because to escape from hideous the maintains that bison the Plains the deserted without dust. collecting A First Nations’ legend For Métis, the River Red was the cart an all-

of about 30 kilometres a day. River Red carts oxen almost 500 kilograms at could a rate carry 80 kilometres a day.same The carts pulled by more than 200 kilograms at a rate of up to four pack horses. Horses were able to carry could transport same the amount of cargo as railway.the River by pulled A Red cart a horse toCanada commerce before coming the of settlements together and opened up Western to form trainstrains of cart These carts. linked attend to defences. the animals could hide safely, men would while protective circle of women, carts, children and Métis the when were threatened. Inside a were ascarts a defensive used also mechanism as a temporary horse-drawn River Red sleigh. passenger box, placed on when runners, served cut saplings. In winter, the River Red the cart’s werewhich supported by an arched frame of covers for from carts the bison hides or canvas, from elements. the Women fashioned decorated Métis with temporary living quarters and shelter THE RED RIVER CART: OF A GEOGRAPHY REFLECTION

Often, many carts tied together be would

Edmonton Fort Fort A

U Red Deer Red a Métis traders with members of the British North America Boundary Commission circa 1873. b as Cypress ca

La Biche La

Lac

Forks N

Hills R i v

Battleford e r

I T

E C

100

D Carleton

Scale in kilometres

Fort

200

Lake Green

A S Qu’Appelle Batoche 300 1815 T

A Fort

Fort à la Corne 400

T N

E 500

Fort Pelly

Fort Ellice

hauled cargo the down Athabasca the River. Paul Biche, La Alta., to and Lac York then boats Company. transported from Carts goods St. outside of of jurisdiction the Hudson’s Bay River Red the Settlement for St. Paul, Minn., hauled. By 1869, approximately left 2,500 carts Yorksuperseded boats volume in the of freight 1830s and River eventually 1840s, Red carts copper kettles, guns and alcohol. blankets, cloth, vermilion, axes, knives, files, sugar, tobacco, tea, powder, shot, bullets, point moccasins,furs, decorated clothes, tanned skin hauled such buffalo as pemmican, hides, goods

St. Joseph

F As Métis the traders in the free became

move their possessions

A resource harvesting. Métis families used while migrating or Red River carts to

M Pembina Red River Settlement A

I prior to the 1880s major cart trails

A (ca. 1875) Settlement Red River Cart track

St. Paul

- 16 - British Columbia. Columbia. British Nation and of Métis the Alberta Nation of of Métisthe Saskatchewan), Society Métis the Campeau Development Fund (established by appears on logos such for as those Clarence the Manitobathe Métis Federation flag. also It River appears cart on Métis flags, including and as business skill people. Today, Red the raw materials to market. root,haul bison Seneca wood, bones and other Prairies,the Métis the River to Red carts used diminished. However, even as settlers entered to haul freight on River greatly Red carts symbol, demonstrating Métis’ the freedom Red RiverRed are carts an important Métis With coming the of railways, opportunities 17 LOCAL INDIGENOUS LANGUAGES

GRADE LEVEL: Can be adapted for various grade levels TIME: Can be adapted based on class needs

SUBJECT/TOPIC ACTIVITY SUMMARY Indigenous languages Minds on Build confidence and excitement in students to learn about local Indigenous lan- OVERVIEW guages. Introduce the topic and why it is important to learn about our communities. This lesson is intended to Action encourage students to discuss First Nations, Inuit, and Métis Students will develop research skills as well as take part in the inquiry process in languages and the original place order to understand why certain places have certain names. names of local regions and geographical features. Conclusion Students will be able to share with peers and teachers what they learned about LEARNING OBJECTIVES local Indigenous languages, as well as communicate other ways that these languages have impacted their community. • Students will be able to ask thoughtful and insightful questions about local languages LESSON IMPLEMENTATION and the place name origins of Minds on local features or locations. Using the map provided in the resources section or a local map of your own, • Students will be able to interpret introduce the Indigenous languages in your surrounding region. Explain which and analyze the history of groups speak these languages and provide examples of how they have influenced Indigenous languages. your local area (e.g., town or city names, streets or buildings) to give students • Students will reflect and a starting point for this project. Read to your students the chapter “Language” respond to personal inquiry by Bruce Cutknife (pages 60-61 in “First Nations”) from the Indigenous Peoples questions as well as reflect Atlas of Canada to help them understand the importance of sustaining Indigenous upon history for local languages and why it is important for Canada as a whole. Indigenous Peoples. Action MATERIALS NEEDED 1. Spend a class period having students examine a variety of local maps to determine unique names of land features and populated areas. Students can • Print or online version compose a list of names that they are interested in researching. Students of Indigenous Peoples will use map reading skills to identify place names and land features, as well Atlas of Canada as to predict what unique names may mean. • Maps of local region 2. Have students research the names they have on their list. Consider using • Bristol board, paper, a local library as they tend to have historical artifacts and resources that pencils/pens are not as readily available at school libraries. Use books and websites to research the history of the land features or populated areas, keeping in mind • Electronic device for research to use a geographical perspective when gathering information. For higher grades, geospatial data and online maps would be useful for research.

