2. Peoples
"The Earth is the foundation of Indigenous Peoples, it is the seat of spirituality, the
fountain from which our cultures and languages flourish. The Earth is our historian, the
keeper of events and the bones of our forefathers. Earth provides us with food, medicine,
shelter and clothing. It is the source of our independence, it is our Mother. We do not
dominate her; we must harmonize with her" -- Hayden Burgess, native Hawaiian
3. The Fourth World
Four Worlds
After World War II the world
split into two large
geopolitical blocs and
spheres of influence with
contrary views on
government and the
politically correct society:
1 - The bloc of democraticindustrial countries within the
American influence
sphere, the "First World".
Examples include U.S.A.
, Japan, Canada
2 - The Eastern bloc of the
communist-socialist
states, the "Second World".
Examples include
Russia, Ukraine, China.
3 - The remaining three-
quarters of the world's
population, developing
worlds, states not aligned
with either bloc were
regarded as the "Third
World.“Examples include
Saudi Arabia, India, North
Korea.
4 - The term "Fourth World",
coined in the early 1970s by
Shuswap Chief George
Manuel, refers to widely
unknown nations (cultural
entities) of indigenous
peoples, "First Nations" living
within or across national
state boundaries.
Click here for webpage
Assignment
4. Bolivia: A Study in
Development
The population of Bolivia is about 6.6
million, of which 70% live on the
altiplano - a high plateau. Bolivia has
one of the highest populations of
Indigenous peoples in the world. It is
the least affected by outside values
and customs. 65% of the population
belong to either the Quechua, Aymara
or other Indigenous groups. The web
site will introduce you to the culture,
and the economic, social and political
concerns of an Indigenous people.
Activity
Write your observations about the
following:
the geography, landscape, and the
economy of Bolivia
the lifestyle, culture and religion of the
Quechu
the struggles which the Quechua have
faced historically
human rights abuses and struggles
the ways in which the Quechua are
working to improve their lives.
Click here and here for resources
5. Principles and Ethics
Objectives:
Students will understand the ethics and
principles of Indigenous peoples' philosophy
and be able to relate to their own and other
philosophies and codes of ethics or behavior.
Activities
Principles
Read the and provide an example
for each of the 12 Principles. Click
here
Select the principle which impacts
on you the most and write a
paragraph about how it governs
your life. Use this
site, Paragraphs, to learn how to
write an effective paragraph.
Ethics
Read the Code of Ethics click here
and in a small group discuss why
each ethic could be helpful to guide
people in their every day lives. What
would happen if we did not follow a
code of ethics? Appoint one person
to take notes on the discussion..
6. Identity
Your Identity is : Everything that
makes you who you are. Click here
for notes
Activity
Values and Identity
Rank the following in terms of how important
they are to your life right now (1 most
important; 11 - least important)
Relationship to:
your parents
your favorite sports team
your friends and peers
your grandparents or elders
your school
to new ideas, innovation, new
technology
animals, plants, other living things
your spiritual beliefs and practices
that one special person in your life
the geographic area where you live
popular culture: videos, music, TV, CDs
7. Identity
Activity
Values and Identity
Rank the following in terms of how
important they are to your life right
now (1 most important; 11 - least
important)
Relationship to:
your parents
your favorite sports team
your friends and peers
your grandparents or elders
your school
to new ideas, innovation, new
technology
animals, plants, other living things
your spiritual beliefs and practices
that one special person in your life
the geographic area where you
live
popular culture:
videos, music, TV, CDs
Based on this ranking, write 3 - 4 lines
on what the most important values are
in your life.
Write a description of what a person
would be like if his/her key values
were 3, 6, and 11.
Write a description of what a person
would be like if his/her key values
were 4, 7, and 10.
8. Identity
Factors influencing identity: Who am I?
Create an identity web. Place your name in the
middle of a sheet of paper. Draw lines from your
name to words that describe who you are.
(gender, race, religion, socio-economic
class, cultural influences, age, family, geographic
origin).
Take a few minutes to reflect on your identity chart.
Which words came easily to you? (Circle them)
Which words did you have to think about longer?
(Put a square around them) Why do you think this is
so?
Which words were you born into and which words
did you become as you grew older? What do you
think is the significance of these differences?
Choose one word that gives you power and one
word that denies you power. Write a brief
explanation of each.
In two - three sentences explain how the factors on
9. Identity
A personal worldview: A worldview acts
as a template that provide people with a
set of beliefs about dealing with reality,
creates expectations and provides
meaning to life.
