Social Issues

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“Put simply, Canada’s Aboriginal peoples were here when Europeans came, and were never conquered.”1

The Aboriginal Peoples Committee Room in Parliament's Centre Block displays works of art produced by some of the country's best-known Aboriginal artists. These works are a testament to the diversity of their cultural identities and the contributions of Canada's many Aboriginal peoples, and speak to their continuing desire to have their ancestral rights fully restored, recognized and protected.

Aboriginal peoples have lived in Canada for many millennia. The earliest evidence of their presence points to their arrival as many as 20,000 years ago. Over the centuries, the descendents of the first inhabitants of this land formed many diverse societies. Even today, Canada has over 60 different Aboriginal peoples within three broad cultural groups: Indians (who comprise 11 language families), Inuit (who speak Inuktitut) and Métis (who use the Michif language). These peoples developed their own traditions of government and customs of law, and remained largely distinct and autonomous through the centuries, forming political alliances as they saw fit.

Early contact between Aboriginal peoples and Europeans, beginning in the 16th century, was generally peaceful. The new settlers understood that without the help of their Native allies,

they had no hope of establishing themselves permanently. By the 17th and 18th centuries, however, disputes over the fur trade, among other existing rivalries, had generated conflicts between some Aboriginal peoples and the settlers. These tensions were further aggravated by the competitive colonial aspirations of the "old world."

After several unsuccessful initiatives to establish better relations between settlers and Aboriginal peoples, the governor of New France, Hector de Callières, successfully negotiated a treaty, The Great Peace of Montréal, signed in 1701 by 39 chiefs. It set out terms for the harmonious cohabitation of the Aboriginal peoples and the French colonists. By agreeing to accommodate the newcomers, however, these Aboriginal peoples unwittingly opened the door to the eventual breakdown of their cultural identity and way of life.

As the settlements of the new "Canadians" spread, the Aboriginal peoples retreated further and further from them, occasionally aggregating around settlers' villages, trying to maintain their customs amidst the increasing dominance of foreign ways and religions. Following the Seven Years' War, fought by England and France over the new colonies, the victorious English King George III granted all Aboriginal peoples his protection in the Royal Proclamation of 1763. In reality, his gesture did little to help the people it claimed to protect. Viral diseases, the introduction of alcohol and other disruptive elements that accompanied the colonists helped decimate Aboriginal populations. Their continued submersion in European culture led to the extinction of entire Aboriginal cultures and many languages.

The rapid pace of economic and social development in the 19th century had a devastating effect on Aboriginal peoples in Canada. In particular, it corrupted their special relationship with the land, a link that had always defined their spirituality and core identity. In growing desperation, some Aboriginal leaders went to political authorities for help - appealing, for

instance, to Governor General Lord Elgin in 1848. Their petitions had little effect. On the contrary, the colonial province of Canada adopted legislation in 1857 that sought to "encourage the gradual Civilization of the Indian Tribes."

Adding to the complexity of European-Aboriginal relations, a new Aboriginal people had emerged over the course of the 19th century: the Métis, then known as "mixed bloods" or "half-breeds," a distinct people with their own language (Michif). Born of marriages between Indians and French, Scottish and Irish settlers, their existence was at first consistently ignored by public authorities. In 1870, however, their leader Louis Riel succeeded in establishing the province of Manitoba, where Métis rights were to be guaranteed. The struggle of the Métis to maintain control over their territories culminated in the 1885 Battle of Batoche, where their revolt was crushed, an event that has left a lasting scar.

From time to time over the years of contact with Europeans, Indian leaders had been persuaded to sign treaties with various "old world" states and eventually, colonial governments. Unfortunately, these were rarely respected and often ignored altogether. The government of the Dominion of Canada, established at Confederation in 1867, continued this questionable practice. Even worse, it adopted the Indian Act in 1876, establishing a policy framework that limited Indian communities to reserve lands and aimed to assimilate them into the mainstream culture. This legislation was to dictate the government's treatment of Indian people for over 100 years, under the nearly absolute control of the Ministry of Indian Affairs. The Act forced Indians to adopt the band council political system, which splintered their societies into 650 communities scattered across the country. Under this system, they had few rights; until 1960, they could not even vote.

A series of policies following the passage of the Indian Act worsened conditions for Indians. In 1884, the government amended the Act to prohibit the potlatch, a ceremonial ritual that provided an opportunity to assemble clans and confirm lineage. Many sacred artifacts and objects associated with the potlatch were confiscated, destroyed or given away by the authorities before the clause banning the tradition was repealed in 1951.