- 17 - LOCAL INDIGENOUS LANGUAGES

GRADE LEVEL: Can be adapted for various grade levels TIME: Can be adapted based on class needs

CONNECTION TO THE 3. Have students create a display board to be hung somewhere in the school CANADIAN GEOGRAPHY or ask them to prepare a presentation. Students should be able to show FRAMEWORK how Indigenous languages helped to shape and mold place names around Canada, and how that is evident at a local level.

Concepts of Geographic Thinking Conclusion • Patterns & Trends Have a discussion with students about the importance of Indigenous languages • Interrelationships in your region and how these languages have influenced your community. • Geographic Perspective Explain and discuss the importance of protecting these local languages and the connections these languages have to your own community and history. • Spatial Significance Have students reflect upon the importance of language and how they would feel if their own language were to be lost. Inquiry Process • Gather and organize EXTEND YOUR GEOGRAPHICAL THINKING • Communicate Bring in an Elder from the community to discuss the place names in your area. You may also want to take your class on a field trip to certain locations to see the Geospatial Skills natural features that the names have been derived from. Consider contacting local Indigenous groups to help set up an in-class/school language group to • Foundational elements help students connect with the local history and languages. • Spatial representations MODIFICATIONS DEVELOPED BY This project can be adapted in many ways for students to show their learning Andrew Kitchen, (e.g.: PowerPoint, oral presentation, research paper). Can Geo Education ASSESSMENT OPPORTUNITIES Students and teachers should create an evaluation rubric together that reflects their expectations and uses class time effectively. Teachers will be able to formally assess the presentations and/or displays about local Indigenous languages and place names. Students would be able to monitor their own success based on the co-created rubric.

SOURCES AND ADDITIONAL RESOURCES • “Languages” by Bruce Cutknife from the Indigenous Peoples Atlas of Canada. Available in print or online at: indigenouspeoplesatlasofcanada. ca/article/language-2/ • “Mapping Indigenous Languages in Canada” from Canadian Geographic. Available online at: canadiangeographic.ca/article/ mapping-indigenous-languages-canada

- 18 - NATURAL ENVIRONMENT ESCAPE

GRADE LEVEL: Can be adapted for Grades 5+ TIME: Can be adapted based on class needs

SUBJECT/TOPIC LESSON DESCRIPTION Social studies, Indigenous studies Minds on Build confidence in students and create excitement about learning in the OVERVIEW outdoors. This assignment is very broad and open-ended and can be tailored for specific topics/discussions/outcomes. This lesson is intended to get students outdoors and observing Action their natural environment. It should entice students to engage Engage students in outdoor learning activities while inspiring curiosity and with the outdoors. engagement with natural phenomena.

