BC First Nations Land, Title and Governance Teacher Resource Guide
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BC First Nations Land, Title, and Governance TEACHER RESOURCE GUIDE ELEMENTARY | SECONDARY BC First Nations Land, Title, and Governance Teacher Resource Guide Copyright @ 2019, First Nations Education Steering Committee and First Nations Schools Association Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution, or transmission without the prior written permission of FNESC. This project has been funded in part by the British Columbia Ministry of Education. Contact Information First Nations Education Steering Committee and First Nations Schools Association #113 - 100 Park Royal South West Vancouver, BC V7T 1A2 604-925-6087 / 1-877-422-3672 [email protected] BC First Nations Land, Title, and Governance Teacher Resource Guide CONTENTS Introduction Overview ........................................................................................... 5 First Peoples Pedagogy ....................................................................... 7 Making Connections with First Nations Communities ...................... 9 The Story of First Nations Governance ........................................... 14 Build a Local First Nations Profile ................................................... 16 Planning For Instruction ................................................................. 19 Unit One: Grades 2-3 Governance in First Nations Communities ............................................... 25 Unit Two: Grades 4-6 First Nations Governance Over Time ....................................................... 43 Unit Three: Grades 7-9 Shaping First Nations Governance ........................................................... 67 Unit Four: Grades 10-12 Pathways Back to Self-Governance ........................................................... 85 Blackline Masters, Units One to Four .................................................. 103 Unit Five: Grades 4-12 Reconciling Indigenous Rights and Title: Treaties and Alternatives ........... 149 Blackline Masters, Unit Five ................................................................ 177 Unit Six: Grades 4-12 Hunting and Trapping Case Studies ....................................................... 195 Backgrounders .................................................................................... 235 Glossary .............................................................................................. 249 Bibliography ........................................................................................ 255 BC First Nations Land, Title, and Governance • FNESC/FNSA 3 4 BC First Nations Land, Title, and Governance • FNESC/FNSA BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION INTRODUCTION Overview The BC First Nations Land, Title, and Governance Teacher Resource Guide is intended to provide support for teachers and students in all BC schools, including First Nations, public, and independent schools, to gain an understanding of traditional and contemporary forms of First Nations governance. It provides background information relevant to all teachers and students, and provides suggested activities and resources for Grades 2 to 12. This guide is intended in part to address the Calls to Action of the Truth and Reconciliation Commission of Canada, particularly the call to “integrate Indigenous knowledge and teaching methods into classrooms” (clause 62) and “build student capacity for intercultural understanding, empathy and mutual respect” (clause 63). This Teacher Resource Guide is divided into six different units as well as additional support material. While the first four units are organized by grade level, teachers will find activities in all of them than can be adapted to other grades as needed. Units 5 and 6 can be applied from Grades 4 to 12. The units are: 1. Governance in First Nations Communities, Grades 2-3 2. First Nations Governance Over Time, Grades 4-6 3. Shaping First Nations Governance, Grades 7-9 4. Pathways Back to Self-Governance, Grades 10-12 5. Reconciling Indigenous Rights and Title: Treaties and Alternatives 6. Hunting and Trapping Case Studies The support materials following the units are: • Blackline Masters – one set for the Governance units, Units 1 to 4, and one set for Unit 5, Settling Indigenous Rights and Title: Treaties and Alternatives. • Backgrounders – one page articles about a variety of topics, for quick teacher and older student reference. • Glossary • Bibliography Assessment • Formative Assessment Strategies: The activities include suggestions for formative assessment, noted in the margins beside the relevant activity. • Summative Assessments: It is expected that teachers will adapt the suggested activities to create their own units, and will thus develop their own summative assessments. BC First Nations Land, Title, and Governance • FNESC/FNSA 5 BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION Why Learn about First Nations Land, Title and Governance? • First Nations were here first and had their own forms of land stewardship, governance, cultures, languages and legal systems. • Early relations between First Nations and European settlers, including treaties, form a part of the constitutional fabric of Canada. • Reconciliation is ongoing between First Nations, the Crown governments and others to address and overcome the negative impacts of colonization. This requires increased public awareness of our shared history and understanding the relevance and importance of First Nations’ continued connections to their territories and governance systems. • All students deserve to have an understanding of the First Peoples’ historical roots and their diverse systems by which they governed themselves in the past and that continue today • All citizens of BC will benefit from a solid understanding of ways that different levels of First Nations’ governance works in our contemporary society. • Indigenous students may be motivated to participate in their local First Nations governments and perhaps recognize opportunities for future careers. Goals of the BC First Nations Land, Title, and Governance Teacher Resource Guide • Understand that First Peoples had strong, unique and diverse systems of governance and nation-to-nation relationships before contact, and these continue today • Give examples of historical and present-day impacts of colonization on First Peoples governance • Give examples of how some First Peoples’ government systems operate in contemporary society • Raise awareness of some of the benefits and challenges for First Peoples in exercising self-government • Understand the people and operations involved in the local First Nations governance bodies • Identify the reasons for the BC Treaty Process, and the diverse perspectives of First Nations individuals and communities about treaties and their alternatives. 6 BC First Nations Land, Title, and Governance • FNESC/FNSA BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION First Peoples Principles of Learning Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. These principles were first articulated by a diverse team of Indigenous educators, scholars and knowledge-keepers during the development of English 12 First Peoples. First Peoples Pedagogy These learning resources are guided by the recognition of ways of learning inherent in First Nations’ worldviews. While each First Nation has its own unique identity, values and practices, there are commonly held understandings of how we interact and learn about the world. In respect of these, this guide includes activities that: • are learner centred • are inquiry based • are based on experiential learning • emphasize an awareness of self and others in equal measure • recognize the value of group processes • support a variety of learning styles The activities are based on the above principles which reflect a respectful and holistic approach to teaching and learning and are an example of Indigenous Knowledge. BC First Nations Land, Title, and Governance • FNESC/FNSA 7 BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION What Is Important to Understand About Using This Guide The guide is intended to help facilitate the respectful and meaningful inclusion of Indigenous knowledge and perspectives into the BC classrooms. As such, it often reflects an approach to Indigenous knowledge that values a holistic, integrated approach to teaching and learning. As a part of a holistic approach, this guide does not attempt to create units for sole applicability to one course or a single grade, and does not attempt to match individual lessons with specific learning outcomes. Teachers will need to explore and examine all parts of the guide to determine what to use that makes the most sense given the contexts of who the students are, where the learning is taking place, the course and grade level, and