Mrs Chapman 2010
Overall Objectives
 This course provides students with an overview of the
issues and challenges that confront indigenous peoples
worldwide.
 You will develop an understanding of the concerns and
aspirations of the world’s indigenous population, plan
and conduct research on global issues that have an
impact on indigenous peoples and use information
technology to consult materials related to the views of
indigenous peoples throughout the world.
Overall Expectations
Identity
 How do the terms relating to Aboriginal peoples change
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when they are used in an international context?
Where do indigenous people live throughout the world?
What are the emerging global economic and
environmental practices and what impact do they have
on indigenous cultural identity?
What are the challenges facing indigenous communities
as they seek to maintain their identities in an
industrialized world?
What are common world views of indigenous people?
Overall Expectations
Relationships
 What international organizations support indigenous
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people?
How does the relationships between indigenous people
and their national governments compare?
What are current dialogues between indigenous
peoples and various national governments?
What is the difference between indigenous people and
indigenous populations?
What partnerships have been built between indigenous
communities and national governments or
multinational corporations to foster economic self
sufficiency?
Overall Expectations
Sovereignty
 What is the nature and scope of self determination as
defined by indigenous peoples worldwide?
 What is the basis for the autonomy of indigenous
peoples?
 How do the indigenous peoples lobby the international
community for their right to self determination?
 What is the importance of international forums for
advancing the rights of indigenous peoples around the
world?
Overall Expectations
Challenges
 What are the common issues facing the world’s
indigenous peoples?
 What factors influence indigenous people’s
participation in international affairs or the global
economy?
 How do indigenous people preserve and maintain
indigenous knowledge in relations to culture, language,
and the environment?
What does all that mean?????
Unit 1 ~ Identity
 Research a specific indigenous tribe and present it to the
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class ~ traditional versus contemporary view
Spiritualism and Religion
Effect of colonialism
United Nations Declaration on the Rights of Indigenous
People
International Labour Organization Convention 169
Indigenous view versus western world view
Historical issues
Marginalization
Economic stability and sustainable development
Unit 2 ~ Relationships
 Relationships between indigenous peoples and their
governments
 Look at specific indigenous peoples who have created
successful education, ecotourism and development
 Relationships between indigenous peoples and
supportive organizations
 NGOs
 Relationships between indigenous peoples and
multinational corporations
 Research the relationships and present the findings
Unit 3 ~ Contemporary Issues
 Women’s Issues
 Displacement
 Globalization
 Environmental Issues
 Land Rights
 Fair Trade
 Biopiracy
 Research and report on findings
Culminating Activity
 Choose activities from a list
 Book report
 Movie analysis
 Research
 Create a poem or song that teaches a specific message
 Create a poster that depicts themes
 Create a work of art and analyse it
Who are you?
How do you determine who you
are?
Erikson says adolescents are
attempting to determine who
they are ~ so who are you?
Who or what is your reference?
 Do you determine who you are by your family?
 Do you determine who you are by your friends?
 Do you determine who you are by your spiritualism?
 Do you determine who you are by your community?
 Do you determine who you are by your school?
Where did your ancestors
come from?
France?
England?
Italy?
Scotland?
Germany?
Ireland?
How long have your ancestors
lived in Canada?
 100 years?
 500 years?
 1000 years?
 Forever?
Spiritualism
 How important is religion to you?
 Do you strongly believe in something?
People in your culture
 The common culture may be
marked by a shared language,
history, geography, and even
physical characteristics
(What is
Cultural Identity, 2010, p4)
 Cultural identity is a broad
term ~ Canadians have
multiple ethnic backgrounds
but belong to the Canadian
culture
Cultural Identity
 Describe your cultural identity to someone sitting
close to you
 Garcia (1994) refers to culture as
 The system of understanding characteristics of that
individual’s society, or of some subgroup within that
society. This system of understanding includes values,
beliefs, notions about acceptable and unacceptable
behaviours, and other socially constructed ideas that
members of the society are taught are true.
Culture is difficult to describe
 We don’t often reflect on our culture ~ we are only aware
of it when we are around someone who differs greatly
from our culture.
 We assume our culture is “the way things are”
 Our beliefs, values, and traditions have been taught to us
 In sociology last semester, we talked about how
prejudices have changed from two or three generations
ago ~ cultures change but change slowly
Consider a value, belief, idea or
tradition and determine where it
came from ~ discuss with a peer
 Example: eating turkey for Christmas dinner
 First people to arrive in Canada ate wild turkey for
Christmas ~ it was easy to hunt in the winter months
 Example: education is the most important thing in
life
 Education was at one time only available to rich people
so the higher the education, the more status and power
available to you
What do you know about
indigenous people?
Tell anything you know about
the following people
This is Steve Kallick, a
Cree from Quebec. He
worked with the
Quebec, Ontario and
Northwest Territories
government to protect
half of Canada’s 1.1
billion acres of boreal
forest from
uncontrolled mining
and development.
(Protecting Forests Goes Mainstream, 2009)
 The Padaung
Karen people
of Burma are
often known as
the “long
necks”
http://images.google.ca/