Conclusion LEARNING OBJECTIVES Students will be able to share with peers and teachers what they learned from • Ask specific and insightful being in the outdoors and connecting with the environment. questions about the natural environment. LESSON IMPLEMENTATION • Interpret and analyze aspects of the natural environment. Minds on • Reflect on and respond to Students will be learning about the natural environment, with an emphasis personal inquiry questions. on learning about different natural phenomena in their area. By getting out of the classroom, students will also become more confident in different ways of • Communicate lessons learning and be able to relate to the natural environment in a meaningful way. learned while in the natural Read to students “Natural Environment” by Paul Andrew (pages 26-27 in “First environment. Nations”) from the Indigenous Peoples Atlas of Canada. Explain that learning from the environment is about understanding what they want to take away from MATERIALS NEEDED the experience. Emphasize for students that the natural world is so vast that there is something of interest for everyone. Show students interesting natural • Print copies of “Natural environments in your local area to pique their interest. Environment” by Paul Andrew (pages 26-27) in the “First Action Nations” volume of the Indigenous Peoples Atlas 1. Choose a location of natural interest outside of the school (e.g., river, field, of Canada mountain, lake, swale) and take students for a half-day walk to explore the area. You can use maps of the area for students to help determine • Outdoor learning space geographical features and for them to practice using mapping skills. • Pencil/pen 2. During the walk, have students record in their notebooks 5-10 questions • Paper/notebook inspired by their encounters with nature or based on what they observed • Internet access in the environment. Remember to emphasize that there are no bad questions! Students should feel free to express themselves and their ideas • Research materials in their journals without anxiety about being judged. Students will develop geographical observation and data collection skills.

- 19 - NATURAL ENVIRONMENT ESCAPE

GRADE LEVEL: Can be adapted for Grades 5+ TIME: Can be adapted based on class needs

CONNECTION TO THE 3. Return to the classroom and have students research and answer the CANADIAN GEOGRAPHY geographical and scientific explanations for the phenomena that they FRAMEWORK witnessed. Students’ answers may range from simple to complex depending on the student and the focus of their questions. For upper grade students, use satellite imagery to practice geospatial skills while researching Concepts of Geographic Thinking phenomena in the natural environmental. • Patterns & Trends 4. If really difficult questions emerge, or a consistent question occurs, tackle • Interrelationships these questions as a class and remember to look at things through a geographical lens. • Geographic Perspective 5. Have students record their findings in the journal entries intended for • Spatial Significance teacher assessment.

Inquiry Process Conclusion • Formulate questions This assignment is meant to make students familiar with the geographical process • Gather and organize of posing questions, researching, and determining logical explanations. It is also • Interpret and analyze meant to build confidence in students who find difficulty connecting with the outdoors. By the end of the activity, students should feel confident in sharing their • Evaluate and draw questions and research materials with their peers. Explain to students that it is about conclusions the journey of natural discovery and not about the immediate results. Learning from • Communicate nature is meant to entice questions and curiosity, not fear and reluctance.

Geospatial Skills EXTEND YOUR GEOGRAPHICAL THINKING • Foundational elements Consider doing this same activity in several different locations around your • Fieldwork community to have students compare and contrast different environmental phenomena. You could also adapt the activity to specific areas depending on questions students develop from the nature walk. You may also decide to DEVELOPED BY use this activity to explore urban areas and have students research human geographical phenomena. Andrew Kitchen, Can Geo Education MODIFICATIONS This activity can be done individually or in groups. Teachers can also incorporate technology and handheld devices for students to use outside if needed.

ASSESSMENT OPPORTUNITIES Students and teachers should create an evaluation rubric together to reflect their expectations for the field component as well as a good finished product. Remember that there is a self-reflective journal entry on observations of the environment to help determine natural geographical elements and that teachers will be able to assess a separate journal entry submitted by students at the end of the activity.

- 20 - THE GEOGRAPHY OF A LACROSSE STICK

GRADE LEVEL: Can be adapted to a variety of grade levels TIME: 1 class period

SUBJECT/TOPIC ACTIVITY SUMMARY Social studies, History, Geography, • Students will read the article “Sports” from the “First Nations” volume of Sports, Indigenous studies Indigenous Peoples Atlas of Canada. • Students will explore the cultural significance of the sport of lacrosse to the OVERVIEW Haudenosaunee. In this activity, students will • Students will investigate the natural materials used to create a traditional explore the natural materials lacrosse stick. used in making a traditional • Students will work in groups to answer an inquiry question, sharing their Haudenosaunee lacrosse stick. responses with the whole class.

