INSTRUCTORS MANUAL - Aboriginal Peoples in Canada Ninth Edition By James S. Frideres University of Calgary René R. Gadacz Grand Prairie Regional College

INSTRUCTORS MANUAL - Aboriginal Peoples in Canada Ninth Edition By James S. Frideres University of Calgary René R. Gadacz Grand Prairie Regional College

INSTRUCTOR’S MANUAL

René R. Gadacz Grand Prairie Regional College

Aboriginal Peoples in Canada Ninth Edition

James S. Frideres University of Calgary

René R. Gadacz Grand Prairie Regional College

Toronto

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Table of Contents

Chapter 1: Colonialism and Aboriginal Peoples..................................................................1 Chapter 2: Aboriginal Identity and Belonging.....................................................................5 Chapter 3: Demographic Profile of Aboriginal Peoples....................................................10 Chapter 4: Social Profile of Aboriginal Peoples................................................................15 Chapter 5: Great Strides and New Challenges: City Life and Gender Issues....................21 Chapter 6: David and Goliath: Aboriginal Organizations and the AAND........................26 Chapter 7: First Nations: Contesting Title and Ownership................................................32 Chapter 8: The Métis: The “Original” Canadians..............................................................38 Chapter 9: The Inuit: Recognition in the 21st Century......................................................43 Chapter 10: Self-Determination and Self-Government: The Rights of Peoples................48 Chapter 11: Economic Involvement of Aboriginal Peoples..............................................53 Chapter 12:Conclusions: Canadian Aboriginal Peoples in Global Context......................59

CHAPTER ONE

Colonialism and Aboriginal Peoples

Learning Objectives

After reading the chapter students should be able to:

• Explain the seven stages of the colonization process • Compare and contrast French-Aboriginal and British-Aboriginal relations prior to Confederation (1867) • Understand how Aboriginal and non-Aboriginal relations have changed since 1867 • Explain the Aboriginals’ cultural and economic loss, and the colonizer’s gain • Describe the structural racism perspective, rooted in the idea of diffusionism

Chapter Outline Introduction The Colonization Model Colonializing Canada’s Aboriginal Peoples The Historical Context The Colonization Process Structural Racism Consequences of Colonization Cultural Domination Confrontations and Conflict Writing a History Relations Between Peoples French-Aboriginal Relations

2 British-Aboriginal Relations Post-Confederation Aboriginal-Non-Aboriginal Relations Diffusionism Summary

Chapter Overview Without an understanding of colonialism, and in particular colonization as a process, as the proper context for discussing relations between indigenous peoples and settler society, much of the contemporary conflicts and politics between the two would not make sense. A full appreciation of the impact of colonialism must be gained to understand the marginalization, deprivations, frustrations, anger, learned helplessness, protests, and sometimes violent reactions experienced and articulated by a peoples relegated to the peripherals of Euro-Canadian society.Neither the chapter nor Aboriginal Peoples in Canada can offer a complete treatment of the colonization of North America, or go into details of the fur trade. What the chapter offers is a glimpse into the thinking of some of the colonial powers, France in the first instance, followed by Britain, and the guiding political and economic philosophies of the times. The ideas of mercantilism, the right to ‘explore, expand, and exploit,’ to proselytize, and notions of ‘empty land,’ manifest destiny, and diffusionism speak volumes about the arrogance of the colonizing powers as they expanded across the planet in the 15th and 16th centuries in pursuit of wealth and riches.The Canadian legal system, the Constitution, and the Charter of Rights and Freedoms that is part of it, our political and economic institutions, and even today’s cultural policies all embody these early philosophies to some degree or another. Of course, structural racism – built-in discrimination, in other words – is largely invisible to those who benefit the most from these ‘natural, normal, and normative’ arrangements. Any negative impacts must surely be imagined by the misguided and malcontents!It is a challenge to get non-Aboriginal readers and students to see how historical events are the causal agents of today’s actions. With new knowledge – an awareness of the ‘underside’ of history – should come a sense of collective responsibility. Newly gained knowledge must include, at minimum, both a critique of the built-in assumptions of European versions of history and an acceptance of the legitimacy of the Aboriginal view and analysis of Canadian history.