In 1892, the federal government began to follow a policy of forced assimilation of young Aboriginal children. With the support and cooperation of churches, it removed Indian (and, from the early 1960s on, Inuit) children from their families and placed them in residential schools, where they were forced to abandon their language, their spirituality, their identity and their family ties. In the end, nearly 150,000 youth were taken from their families and sent to these schools.

In 1927, an amendment to the Indian Act compelled Indians to obtain the permission of federal authorities before bringing their land title claims before the courts. This effectively prevented them from claiming land that had been promised, but never allocated, under the terms of their treaties with Canada. Despite this history of mistreatment, Aboriginal peoples have always participated in the defence of this land, whether in the 1760 battles between France and England, in the 1775 and 1812 conflicts with the United States, or in the 20th century's First and Second World Wars.

The year 1982 marked the beginning of a recovery of full ancestral rights for Aboriginal peoples: it was the year the new Constitution Act was proclaimed. Section 35 of the Constitution clearly states that "the existing aboriginal and treaty rights of the aboriginal peoples of Canada are hereby recognized and affirmed." This guarantee, which applies to Indians, Inuit and Métis, goes far beyond the protection of rights promised in the 1763 Royal Proclamation.

Since this historic constitutional change, Aboriginal peoples have gradually been regaining control of their own cultural identities, governance and lands, often with the support of judgments from Canada's highest courts. In 1998, the federal government took one step forward when it announced that "[t]he Government of Canada … formally expresses to all Aboriginal people in Canada our profound regret for past actions of the federal government

which have contributed to these difficult pages in the history of our relationship together" and pledged to compensate the victims. In 2006, the government reached a financial settlement with Indian, Inuit and Métis representatives in partial recognition of the damage it inflicted through years of oppressive assimilation policies.

In June 2008, the Prime Minister offered an official apology on behalf of the Government of Canada to former students of Indian residential schools in a solemn declaration in the House of Commons. The government recognizes that the treatment of children in these schools is a sad chapter in our history and that this policy has had a lasting and damaging impact on Aboriginal culture, heritage and language.

A Truth and Reconciliation Commission has been established, which will hear the testimonies of the victims and define the principles of a new and lasting relationship based on mutual faith and confidence.

A land claims settlement process has been in place since 1982, designed to resolve age-old disputes. It was under this process that Nunavut, a new and separate territory largely controlled by Inuit, was created in 1999. The healing continues.

___________________________1 Haida Nation v. British Columbia (Minister of Forests), [2004] 3 S.C.R. 511, 2004 S.C.C. 73, at 25.

The Senate is grateful to the Canadiana Fund for the loan of these works of Aboriginal art donated by the Honourable Serge Joyal, Senator, P.C., O.C., to the Crown Collection for Official Residences. Established in 1990, the Canadiana Fund enhances Canada's seven official residences, as well as the Parliament Buildings, through donations and loans of historical furnishings, paintings and objets d'art.

The inuksuk was donated by former Senator Willie Adams. www.canadianafund.ca

All efforts have been made to respect the copyright of the works reproduced in this website.

Article from: http://www.parl.gc.ca/About/Senate/Aboriginal/Aboriginal-e.htm

Art 7/8 - Exit Slip

Please define or give examples of the following:

Worldview:

Purpose:

Audience:

Social Issues:

ART HAS A PURPOSE!

What do you think the purpose of art is?

1.

2.

3.

Grade 7/8 Art - First Nations Art Inquiry Jigsaw Assignment

Student Learning Outcome:Art 8 Outcome

CR8.3 – I can explore and identify how artists reflect their worldviews.

a. I can define worldview.

b. I can describe the diverse worldview presented in the art I explored.

ELA Outcome

CC8.6 – I can use oral language with a purpose in large and small group discussions. I can be confident and respectful. I can contribute ideas to my group.

Your Task:Task 1 – In pairs, define “worldview.” Feel free to use www.dictionary.com. However, please make sure the definition you use is in your own words and that you understand the meaning.

Worldview –

Task 2 – In the pairs (or groups) assigned, you will be assigned a mode of art to explore:

Paintings - http://www.bayofspirits.com/category-content.php?category=Paintings

Mask/Plaques - http://www.bayofspirits.com/category-content.php?category=Mask / Plaques

Sculptures - http://www.bayofspirits.com/category-content.php?category=Sculptures

Prints - http://www.bayofspirits.com/category-content.php?category=Prints

Please click on your assigned mode of art. There you will find a description of the First Nations groups that used this mode. Your task is to summarize the key points (approximately 7-10 sentences) into the below chart. You can then click on the pictures to view art examples. Select a minimum of four pieces from each group (8 pictures in total) to share with your classmates (copy and paste a small graphic into chart). Make sure you include the title of the work above the graphic. Please make note of the worldview you believe this group holds based on your inquiry of their art. In other words, you will take a look at the pictures and ask questions or guess about why they made a certain animal or referred to a certain story.

