Aboriginal Treaties Student Activities

Draw a buffalo and explain the various uses to which the aboriginal population put it.

List the many reasons why the aboriginal way of life was threatened in the late nineteenth century. For each factor, provide a one-two sentence explanation.

Map the lands covered by the numbered treaties.

Try to find out how much aboriginal populations declined over the last third of the nineteenth century. Graph the information you find. Analyze the major factors behind the decline.

Working in groups of either two or three people, try to download information about each one of the eleven numbered treaties. Present the results of your research to the class in whatever manner you deem best. Information to include: date, land covered, main negotiators, major terms and conditions, and an analysis of the impact of the treaty.

Assume the role of either Poundmaker or Big Bear. The treaty has been concluded. Prepare and deliver a speech to your people.

Imagine that you are either Poundmaker or Big Bear. What are your arguments that you plan to present to the Canadian government representative in order to increase your chances of obtaining a fair and just treaty?

After researching residential schools, conduct a debate on the following resolution: Resolved that surviving aboriginals, as well as their descendants, deserve an apology as well as financial compensation for the indignities suffered during attendance in residential schools.

Analyze the reasons why the aboriginal peoples signed such one-sided treaties. Did they have any options? Why or why not? Did they make the best decision? Why or why not?

Cause and effect analysis. Identify the causes for the virtual disappearance of the buffalo. What do you believe was the fundamental cause? Why? What was the effect of the disappearance on aboriginals?

Compare and contrast the settlement of the Canadian and American Wests. Which do think was 'better?' Why?

Debate, either as a class or in triads, the following resolution: Resolved that the government of late nineteenth century Canada was avowedly racist as far as its aboriginal policy was concerned. Make sure that all members in the debate conduct the requisite research beforehand.

Research and make a PowerPoint presentation on residential schools.

Some have argued that the difficulties faced by twenty-first aboriginals are no less as serious, just more subtle, than those faced by their nineteenth century brethren. Do you agree or disagree? Why?

Write a newspaper editorial arguing that as bad as the Canadian government's nineteenth century treatment of its aboriginal population was, it was still not as bad as that of the American government.

Analyze and explain the difficulties inherent in attempting to redress the wrongs of the past such as by providing compensation to victims of aboriginal residential schools.

Analyze the motives behind the government's attempt to assimilate the aboriginal people.

Do an in-depth comparative analysis of the Canadian and aboriginal concept of land ownership. From where do the differences originate? What significant consequences result from the differences?

Download one of the numbered treaties of the nineteenth century. Download an aboriginal treaty negotiated within the last decade (for example the Nisga treaty). What are the differences? Suggest reasons for those differences.

Historians speak of "the lessons of history." In your estimation, what was the chief 'lesson' to be derived from the Red River Rebellion? Do you believe that the Canadian government learned and applied it correctly in its dealings with the aboriginal populations in the years after the Rebellion? Provide evidence to support your position.

Should there be 'affirmative action' policies today that assist aboriginals in order to compensate for what transpired to their ancestors in the nineteenth century? Why or why not?

The 1876 Indian Act has long been a controversial piece of legislation. Research the Act and find out why it was passed, by whom, and for what purposes? What are the six most significant terms of the Act? Why? What terms have been subsequently struck down? Why?

What is meant by the term 'paternalistic?' Is paternalism a positive or a negative outlook? Was the Canadian government's attitude towards nineteenth century aboriginals 'paternalistic?' Why or why not?

When judging the actions and motives of an earlier time it becomes difficult not to inject contemporary values and beliefs. Is this always a problem? How much of a problem does it pose? Are we guilty of doing this when we judge nineteenth century policy - or people - to be racist?