Spiritual beliefs define the
meaning and purpose of life
Political beliefs provide a process
for making collective decisions
Economic beliefs to ensure the
creation and distribution of wealth
Social Beliefs establish the
organization of individuals into a
society
Moral beliefs define people's rights
and obligations
Write one statement that represents
the values and beliefs of your
personal worldview for each of the
categories above.
10. Identity
ACTIVITY: Once
you have
completed the
identity web, you
are to create a
collage
silhouette using
magazine cut
outs, words,
pictures etc…
that reflect your
identity web.
11. What's in a
Name?
Objectives:
Students will use appropriate terminology
when referring to groups of Indigenous
peoples.
Activities
Using the resources below define the
following terms:
First Nations
Indian
Métis
Aboriginal
Indigenous
Native American
Inuit
What is the correct term to use to refer to
Canadian aboriginal peoples?
Aborigine
Torres Strait Islander
What is the correct term to use to refer to
Australian Aboriginal peoples?
Maori
Click here for resource
12. What’s in a Name?
Using the resources below prepare a one page paper which addressed the
following questions:
What are the differing theories about the origin of the term Indian?
What are some problems with terms such as Indian, American Indian or
native?
What do most indigenous people call themselves? Why?
What do terms that reflect generalizations and stereotypes allow?
Why are names important in establishing identity?
Why is it important for people to choose their own name?
What is the most respectful term to use when referring to an indigenous
person or group? Why?
Resources:
What’s in a Name?
Native American Indian Studies - A Note on Names
Native American or American Indian: Can you be Politically Correct? from
Honoring the Medicine: The Essential Guide to Native American Healing
13. Worldview
Activity
Read the article, World-view from the
tutorial, Process of Socialization: How
We Acquire Our Cultures, World
Views, and Personalities by Dennis
O'Neil which describes how we learn
our world view through the socialization
process. At the end of the article click
on the link 'practice quiz' and take the
short test. You will receive immediate
responses as to the correctness of your
answers.
Once you have taken the quiz click
your back button until you return to this
page and answer the following
questions:
How is world view defined in this
article?
Describe the key element of the
Indigenous world view.
What is the key element of the
Metropolitan (European) world view?
What are Core Values.
Describe your world view with regard
to each of the four sets of questions
asked in the article.
14. Nature and Land
Objectives:
Students will develop and appreciate for
the Indigenous worldview and identify it
as practiced by Indigenous peoples.
Activities
Read the chapter, "Aboriginal World
View" (pages 10 - 13) in Aboriginal
Peoples: Building for the Future.
What are the four common
beliefs that reflect how
Indigenous people see events in
the world and how they behave
and interact?
Give an example for each as
illustrated in the article.
Read the poem below, and explain how it reflects the
four common beliefs held by Indigenous
peoples:
I am born of the land, my soul is the sun
Nature is my mother, I am Mother Nature's son
The wind is my spirit, running wild, running free
Water is my mirror, reflecting visions in me
I am like a great river that slowly runs dry
Polluted and abused, I am the river - slowly - I die
I am a child of the earth created from dust
I live for this land, taking only what I must
I am a hunter of animals imitating their stance
I am what I hunt, I am its spirit in the dance
I am a painter of wall, I am an artist of dreams
Depicting mythological creatures and spirits in
my scenes
I am from the Never Never, a time long gone by
The dreaming is my creation, I am at home when I
die
I own no land for the land owns me
That's how it has been, how it always will be
For I am - what I am - I am – Aborigine
Stephen Clayton
Insights '93
15. Nature and Land
The Nisga’a people of Nass Valley, B.C.
have struggled for over 100 years to
maintain their land right and way of life.
In class, we will view a video called Time
Immemorial depicting events surrounding
the land question of Nass Valley. You will
be expected to answer the questions from
this video. Their story is an example a
comprehensive land claim. Please read
the notes to know the difference between
a comprehensive and a specific land
claim
The Mohawks of Oka, Quebec struggled
for 78 days in order to settle a claim
between their people and the municipal of
Oka. Their story is an example of a
specific land claim. Please watch the
news clips to answer the assigned
questions.
16. Comparing World Views
Activity
Read the notes on Social
Organization and World
View.
More notes to read for
information on Canadian
Aboriginals and European
Contact.
Using the resources
below complete the chart
to compare the three First
Peoples' with the
European/Canadian world
view.
