GRADE 9 SOCIAL STUDIES & CIVICS NUNAVUT Part 1 The Land Claim Part 2 The Government GRADE 9 SOCIAL STUDIES & CIVICS NUNAVUT WRITTEN & EDITED BY NICK NEWBERY Publication of this unit was made possible by funding from the Qikiqtaaluk Corporation P.O.Box 1228, Iqaluit, Nunavut XOA OHO Copyright by Nick Newbery, Qikiqtaaluk Corporation & GN Dept. of Education Iqaluit, Nunavut XOA OHO All rights reserved Printed in Canada ACKNOWLEDGEMENTS Arctic College Nunatta Campus: Unit on Nunavut Jim Bell: Nunatsiaq News Canadian Geographic Magazine Map of 3 National Parks Miro Cernetig: The Globe & Mail Department of Indian & Northern Affairs: Film: Changing the Map of Canada Gage Publishing: Indians, Inuit & Metis Government of Nunavut : Film: Nunavut Kanatami: Creation of a New Territory Hancock House Publishers: Eskimo Life Yesterday Inuit Broadcasting Corporation: Film: The Signing of the Nunavut Land Claim Agreement Gordon Mackay: GN Dept. of Sustainable Development Gavin Nesbitt Nunavut Implementation Commission Nunavut Tunngavik Inc. Map: Inuit Owned Lands Nunavut Land Claim Agreement Office of the Clerk of the Legislative Assembly Sutton Boys’ School: Inuit, Learning Through Action Whit Fraser Productions Teacher Reference This ready-to-photocopy unit attempts to outline the theme of Nunavut for Grade 9 ESL students in two parts: (i) The Land Claim and (ii) The Government. It can be seen as self-contained or as a starter kit for teachers wishing to go further. The project tries to provide opportunities for reading, writing, research & discussion coupled with regular review exercises. Some suggestions: 1. Comprehension: -teacher to read passage twice, explain text -do exercises orally then written -same procedure next day, students reading -assign as homework -test next day 2. Review sheets: -these occur every 1-2 pages -complete together & assign as homework -test next day (answer sheets provided) 3. Videos: -teacher to preview film -view together -complete question sheet,give as homework -test next day 4. Trivia Test: -after completing this in Part 1, refer the group to the 3 questions on page1 that they had posed and have them answer them themselves. Whenever possible, relate the theme to the students’ own lives. Nunavut is all about their world so draw on local events and individuals when possible. Young people here face cultural enigmas daily, so getting them to think about some of the issues concerning the land claim and how their government operates would definitely help them to prepare for their future. When this project is over, display the students’ work in the school so that others can learn from it. Nick Newbery Inuksuk High School Iqaluit Nunavut January 2000 NUNAVUT Part 1: The Land Claim Objective To provide an introduction to: -the history of the land claim -the 41 articles of the agreement -the implications of the land claim Components 1. What is Nunavut? 2-7. The Road to Nunavut 8. Land Claims North of 60 9-10. A Guide to Inuit Organisations 11-12. Nunatsiaq: The Good Land 13-20. The Nunavut Land Claims Agreement 21-22. Government Bodies 23. Video: Nunavut: Changing the Map of Canada 24-25. Comprehension Passage & Exercises 26-30. Mapping the Communities 31. Video: Signing the Nunavut Land Claims Agreement 32. The Resources 33. The Economy 34. The Pros & Cons 35-36. Giving Inuit Back Control 37. Trivia Test 38. Related Activities 39-40. Review 41. Wordsearch 42. Display Resource Kit Video: Nunavut: Changing the Map of Canada Video: The Signing of the Nunavut Land Claims Agreement Map: The Nunavut Land Claims Area Text: The Nunavut Land Claims Agreement NUNAVUT 1 What Is Nunavut? Before starting out on this unit on Nunavut, why not see what you know or what you would like to know and then we can go from there. Try these two exercises: A. Brainstorm everything you know about Nunavut. (This can be done in various ways:) 1. Have someone be the secretary & write all suggestions on the board or 2. -Form groups of 3-4 people -Write down as many facts as possible in 10 minutes -Have one person from each group then write these facts on the board or 3. -Have each person write down as many facts as possible in 15 minutes -Then have each student write his/her facts on the board then 4. Have everyone copy all the information onto a sheet of paper & give it a title. B. Write down three questions about Nunavut that you would like answered: 1. _________________________________________________________________ 2. _________________________________________________________________ 3. _________________________________________________________________ (See if you can answer these questions at the end of part 1 of this unit on Nunavut.) NUNAVUT 2 An Overview To The Road To Nunavut Here is a quick look at the major events that brought change for Inuit in their homeland. Date Overview Details 3000BC-1000AD Inuit occupied & used Different northern peoples entered & spread the land. throughout the Canadian Arctic. 