Where have we come from? Where are we going? Where are we now?
You may remember these questions from the start of our social studies semester in my blog post, and I’m bringing them back up again because they are, literally, what we have done, what we are doing, and what we are going to do, which is what this post is about. However, this post is specifically focused on learning outcome B2 in the socials studies 10 curriculum: “Evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815-1914”. I see this in itself, completely as a situation of the above mentioned questions.
This specific PLO directs the attention of the learner to the past, the “Where have we come from?”, 1815-1914.
Where have we come from?
Upon discussing the topics of Aboriginals in Canada I have gained many new perspectives and angles to the topic. Through class discussions, small mini-conferences, and, sometimes heated, debates with my parents, I have heard many different opinions and sides to some of the issues in the modern world surrounding Aboriginals, and how they came to be. In the beginning I was a bit confused, sometimes ‘drowned’, you could say, in the complexities of Aboriginals in Canada.
Over the course of our recent studies I have found myself intrigued by many different aspects of the topic; How did we get to where we are? Who has the rights? Or, had? Where does the puzzle begin? The topic has seemed to present itself as an extremely deep and complex situation, dealing with rights at the time of “North American discovery”, Canadian Confederation, and the modern day.
I have always been interested in Aboriginal peoples and their culture. In grade 7 I participated in an after school group where we learnt about various cultures and traditions of the local Aboriginal people. Further, in grade 8, our class had a guest presenter come in to teach us about the history of Aboriginals in addition to some stories of residential schools. I find it hard to believe that the events of residential schools actually occurred, and that they occurred in our country, and very recently.
Some points that have come up in my various discussions that I am interested and have been struggling to mull over in my mind, are ‘Who actually had the rights to the land when the Europeans came to Canada?’ The obvious answer to this question is the Aboriginal people, who were currently inhabiting the region, but as someone pointed out, if the existing Aboriginal tribes and groups simply overtook one another using manpower and physical attack, then what prevented from the Europeans from doing the same? I then wonder whether the Europeans’ introduction of a new system atop the existing, and to their position successful, form of title and claim simply outdid themselves and made it more complicated than it needed to be.
If you shoot an arrow and hit a target at the end of a dock once, you’ve succeeded, but if you shoot another arrow, in the same spot, and it knocks the target off the dock into the water, it could be lost forever. No one may ever know who shot the arrow, or why, or where from, or who was there. It may take years to uncover the truth, to get to the bottom of it. The arrow and target may end up somewhere totally unexpected, in situations completely unforeseen, but most of all, it will create confusion. Now this is just one little arrow and target of course, but what if those targets become a currency for all of Canada, then it would be pretty important.
In this metaphor, picture that the the Europeans are the shooter, the first arrow is their military, the second is their law. The lake is the people, the unforeseen situation is modern Canada, and the target is the Aboriginals. I’m not saying that Aboriginals are a currency for Canada, but as I am learning, they are becoming more and more of a factor on not only our economy, but also our society.
Further, I am interested in how the ‘modern’, or more man-made style of living of the Europeans, has meshed with the more natural way of life of the Aboriginals years ago, and how they are still meshing today. When I think about the Aboriginals and their culture, I think or peace, serenity, very natural. How have these characteristics changed, or are they true in the first place, since the collision of cultures long ago?
I am very interested to pursue further into the section of this learning outcome stating “critique the rationale for treaties and the Indian Act, and evaluate their impact on Aboriginal peoples. I have gathered some questions I have that I would further like to pursue and try to understand surrounding these issues:
- What do the Aboriginals want now?
- Did the Europeans fulfill their constitutional agreements, then and now?
- How did the Europeans’ views at the time of Confederation shape their future?
- How are they carrying out this ‘future’?
- Are there other countries in a similar situation to Canada, or that went through similar events with Aboriginal groups? What happened there?
- Did the Europeans have the right to physically take over the land inhabited by the Aboriginals?
- What was the beginning piece of the dominos, or what first caused the complexities and confusion, or began it? Who knocked them over? When? How?
- Why are there more and more treaties and agreements being negotiated?
- What is treaties and agreements are being negotiated today?
Some of these are very broad questions that could not be answered in a simple black or white response. Though, in order to fully understand these issues, one must first build a basis of knowledge of the past. I feel that I should learn more about what happened in the law and constitution at the time of Confederation and the Indian Act, and how those agreements have been carried out. In regard to learning about another culture or society, I feel that this would be highly beneficial in order to have something to base our history on and compare it to. However, many of these questions are deep and intertwining puzzles that could take years to solve. In fact, they have, and are still. So, many of them will be difficult for me to solve individually throughout our study, however I can attempt to further understand the sides and background of the history.
In regard to what other areas this research and learning may entail, I think this topic, and PLO, relates to almost, if not all, other areas of the curriculum. The fact that this is the case, indicates a certain importance of this issue in our society, both then and now. Some specific PLOs that connect very closely to this issue are A1, C1. and B3, to pinpoint a few.
A1, which involves cirtical thinking, comparing, and questioning, are the exact skills and techniques needed to fulfil this outcome, B2. Comparison could be used when analyzing the similarities of another civilization to Canada and our Aboriginal relations. Further, questioning and critical thinking are often required to progress in understanding and knowledge, even though it may feel liek you are moving backwards when coming up with radical ideas or questioning the norm.
On the other hand, C1, and B3, are possibly more debatable outcomes in connection to Aboriginal relations. However, I believe that C1, describing the evolution of ‘responsible’ government in Canada, is a key outcome to critically analyze when digging into the depths of Canadian traditions in relations with Aboriginals. Though it may require questioning, and thinking outside of the norm, I feel that the analysis of what exactly ‘responsible’ government is, is a valuable place to start when learning about the relations of Aboriginals and Europeans. Additionally, I think that B3, evaluating the influence of immigration on Canadian society, is another useful outcome to explore. However, I think we should look at it from a different angle, the angle of the Europeans being the mass immigration on the existing majority, the Aboriginals. This may also be a useful area to explore in a slightly earlier time period, but also during this time period of the impacts of more and more Europeans existing and their influence on how society functions and how the land function changed.
To continue, many of the outcomes discussing resource development and therefore the economy connect completely to Aboriginal relations as to do with land ownership and title. As I mentioned before, virtually all the PLOs connect to B2 and Aboriginal relations in some way as they were the inhabitants of our land before the Europeans arrived, and the results of this merger are still occurring today.
I hope to develop more knowledge through this study that will help me in the modern world in understanding current issues and how we can move forward as a nation together. Many of these twists and turns in the knots of law and relations are challenging to understand, but I hope they can take me closer to the deep depths of traditions, and the lake, to find the target.