Aborigines Culture
Inuit Culture
Traditional Political Values
of the Iroquois
17. The Indigenous People of the
World
Objectives:
Students will understand the official definition of
indigenous and apply it to First Peoples around the
world.
Activities
Complete the definition worksheet to understand the
official definition of Indigenous.
Using the Internet , library, and your 4th world
handout, find 10 Indigenous groups from around the
world. Remember, these groups need to fit the four
characteristics of Indigenous from the previous
assignment. Create a table with the headings below
and complete it for each of the 10 Indigenous groups
Name of Indigenous group
Country where the Indigenous group is located
Population of the Indigenous group (numbers or
percentage)
One sentence which explains why the group is
considered Indigenous
Using an outline map of the world place each of your
Indigenous groups on the map. Include on the map
the name of the country in which they are located
and the name of the group. Make sure you place
them in the correct part of the country in which they
reside. (e.g. place Cree peoples in Saskatchewan).
18. Unit 2 Self Determination and Self
Government
The political rights of
Indigenous peoples
globally have been denied.
This unit attempts to
address the historical
bases of this denial of selfdetermination and selfgovernment. Historical and
current injustices must
examined and understood
if strategies are to be
implemented to promote
and support indigenous
peoples in their desire to
develop their full potential.
The survival of the world's
Indigenous peoples is a
testimony to their
strength, knowledge and
determination to exist and
control their own
destinies.
19. Terms to Know
Assimilate:
To absorb into the prevailing culture.
Ethnic Minority:
An immigrant or racial group regarded by those
claiming to speak for the cultural majority as
distinct and unassimilated.
Colonization:
The spreading of a species into a new habitat.
Self Government:
A people or group being able to exercise all of
the
necessary functions of power without
intervention
from any authority which they cannot
themselves
alter.
Treaty:
Willing parties assuming obligations among
themselves, and a party to either that fails to live
up
to their obligations can be held liable under
international law for that breach.
Contract:
Is a legally binding exchange of promises or
agreement between parties that the law will
enforce.
Right:
Is the legal or moral entitlement to do or refrain
from
doing something in civil society.
Political:
Social relations involving authority or power.
Indigenous:
Population groups with ancestral connections to
place prior to formally recorded.
Responsibility:
Individuals in society are/can be held
responsible for
their actions if not following norms/laws/rules.
Activity
Read and complete the question sheet about
self
government.
Read and discuss the article The Lament for
Confederation
20. Colonization
First contact with the outside world had
devastating effect on the world's first peoples
. Explorers, settlers, missionaries,
anthropologists and colonial administrators
each in their own way destroyed the social
structures of many Indigenous groups.
Objectives:
Students will understand and appreciate that the
political rights of Indigenous peoples have
historically been repressed by mainstream
societies.
Notes on the Indian Act
Activities:
View the movie Avatar in class. Using the
document, Colonization , give specific examples from
the article which describe how a culture is destroyed
through colonization.
Make connections with one of the following
Examples:
Kalahari of Africa
Bakhtiari of Iran
Ainu of Japan
San of Africa
Basque of Europe
Maori of Australia
First Nations of N. America
Lurs of Iraq
Make sure the web site you are using is an
authentic resource. How do I know?
Use the site to describe the
impact of colonization on the
Indigenous group.
21. Indigenous Rights: ILO
Convention
Objectives:
Students will understand and appreciate that varied
methods and strategies exist and must evolve to
resolve political issues.
Activities:
Read Articles 1 - 31 of the
International Labour
Organization's (ILO)
Convention (No. 169)
concerning Indigenous
and Tribal Peoples in
Independent Countries,
Find one article
appropriate to each
category in the chart.
Indicate the article
number and summarize
the article in one
sentence.
22. Indigenous Rights: The Ainu
Objective:
Students will understand and appreciate that
political concerns involve control over internal
affairs and relationships with mainstream
society.
Activity:
Read the article about the Ainu, an
Indigenous
group from Japan,. The Japanese
have recently recognized the Ainu as
an ethnic
minority in Japan. However they have
not
officially been recognized as an
Indigenous
people. What rights continue to be
violated
because the Ainu are not recognized
as
Indigenous?
23. Treaties: What is a Treaty?
Objectives:
Students will understand and
appreciate that political
concerns vary among Aboriginal
people and varied methods and
strategies exist and must evolve
to resolve political issues.
Using any web site
answer the following
questions:
What is a treaty?