LEARNING OBJECTIVES LESSON IMPLEMENTATION • Analyze and recognize the Minds on significance of the game of lacrosse to the Haudenosaunee. • Read and examine the article with the students (use a teacher read-aloud or a group reading strategy). • Identify the relationship between the physical environment of • Check for understanding and encourage questions and discussion. Haudenosaunee territory and • Using a large wall map of Canada (or projecting a map onto a screen), locate the materials used to craft a traditional Haudenosaunee territory in Quebec and Ontario (noting that it lacrosse stick. also extends into the United States). • Explore lacrosse as a reflection • Draw students’ attention back to the article, specifically to these excerpts: of Haudenosaunee culture and values. ff “Lacrosse has been played by Indigenous Peoples for thousands of years, dating back to the 12th century.” ff “They’re here to celebrate ‘the Creator’s game,’ which played an integral MATERIALS NEEDED part in the Great Law of Peace that established the Haudenosaunee • “First Nations” volume of Confederacy more than 1,000 years ago.” the Indigenous Peoples Atlas • Explain to the students that they will be exploring the history and creation of of Canada lacrosse sticks. • Print copies of the section • Circulate or display the image of the lacrosse stick. Lead a discussion, using “Sport” (pages 46-47 of “First the following questions: Nations”) for students to share ff What natural materials do you think the Haudenosaunee used hundreds or access the article online at: of years ago to craft lacrosse sticks? indigenouspeoplesatlasof canada.ca/article/sport/ ff What material do you think the shaft, runners, net, and shooting strings were made of? (Hint: consider the physical geography of • Print copies of “Image: Haudenosaunee territory.) Lacrosse Stick” or display the image to the class electronically • Wall map of Canada

- 21 - THE GEOGRAPHY OF A LACROSSE STICK

GRADE LEVEL: Can be adapted to a variety of grade levels TIME: 1 class period

CONNECTION TO THE Hands On CANADIAN GEOGRAPHY • Inform the students that the Haudenosaunee used three primary sources FRAMEWORK to construct lacrosse sticks. Draw their attention back to the map. Tell them to think about the physical geography of the area again. What three natural items could be used to construct a lacrosse stick? Capture student responses Concepts of Geographic Thinking on the board. (Answers: resin, hickory wood, and leather.) • Interrelationships • Explain that traditional lacrosse sticks are made from a single piece of • Geographic Perspective hickory. Hickory is a hard wood that can be cut thinly and is pliable. Steam • Spatial Significance was used to bend the wood. Small slices of leather dipped in resin (produced from pine or birch) were used to craft the sidewall, net, and the remaining part of the stick. Lacrosse sticks often took several months to make. Inquiry Process • Divide students in four groups and have them answer the following • Interpret and analyze questions, relying on the article and the class discussions. Share their • Evaluate and draw responses with the class as whole. conclusions

• Communicate Questions 1. In what ways is the game of lacrosse culturally significant to the DEVELOPED BY Haudenosaunee? Connie Wyatt Anderson, 2. How are the materials in a traditional wood lacrosse stick reflective of the Can Geo Education physical environment of the Haudenosaunee? 3. Haudenosaunee territory was central to the game of lacrosse; however, the sport was also played by First Nations in other parts of the continent. Where was it played and by which First Nations? 4. The creation story of the game of lacrosse begins with: “On one side stood a bear, deer and turtle.” What can we learn about Haudenosaunee values and what was important to them?

EXTEND YOUR GEOGRAPHICAL THINKING Explore the role of traditional sports and games in other Indigenous communities in Canada. Examples could include games of chance and games of skills (e.g., ball, target, and shooting games). How are these a reflection of a specific group’s culture and traditional territory?

- 22 - THE GEOGRAPHY OF A LACROSSE STICK IMAGE: LACROSSE STICK

Shooting strings Source: By DMighton (talk) 18:17, 7 August 2009 (UTC) - I (DMighton (UTC)) created this work entire ly by myself., Public Domain - 23 - EUROPEAN IMPACT ON INUIT

GRADE LEVEL: Can be adapted to a variety of grade levels TIME: 2-3 hours

SUBJECT/TOPIC ACTIVITY SUMMARY Inuit and European settlement Using information from the section “Colonialism” (pages 20-21) in the “Inuit” volume of the Indigenous Peoples Atlas of Canada, students will examine the impact that European settlement has had on the Inuit and will demonstrate their OVERVIEW understanding by creating a physical/visual timeline. How were the Northern Inuit impacted by European resource exploitation and settlement? LESSON IMPLEMENTATION Choose how best to present the section “Colonialism” from the “Inuit” volume of the Indigenous Peoples Atlas of Canada to your students (this should be based LEARNING OBJECTIVES on student age and ability, e.g.: full class read-aloud, small group read-aloud, • Students will develop an individual silent reading and small group sharing, visual presentation of key understanding of how early points from text). Special focus should be given to the following terms/points: European resource exploitation whaling, fox trapping, traplines, Moravians, and North-West Mounted Police. impacted the social and economic practices of the Inuit. Students should organize and evaluate how each of these practices/groups specifically impacted the Inuit and when these impacts occurred. Have students create a timeline to visually represent these impacts (students can work individually, MATERIALS NEEDED in pairs, or small groups, depending on what works best within a given class). The • “Inuit” volume of Indigenous timelines can be presented in various formats (e.g., PowerPoint or Google Slides Peoples Atlas of Canada presentation, written explanation on paper, physical representation using twine and cue cards, geographical representation on a map to include locations/events) and will include the terms/points previously mentioned.

