NATIONAL CHIEF PERRY BELLEGARDE`S MESSAGE FOR CANADA

VOLUME 9 | ISSUE 21
NATIONAL CHIEF PERRY BELLEGARDE'S MESSAGE FOR CANADA
SECONDARY RESOURCES
NOTE TO EDUCATORS g
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The following activities are designed to
stimulate a current events discussion.
Generative in nature, these questions can
be a launching point for additional
assignments or research projects.
Teachers are encouraged to adapt these
activities to meet the contextual needs of
their classroom.
Perry Bellegarde is sworn in as National Chief by elder Elmer Courchene on December 10, 2014, at the Special
Chiefs Assembly, held by the Assembly of First Nations.
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BACKGROUND INFORMATION
• The term First Nations actually refers to
more than 50 different nations of Aboriginal
Peoples, each with its own history, traditions
and language. There are more than 900,000
registered First Nations citizens living in
624 First Nations communities—sometimes
called “reserves”—across Canada. (Assembly
of First Nations)
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• The Canadian government estimates that,
including the Inuit and the Métis, more than
1.8 million Canadians claim Aboriginal
ancestry—5.6 percent of our population.
(Aboriginal Affairs and Northern
Development Canada)
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• When European colonists started coming to
North America, European colonial
governments such as Britain and France
signed treaties with the different Aboriginal
nations. The spirit of these treaties was that
the Aboriginal nations would share their
land with the European settlers in exchange
for payments and promises such as
providing European-type education,
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and guaranteeing that certain areas of land
would belong only to the Nations, never to
be used by colonists.
(The Canadian Encyclopedia)
• Unfortunately, many European settlers and
governments often used the treaties to force
Aboriginal peoples off of their land so the
Europeans could use the land for homes,
farming, or valuable resources like wood and
minerals. (The Canadian Encyclopedia)
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• Under section 35 of the Constitution of
Canada, all treaties signed with Aboriginal
nations are protected and must be respected
under Canadian law. However, there are still
many outstanding disputes between
Aboriginal nations and Canadian federal and
provincial governments over land
ownership, and who has the right to decide
what may or may not be done (such as
building pipelines or mining) on Aboriginal
lands.
(The Canadian Encyclopedia)
In some cases, reading the article with
students may be appropriate, coupled with
reviewing the information sheet to further
explore the concepts and contexts being
discussed. From here, teachers can select
from the questions provided below. The
activity is structured to introduce students
to the issues, then allow them to explore
and apply their learnings. Students are
encouraged to further reflect on the issues.
KEY TERMS
First Nations—The collective name for
one of Canada’s three groups of Aboriginal
peoples, the other two being the Inuit and
the Métis.
Indigenous peoples—Another term for
Aboriginal peoples. Indigenous means a
person or thing that is native to a
geographical area.
Tipping point—The point in which a
series of small changes or incidents
becomes significant enough to cause a
larger, more important change.
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A N I N I T I AT I V E O F
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THEMES AND COURSE CONNECTIONS • Themes: Economy, Education, Local Issues, Politics
• Course Connections: English, Canadian and World Studies,
Interdisciplinary Studies, Social Sciences and the Humanities
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MATERIALS • Front board
• Student journals or note paper
• Writing utensils
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SPECIFIC EXPECTATIONS AND LEARNING GOALS Students will:
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Develop and express responses to issues and problems.
Reassess their responses to issues on the basis of new information.
Participate in active group work and class discussions.
Communicate effectively in writing, orally or visually.
Demonstrate the ability to think critically.
Develop, express and defend a position on an issue.
MAP IT
Have students locate the region mentioned in the article to gain an
understanding of the expanse and involvement of this issue.
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• Canada
DISCUSS 1. The newly elected National Chief of the Assembly of First
Nations, Perry Bellegarde, reminds people that, “Canada
wasn’t founded by two nations, French and English. First
nations opened their doors to our brothers and sisters when
they came across the water.” What is your opinion of this
reminder? Do you agree or disagree with Bellegarde?
2. The article mentions that Bellegarde is taking over what
may be a historical tipping point for issues affecting
Aboriginal people in Canada. What is meant by “tipping
point”? Is that a positive or negative reaction to the issues
affecting Aboriginal people in Canada?
3. Why is language a highly personal issue for Bellegarde?
What is your first language? Does your language affect your
sense of identity? Please explain.
4. Are you familiar with any of the social issues affecting
Aboriginal communities? If so, what are they?
5. Do you think it is important for Aboriginal and nonAboriginal people to work together to address these issues?
Why? How do non-Aboriginal Canadians benefit from fixing
these issues?
DIVE DEEPER
Read to students an excerpt from the article:
Last year saw a landmark Supreme Court ruling on treaty rights,
nationwide protests over development on Aboriginal lands, outrage over
the number of missing and murdered Aboriginal women in this country,
and a failed attempt to create a new First Nations education system.
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We recently talked to Bellegarde about the key issues he wants to address
as National Chief, that include the preservation of First Nations’
languages, education, treaty rights and economic prosperity.
Ask students to brainstorm key issues or topics they believe the newly
elected National Chief should address. Write their ideas on the board.
Tell students they have been invited to partake in the first decisionmaking process of the year for the Assembly of First Nations. They will
work alongside the executive committee to help decide which issue or
topic the National Chief should address first.
To begin, have the class form groups of two to three students. Each
group will choose a key issue they feel should take first priority. Use
the list below to guide students into creating a strong argument to
promote their issue in front of the executive committee of the
Assembly of First Nations. In their presentations, students should:
• Introduce the key issue
• Explain why this issue should be addressed first
• Explain how addressing this issue will improve the quality of life for
Aboriginal people
• Explain how this issue will promote equality and strengthen the
partnership between Aboriginal and non-Aboriginal people
Once students have compiled their argument, have each group
member reflect on how this issue can help Canada grow into a united,
prosperous nation. Have students write down their reflections. At the
end of this activity allow class time for presentations.
Note: For more resources on Aboriginal history, culture and
experiences within Canada, check out Free The Children’s We Stand
Together campaign at www.freethechildren.com/get-involved/
campaigns/we-stand-together/
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ADDITIONAL RESOURCES
Photo Credit: Assembly of First Nations
We Stand Together Campaign: www.freethechildren.com/get-involved/
campaigns/we-stand-together/
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A N I N I T I AT I V E O F
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