How is a treaty arrived at?
What are the similarities
and differences between a
contract and a treaty ?
24. Treaties: Treaty
Making: Four
Experiences
The purpose of these activities are to provide you with an
understanding of the commonalities and the differences in the
relationships that were established between the indigenous peoples of
Canada, the United States, New Zealand and Australia.
Activities:
Please complete the following questions on Treaty
experiences of Canada, United States, Australia and
New Zealand.
Using the information you’ve learned in the previous
activity, compare the treaty making experiences of
Canada, the United States, Australia and New Zealand
by completing the Treaty Comparison Worksheet.
25. Treaties: Broken Promises
Objectives:
Students will understand and appreciate that
Indigenous peoples continue to struggle for
empowerment through the recognition of their
unique political rights.
Activity: Case Study
In the previous lesson you examined and
compared the treaty process in Canada,
New Zealand, the United States and
Australia. In this lesson you will research
how, despite the promises made, many
were broken and the Indigenous peoples
were forced to fight for the realization of
the terms of the treaties. Choose one of
the following and use the questions to
complete your case study. Please feel
free to explore other resources on the
web or on the on-line data-bases.
Canada: Fishing Rights
Showdown at Burnt Church
Fishing [Native Fishing in the
Maritimes]
New Zealand: Te Reo (Language Claims
)
Maori Language Claim – you may
need to use the search bar on the
Australia: Uranium Mining
Kakadu Controversy
Kakadu Uranium Mine shuts down
United States: Indian Removal: Westward
Expansion and the Trail of Tears
Indian Removal
Trail of Tears
Use the following questions to guide
your inquiry:
1. Give the name of the country and the
treaty or contract. Give the name
of the event.
2. Describe the actions that led to the
treaty/contract not being honored.
3. Outline the ways in which it was not
honored.
4. Explain the impact how not honoring the
treaty affected the Indigenous
people.
5. Explain in depth how this event affected
relationships between the
Indigenous people and the
government in the past and
today.
6. State the resolution of the issue, or if it is
26. Land Claims: Calder and Mabo
Until twenty years ago, Canadian
courts refused to accept that
Aboriginal people had an interest in
Canadian land. The court's treatment
of the "native land question" is an
example of how the legal system has
discriminated against Aboriginal by
providing legal sanction for their
oppression. However, in 1973, the
Supreme Court of Canada delivered its
landmark judgment in Calder v.
Attorney General of British Columbia.
The case was brought by the Nisg'a of
northern British Columbia, who argued
that they possessed Aboriginal title to
their traditional territory since time
immemorial and that they never
surrendered or lost their rights to the
land. The court agreed that Aboriginal
title was a valid legal concept
recognized the Canadian common law
although the judges were divided
about whether the Nisg'a title had been
extinguished. The decision in Calder
forced the Canadian Government to
recognize Aboriginal claims to their
traditional lands. - schoolnet.ca
Activities:
Using what you learned about Mabo
v. The State of Queensland and the
sites listed below compare the
importance and the implications of
the Mabo and the Calder cases to
the Indigenous peoples of Australia
and Canada. Resources:
The Calder Case
Mabo VS Queensland
Significance of ruling
Post-Calder, Canada’s Judiciary
Struggles to Reconfigure Native
Rights [ Rarely in the history of a
country is a court judgment so
momentous that it causes society
to reexamine basic premises.
Such was the impact of the 1973
judgment of the Supreme Court
of Canada in Calder et al v.
Attorney-General of British
Columbia.
27. Land Claims
Objectives:
Students will understand and appreciate
that commonalities exist among
Indigenous peoples and their struggles
for political, social, economic, spiritual
and cultural survival and development.
Activities:
Read the article, Nations Within and
answer the following questions:
Why does the ILO Convention need to
be strengthened? Do you agree?
Do you believe the Sioux received
adequate compensation for their
land? Why or why not?
What new powers do the Indigenous
people of Nicaragua and the
Philippines have?
Give four examples of Indigenous
people striving for land rights. Outline
their struggles.