Questions 1. How can you compare/contrast the economic practices of the Inuit with that of the European settlers? 2. How can you compare/contrast our modern-day economy and that of the era in question? 3. How would you categorize/organize the information pertaining to early economies in the text? 4. What might have happened if European settlers had never begun their exploitation of the North? 5. What is the best way to present the information you have gathered, organized, and analyzed? 6. Which aspect of early economies is the most interesting to you?

- 24 - EUROPEAN IMPACT ON INUIT

GRADE LEVEL: Can be adapted to a variety of grade levels TIME: 2-3 hours

CONNECTION TO THE EXTEND YOUR GEOGRAPHICAL THINKING CANADIAN GEOGRAPHY 1. Further reading in the sections “Inuit Nunangat,” “Nunavut,” “Nunavik,” FRAMEWORK and “Nunatsiavut” (all of which can be found in the “Inuit” volume of the Indigenous Peoples Atlas of Canada) could allow for specific understanding of Concepts of Geographic Thinking how various Inuit populations were affected by the activities in question. • Patterns & Trends 2. For a specifically Newfoundland & Labrador perspective, where comparisons between the Innu and the Inuit of Labrador can be made, • Interrelationships use information from the Newfoundland and Labrador Heritage Website • Geographic Perspective (see additional resources). • Spatial Significance MODIFICATIONS Inquiry Process Having students choose their own presentation method allows for the activity • Interpret and analyze to be adapted to the needs of various types of learners. Furthermore, by • Evaluate and draw reading the section “Colonialism” aloud, or creating a presentation outlining conclusions key elements, or using a think-pair-share approach to information sharing, students are more likely to understand and internalize the information they are gathering, which will improve their abilities to effectively and accurately Geospatial Skills analyze and interpret the information. • Foundational elements • Spatial representations ASSESSMENT OPPORTUNITIES FOR LEARNING: Does the student use effective questions during the information DEVELOPED BY gathering and organizing stage? AS LEARNING: Check in with individuals/groups throughout the process to Sarah Oakley, St. John’s, N.L. gauge progress and understanding. OF LEARNING: Does the composition of the final product communicate the desired information effectively?

- 25 - EUROPEAN IMPACT ON INUIT

GRADE LEVEL: Can be adapted to a variety of grade levels TIME: 2-3 hours

SOURCES AND ADDITIONAL RESOURCES Sources • Canadian Geographic’s Indigenous Peoples Atlas of Canada. In print or online at: indigenouspeoplesatlasofcanada.ca/

Additional resources • Canadian Geographic Education’s Indigenous Peoples Atlas of Canada Giant Floor Map. Available for booking at: canadiangeographic.com/educational_ products/ipac_floor_map.asp • Canadian Geographic Education’s Tiled Map of Canada. Available for download and printing at: canadiangeographic.com/educational_products/ tiled_map_canada.asp • Heritage Newfoundland & Labrador ff Inuit post-contact history: heritage.nf.ca/articles/aboriginal/inuit-history.php ff Impacts of non-aboriginal activities on the Innu: heritage.nf.ca/articles/aboriginsal/innu-impacts.php ff Impacts of non-aboriginal activities on Southern Inuit of NunatuKavut: heritage.nf.ca/articles/aboriginal/southern-inuit-impacts.php ff Impact of non-aboriginal activities on the Inuit: heritage.nf.ca/articles/aboriginal/inuit-impacts.php

