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BC First Nations During the Period of the Land-Based Fur Trade up to Confederation

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BC First Nations During the Period of the Land-Based Fur Trade up to Confederation intermediate/senior mini unit http://hcmc.uvic.ca/confederation/ British Columbia Provincial Edition 1 TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................................................1 ABOUT THE CONFEDERATION DEBATES MINI-UNIT ..........................................................................3 CURRICULUM OBJECTIVES ....................................................................................................................4 Civic Studies 11 ..................................................................................................................................4 First Nations Studies 12 .....................................................................................................................4 SECTION 1 | CREATING CANADA: BRITISH COLUMBIA ......................................................................6 Prerequisite Skillset ...........................................................................................................................6 Background Knowledge.....................................................................................................................6 Confederation Debates: Introductory Lesson ...................................................................................7 Confederation Debates: Biographical Research ...............................................................................9 Culminating Activity: The Debate ...................................................................................................11 Culminating Activity Script .............................................................................................................13 SECTION 2 | CREATING CANADA: FURTHERING INDIGENOUS-CROWN RELATIONSHIPS .............15 Prerequisite Skillset .........................................................................................................................15 Background Knowledge...................................................................................................................15 “I Left a Trace”: Lesson 1 .................................................................................................................16 Museum Curation Activity: Lesson 2 ..............................................................................................18 MUSEUM CURATION EXERCISE ......................................................................................................22 APPENDICES ........................................................................................................................................24 SECTION 1: MATERIALS AND HANDOUTS FOR CREATING CANADA: BRITISH COLUMBIA ............25 Handout: Introduction to Parliament .............................................................................................26 Biography Activity Handout ............................................................................................................27 Exit Card ...........................................................................................................................................28 George-Étienne Cartier in Brief .......................................................................................................29 Amor de Cosmos in Brief .................................................................................................................30 Henry Pering Pellew Crease in Brief ...............................................................................................31 John Sebastian Helmcken in Brief ..................................................................................................32 Alexander Mackenzie in Brief .........................................................................................................33 John Robson in Brief ........................................................................................................................34 Ballots ...............................................................................................................................................35 Teacher’s Rubric for Evaluation of Confederation Debates ...........................................................36 2 Post-Debate Self-Evaluation ............................................................................................................37 Additional Resources .......................................................................................................................38 Primary Source: George-Étienne Cartier’s Views on Confederation .............................................40 Primary Source: Amor de Cosmos’s Views on Confederation........................................................44 Primary Source: Henry Pering Pellew Crease’s Views on Confederation .....................................49 Primary Source: John Sebastian Helmcken’s Views on Confederation .........................................55 Primary Source: Alexander Mackenzie’s Views on Confederation ...............................................61 Primary Source: John Robson’s Views on Confederation ..............................................................64 72 Resolutions Handout ...................................................................................................................70 SECTION 2: MATERIALS AND HANDOUTS FOR CREATING CANADA: FURTHERING INDIGENOUS- CROWN RELATIONSHIPS ....................................................................................................................71 Response Log Handout ....................................................................................................................72 Handout: Douglas Treaty and Negotiations: Treaty Examples: .....................................................73 Handout: Record of Negotiation/Implementation ..........................................................................75 Handout: Sir James Douglas ............................................................................................................78 Handout: David Latass (Also Latasse, Latess and Latesse).............................................................82 Handout: Joseph Trutch ..................................................................................................................85 Handout: Reef Nets ..........................................................................................................................88 THE CONFEDERATION DEBATES EDUCATION TEAM........................................................................90 THE CONFEDERATION DEBATES IS SUPPORTED BY: ........................................................................91 3 ABOUT THE CONFEDERATION DEBATES MINI-UNIT Before each province and territory became a part of Canada, their local legislatures (and the House of Commons after 1867) debated the extent, purposes and principles of political union between 1865 and 1949. In addition to creating provinces, the British Crown also negotiated a series of Treaties with Canada’s Indigenous Peoples. Although these texts, and the records of their negotiation, are equally important to Canada’s founding, as the Truth and Reconciliation Committee recently explained, “too many Canadians still do not know the history of Indigenous peoples’ contributions to Canada, or understand that by virtue of the historical and modern Treaties negotiated by our government, we are all Treaty people.” The vast majority of these records, however, remain inaccessible and many can only be found in provincial archives. By bringing together these diverse colonial, federal and Indigenous records for the first time, and by embracing novel technologies and dissemination formats, The Confederation Debates (http://hcmc.uvic.ca/confederation/) encourages Canadians of all ages and walks of life to learn about past challenges, to increase political awareness of historical aspirations and grievances and engage present-day debates, as well as to contribute to local, regional and national understanding and reconciliation. This mini-unit for intermediate/senior-level classes helps students to understand and analyze the key ideas and challenges that preceded British Columbia’s entry into Confederation. The first section deals with the debates in the provincial and/or federal legislatures, while the second section addresses more specifically founding treaty negotiations with the First Nations. Each section can be taught independently. The activities and attached materials will help students understand the diversity of ideas, commitments, successes and grievances that underlie Canada’s founding. By the end of this mini-unit, your students will have the opportunity to: 1. Use the historical inquiry process—gathering, interpreting and analyzing historical evidence and information from a variety of primary and secondary sources—in order to investigate and make judgements about issues, developments and events of historical importance. 2. Hone their historical thinking skills to identify historical significance, cause and consequence, continuity and change, and historical perspective. 3. Develop knowledge of their province/region within Canada, minority rights and democracy, and appreciate the need for reconciliation with Indigenous Peoples. 4 CURRICULUM OBJECTIVES This mini-unit has been broadly designed for intermediate/senior-level classes. The activities described in the pages, for example, fulfill the following outcomes listed in British Columbia’s “Civic Studies 11”
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