28. Land Claims: International Land
Claims
Indigenous peoples have
the right to maintain and
strengthen their distinctive
spiritual and material
relationship with the
lands, territories, waters, a
nd coastal seas and other
resources which they
have traditionally owned
or otherwise occupied or
used, and to uphold their
responsibilities to future
generations in this regard
- Article 25: Draft UN
Declaration on the Rights
of Indigenous Peoples
29. Land Claim Resources
Guarani
Survival-International: Guarani
[explore the links on the right hand
side of the page for detailed
information] Guarani - Suicides
CAFOD partner in Brazil killed in
attack over land rights
Land row dilemma for Brazil's Lula
Kalahari San
!Khomani San Land Claim [Cultural
Survival]
!Khomani San: An Historic Land
Deal
The San (Faces: People, Place and
Cultures)
Mapuche
Industry, `people of earth' clash over
land [Article from the Miami
Herald, September, 1999]
Chile's battleground of culture vs.
profit: Logging industry grows a
forest of controversy on tracts
claimed by Indigenous people [The
Christian Science Monitor, June
2001]
Mapuche
Strong Future for All: Settling Yukon
Land Claims [INAC]
News Release: COUNCIL FOR
YUKON INDIANS SIGN UMBRELL
FINAL AGREEMENT/FOUR
YUKON FIRST NATIONS SIGN
LAND CLAIM AND SELFGOVERNMENT AGREEMENTS
(Whitehorse, May 29, 1993)
Old Crow, Yukon: Home of the
VuntutGwitchin First Nation
Council of Yukon First Nations
30. Self-determination
The right of self-determination of peoples is a
fundamental principle in the International Covenant on
Civil and Political Rights and the International
Covenant on Economic, Social and Cultural Rights.
Common Article 1, paragraph 1 of these Covenants
provide that:
“All peoples hAve the rights of selfdetermination. By virtue of that right they
freely determine their political status and
freely pursue their economic, social and
cultural development."
Objectives:
Students will understand and appreciate
that the pursuit of self-determination and
self-government by Indigenous peoples is
a global phenomenon.
Activities:
Read the article, A Common Struggle to
Regain Control, and answer the following
questions:
What experiences do all indigenous
peoples share?
What is the most common aspiration of
all indigenous peoples. What does its
attainment imply?
Describe the difference between
"sovereignty and independence. and
"general autonomy within the nationstate".
What are some of the approaches taken
by Indigenous peoples to achieve selfdetermination?
31. Indigenous Sovereignty and the
Nation State
Indigenous peoples, as a
specific form of exercising
their right to selfdetermination, have the right
to autonomy or selfgovernment in matters
relating to their internal and
local affairs, including
culture, religion, education, i
nformation, media, health, ho
using, employment, social
welfare, economic
activities, land and resource
management, environment
and entry by nonmembers, as well as ways
and means for financing
these autonomous
functions. Article 31: Draft
UN Declaration on the Rights
of Indigenous Peoples.
32. Unit 3 Development
Development is a complex
term which is defined in a
variety of ways. This unit
is an investigation of what
development means to
Indigenous peoples in
Canada and globally.
Factors affecting the
personal, spiritual, social,
educational, political, and
economic development of
Indigenous peoples are
examined and
commonalities among
Indigenous societies are
made apparent through the
examination of a detailed
case study.
33. Sustainable Development
Sustainable development is
In groups of 3 or 4, read the
seeking to meet the needs of
the present without
compromising those of future
generations. We have to
learn our way out of current
social and environmental
problems and learn to live
sustainably.
Sustainable development is
a vision of development that
encompasses populations,
animal and plant species,
ecosystems, natural
resources and that integrates
concerns such as the fight
against poverty, gender
equality, human rights,
education for all, health,
human security, intercultural
dialogue, etc.
article. List the key factors
and give a 1-2 sentence
description for each.
Write a 1-2 paragraph on
reasons why education
would be a strong force in
sustainable development in
terms of the key factors
listed above.
You may wish to use this link
for further references.
34.
Education
Education as an instrument
of survival and as a
component of selfdetermination will be
critically examined.
Education is viewed as an
inherent right of Aboriginal
peoples guaranteed through
the treaty process in
Canada. Issues of
control, governance and
funding of Aboriginal
education are of concern to
all Canadians. The trend
towards culturally relevant
education for Aboriginal
peoples, and the need to reexamine what all Canadians
learn and know about its
original citizens, will be
investigated.
35. Novel Study:
My Name is Seepeetza
byShirley Sterling
Seepeetza is a
Canadian Indian girl
who, since the age of
six, has been forced by
government regulations
to attend a Catholic
residential boarding
school (and take a
"white" name, Martha);
now in the sixth
grade, she is inspired to
keep a diary of life at
school as well as of the
rare vacations when
Activities:
Students will complete
the chapter questions
as well as post novel
assignments.