- 26 - EARLY INUIT

GRADE LEVEL: 4-9 TIME: 2-3 hours

SUBJECT/TOPIC ACTIVITY SUMMARY Inuit Using information from the section “Early History” (pages 18-19) in the “Inuit” volume of the Indigenous Peoples Atlas of Canada, students will create an artistic representation of early Inuit and their way of life. OVERVIEW Who were the ancestors of the Inuit? LESSON IMPLEMENTATION Choose how best to present the section “Early History” from the “Inuit” volume of the Indigenous Peoples Atlas of Canada to your students (this should be based LEARNING OBJECTIVES on student age and ability, e.g.: full class read-aloud, small group read-aloud, • Students will develop an individual silent reading and small group sharing, visual presentation of key understanding of the early points from text). ancestors of the Inuit and how the Inuit came to exist as Afterwards, students (working individually, in pairs, or in small groups) will they are known today, as well organize the information they have gathered based on particular aspects as the roots of the traditional of the daily life of Inuit ancestors (e.g., food, seasonal movements, tools). Inuit lifestyle. Students will interpret that information to create an artistic representation of the lifestyles of the Sivullirmiut or the Thule peoples. Have students choose one of the following methods to communicate their findings: visual art, poetry, MATERIALS NEEDED song, role play, etc. Final products could be presented to the class or submitted • “Inuit” volume of Indigenous in written/visual/video format. Peoples Atlas of Canada Questions • Markers, crayons, colored pencils, pencils, pens 1. How would you compare/contrast the groups in the text? • Blank or lined paper 2. How would you compare/contrast modern-day Inuit with their ancestors? 3. What examples can you find of various aspects of traditional lifestyle in the text? 4. How would you categorize/organize the information pertaining to lifestyle in the text? 5. What might have happened if different groups met each other or wanted to use the same territories? 6. What is the best way to present the information you have gathered, organized, and analyzed? 7. Which aspect of early Inuit lifestyle do you find the most interesting? What about it interests you the most?

- 27 - EARLY INUIT

GRADE LEVEL: 4-9 TIME: 2-3 hours

CONNECTION TO THE EXTEND YOUR GEOGRAPHICAL THINKING CANADIAN GEOGRAPHY 1. Using printed maps of the areas referenced in the “Early Life” section, a FRAMEWORK mapping activity could help with spatial understanding of the territories that the early Inuit and their ancestors inhabited. You could expand on this Concepts of Geographic Thinking activity by using lengths of string or twine between locations plotted on the map to better understand the migratory patterns of these early peoples. • Interrelationships 2. Building on information from “Early Life,” further reading in the sections “Inuit Nunangat,” “Nunavut,” “Nunavik,” and “Nunatsiavut” (all of Inquiry Process which can be found in the “Inuit” volume of the Indigenous Peoples Atlas of • Gather and organize Canada) could allow for comparison between the territories inhabited by the ancestors of Inuit and modern-day Inuit territories. • Communicate 3. For a specifically Newfoundland & Labrador perspective, the history of the Thule peoples can be found on the Newfoundland and Labrador Heritage Geospatial Skills Website (see additional resources). • Foundational elements

MODIFICATIONS DEVELOPED BY Allowing choice in the method of presentation for students helps to adapt to the Sarah Oakley, St. John’s, N.L. needs of various types of learners. Furthermore, by reading the section “Early Life” aloud, or creating a presentation outlining key elements, or using a think- pair-share approach to share information, students are more likely to understand and internalize the information they are gathering, which will improve their ability to effectively and accurately analyze and interpret the information.

ASSESSMENT OPPORTUNITIES FOR LEARNING: Does the student use effective questions during the information gathering and organizing stage? AS LEARNING: Check in with individuals/groups throughout the process to gauge progress and understanding. OF LEARNING: Does the composition of the final product communicate the desired information effectively?

- 28 - EARLY INUIT

GRADE LEVEL: 4-9 TIME: 2-3 hours

SOURCES AND ADDITIONAL RESOURCES Sources • Canadian Geographic’s Indigenous Peoples Atlas of Canada. In print or online at: indigenouspeoplesatlasofcanada.ca/

Additional resources • Canadian Geographic Education’s Indigenous Peoples Atlas of Canada Giant Floor Map. Available for bookings at: canadiangeographic.com/ educational_products/ipac_floor_map.asp • Canadian Geographic Education’s Tiled Map of Canada. Available for download and printing at: canadiangeographic.com/educational_products/ tiled_map_canada.asp • Heritage Newfoundland & Labrador. The Thule: heritage.nf.ca/articles/aboriginal/thule.php

- 29 -