1576-78 English explorer Martin Frobisher visited Baffin & was followed by many others looking for Northwest Passage to Asia. 1670 English claimed Nunavut English king Charles II gave Hudson’s but never lived there. Bay Co. a monopoly of all land around Hudson Bay (called ‘Rupertsland’). 1867 Confederation of Canada 1871-1880 Canada was ‘given’ the land Rupertsland & all Arctic islands ‘became’ by England. Canadian. 1960 Canadian native people allowed to vote in elections. 1973 Beginning of the road to the Inuit Tapirisat of Canada began a land use Nunavut Final Agreement. study which showed Inuit ownership of the land and formed the basis for the shape of the Nunavut Territory. 1993 Nunavut Final Agreement 1999 Creation of Nunavut Territory (Adapted from ‘Footprints in New Snow’ published by NIC.) NUNAVUT 3 The Road To Nunavut (1) From the 1800’s on, Inuit came in contact more and more with Europeans, all of whom brought change in different ways, whether they were whalers, traders, missionaries, police or other government officials. By the 1960’s, Inuit leaders had realised that 3 factors were seriously threatening their cultural survival: 1. the move by Inuit into permanent communities 2. the search for oil and gas in the North by southern companies 3. the creation of a remote, non-aboriginal style of government in Yellowknife. Without asking them, the Government of Canada had always included Inuit and their land as part of Canada’s Northwest Territories. The shape of the NWT changed a lot over the years. At one time it included Manitoba, Saskatchewan, Alberta, Yukon, the NWT and Nunavut. So when Inuit asked that their own Nunavut Territory be carved off the eastern part of the then NWT, it was not something the government could refuse to look at. In fact, Ottawa had talked of dividing the NWT into two territories in the 1960’s but nothing had happened. Division only came about because Inuit pushed Ottawa to do it over many years. From the late 1800’s until the 1950’s, the North was ruled by an NWT Commissioner & Territorial Council, made up of non-Inuit, and based in Ottawa. From the 1950’s on, northerners began to be included, but the first NWT Council (or territorial government) was not fully elected until 1975, the year when there was also a majority of native people as MLA’s for the first time. For many years, Ottawa was never very interested in the North and described it as ‘empty’! But things changed once oil was discovered there and people realised that a lot of money could be made North of 60. NUNAVUT 4 Review : Road to Nunavut (pages 2 & 3) Use your notes to answer the following: questions 1-5 are on Nunavut 2, 6-10 are on Nunavut 3. 1. What brought many explorers like Martin Frobisher to the North? __________________________________________________________________________ 2. What did the English king give the HBC in 1670? __________________________________________________________________________ 3. What happened to Rupertsland in 1870? __________________________________________________________________________ 4. In which year were Canadian native people allowed to vote in elections? _______________ 5. What did the ITC land use study show? ___________________________________________________________________________ 6. Name one factor that threatened Inuit culture by the 1960’s. ___________________________________________________________________________ 7. Inuit land was always included as what part of Canada? ______________________________ 8. In which decade had Ottawa thought of dividing the Northwest Territories? ______________ 9. Until the 1950’s, the NWT Council had no meaning for Inuit. Give one reason why. ___________________________________________________________________________ 10. What made southerners suddenly become so interested in Canada’s North? ___________________________________________________________________________ Total: (10) ______ NUNAVUT 5 The Road To Nunavut (2) The next two pages will outline more details of important events that led to the creation of Nunavut. 1960’s Oil was discovered in the North & a lot of exploration by southern companies began. Resolute Bay was the third busiest airport in Canada. Ottawa told all native people that they had no special rights. Inuit became seriously concerned about losing control of their land and culture. 1971 The Inuit Tapirisat of Canada (ITC) was formed to speak for all Inuit. It wanted a separate Eastern Arctic territory which Inuit could control. 1973 An Indian lawyer, Calder, asked the courts if native people had aboriginal title. The courts were divided on the issue, so Ottawa felt pressure to talk to native leaders. 1975 In Quebec the govt. wanted to build huge hydro-electric dams which would flood Cree & Inuit lands. Native people took the Quebec Govt. to court. This led to a treaty called The James Bay Agreement. It showed native people had power. In the Western Arctic, there was a plan to build a pipeline down the Mackenzie River Valley. The Inuvialuit and Dene began to fight it. Nunavut Inuit began to get organised. A huge study was made of all land occupied by Inuit called The Inuit Land Use & Occupancy Project.This was to show that because Inuit used Nunavut land, they therefore owned it.