36. Where are we going?
Partnership
Education as an instrument
of survival and as a
component of selfdetermination will be critically
examined. Education is
viewed as an inherent right
of Aboriginal peoples
guaranteed through the
treaty process in Canada.
Issues of control,
governance and funding of
Aboriginal education are of
concern to all Canadians.
The trend towards culturally
relevant education for
Aboriginal peoples, and the
need to re-examine what all
Canadians learn and know
about its original citizens
Prairie Spirit School Division
works in Partnership toward
a common education goal.
Please read for more
information.
37. Unit 4 Social Justice
The concept of Social
Justice arises out of
the individuals'
inherent sense of
what is required for
survival without
external threat and a
personal sense of
dignity and respect.
This unit presents
examples of human
rights legislation and
examples of
Indigenous peoples
struggling to achieve
the respect they
deserve.
38. Human Rights
Objectives:
Students will
become aware
of their
fundamental
human rights
and freedoms as
stated and
protected by
national and
international
legislation.
Students will
recognize rights
and freedoms
not yet stated
and protected by
national and
international
legislation.
Terms to know:
Human Rights is a paradigm (model) that people within
society collectively use to define how people should
behave in order to maintain successful relationships.
Universality– Human Rights are universal and as such
apply to everyone regardless of their
nationality, race, religion, political beliefs, ages, sex, etc.
Morality– Human rights are not “demands for rights”; they
involve a moral entitlement to the right in question which
other individuals and society must honor.
Humanity – The foundational basis for Human Rights is
the inherent dignity of the individual.
Inviolability – Morally and ethically Human Rights can
neither be taken from or surrendered by the individual.
Obligations– Human rights means that individuals in
society accept a set of responsibilities and obligations
which govern the way individuals and groups treat each
other.
39. Human Rights
Activities:
What are human rights?
The following tasks will
provide you with the
opportunity to examine
your own personal
knowledge about
human rights and to
begin thinking about
how having or not
having rights affects our
lives. Please complete
the following
assignments:
Thinking about Human
Rights
Rights Vs Privileges
40. Human Rights Abuses
Racism Vs Prejudice
notes
In Canada, First
Nations people were
denied the right to
participate in their
own cultural
ceremonies. One
example is the
banning of the
Potlatch. Please read
these notes, watch
the video in class and
41. Human Rights Abuses
Activity:
Newspaper Article. In this
assignment you will research the
human rights abuses in a country
from the list below. Once you have
completed your research you will
write a newspaper article
documenting the human rights
abuses about which you have
learned.
•Burma • Cambodia • Malaysia •
China
•Kosovo • Cuba • Algeria • South
Africa
•Iraq • El Salvador • Rwanda •
Indonesia - East Timor
•Haiti • Romania • Nigeria •
Afghanistan (Taliban)
•Brazil • Mexico- Chiapas • Chile •
Israel/Palestine/West Bank
•Russia • Turkey [Kurds] • Tibet
42. Human Rights Abuses
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Amnesty Inteqnational,
she had no lawyeq
duqing the tqial that
qesulted in heq
conviction and
sentencing. With the
help of attoqneys fqom
human qights
oqganizations heq case
was appealed.
One
appeal in August, 2002,
upheld heq sentence.
The alleged fatheq of
43. Genocide
Terms to Know:
Genocide - the deliberate and systematic
extermination of a
national, racial, political, or cultural group.
Ethnocide - intentional and systematic
destruction of an ethnic culture.
Objectives:
Students will increase their understanding of the
history, nature and effects of
prejudice, discrimination, racism, ethnocide and
genocide. Students will gain an understanding of the
genocides and mass murders that have taken place
since 1945 by preparing an oral/visual presentation.
Activities:
Get an overview of the genocides and
mass murders that have taken place
since 1945 by doing an internet search to
complete genocide chart
Select one of the countries from chart and
create an oral/visual presentation which
includes the following:
Overview
Origin/causes of the conflict
Map
Timeline of major events
Major players (victims and killers)
Outcomes
World Response
44. Indigenous Justice
After reviewing these
notes on Indigenous
Justice, watch the story of
Frank Brown Frank Brown
was a Native youth
headed for a juvenile
detention center when his
uncle intervened and
asked the judge to
sentence him to the
traditional Native
punishment of
banishment. He spent his
time alone on an island
and credits the experience
with changing his life.
Please answer the
questions from the video
called Voyage of
Rediscovery.