SAVE ALL INFORMATION TO GLOBAL AND TITLE IT AS ART 7 AND 8 WORLDVIEW INSERT MODE OF ART.

Example: Art 7 and 8 Worldview Paintings

Task 3 – You will share your information with the class.

Task 4 – Self-reflection: Highlight the sentence that matches you.

Criteria Excellent – 4 Proficient/Good - 3

Fair - 2 Needs Improvement - 1

I can define worldview.

Defines worldview in own words. Can describe what worldview is. Includes examples or insights that go beyond basic meaning.

Defines worldview in own words. Can describe what worldview is.

Includes a definition of worldview straight from the dictionary. Cannot describe worldview in own words.

Provides no definition for worldview or cannot describe what it means. May include the wrong definition.

I can describe the diverse worldview presented in the art I explored

Summarizes the key points about their mode of art in 7-10 sentences. Includes 4 pictures for each group (8 pictures in total). Includes the title of the work above the graphic and may include reasoning for picking the pictures that they did or reasoning for grouping them. Based on the summary and the pictures, makes an

Summarizes the key points about their mode of art in 7-10 sentences. Includes 4 pictures for each group (8 pictures in total). Includes the title of the work above the graphic. Based on the summary and the pictures, makes an educated guess about what that groups’ worldview may be or might include.

Summarizes the key points about the article in 7 or less sentences. Sentences seemed to be copied from the page and important parts are missed or unimportant pieces of information are included. Includes 2 pictures for each group (4 pictures in total). Includes the title of the work above the graphic. Includes an educated guess about the

Provides no summary or the summary that is there is short and does not relate to the information provided. Important parts are missing. Only includes 3 or fewer pictures. Forgets to put the title of the work above the pictures. Since both the summary and the pictures are lacking, the worldview piece is not complete or does not

educated guess about what that groups’ worldview may be or might include. Poses questions for further inquiry. May search for the answers to these questions or connect their questions to their own prior knowledge.

worldview this group has but it does not connect to background knowledge or the pictures selected. Worldview summary is in the beginning stages and needs more depth.

relate to the information provided. The worldview piece is simply a guess rather than an educated guess. No further questions are posed.

I can use oral language with a purpose in large and small group discussions. I can be confident and respectful. I can contribute ideas to my group.

Contributes ideas to the large and small groupings with a purpose. Stays on task and takes a leadership role within the small group. Is knowledgeable about their topic but respectful of various opinions. Allows everyone to contribute.

Is able to contribute ideas to the large and small groupings with a purpose. Shares ideas with the class with confidence. Respects the ideas that others may have. A sound knowledge about their topic. Contributes equally.

Contributes ideas only to the small group. Keeps the purpose/task in mind. Does not share their ideas to the class, however, their ideas are shared by a partner to the whole group. Respects ideas that others may have. Needs more knowledge about their topic. Contributes but less than half of the time.

Does not contribute ideas to the large or small group. Does not keep the purpose/task in mind. Does not share their ideas to the class and does not know about their topic. Does not contribute or contributions are limited.

*Note: If everyone contributes, Ms. Gorham will combine the charts and print you each a copy so that you only have to write down the information for your assigned task. That means you will only have to fill in 1/4 th of the chart if you are listening!

Paintings

Group Summary Picture Group 1 Picture Group 2 Worldview Explored

Inuit

Woodland

Masks/Plaques

Group Summary Picture Group 1 Picture Group 2 Worldview Explored

Pacific Northwest

Woodland

Sculptures

Group Summary Picture Group 1 Picture Group 2 Worldview Explored

Inuit

Woodland

Prints

Group Summary Picture Group 1 Picture Group 2 Worldview Explored

Inuit

Pacific Northwest

Pacific Northwest artists are from the northwest coast/B.C. Their work expresses their cultural background and ancient traditions. These artists got their inspiration from oral stories, artifacts used in the past and contemporary styles. Their aim is to protect cultural traditions

Eagle

Black Bear

Weaveing of Four Realms

Great Flood:

Based on pictures of the artwork and the summary, I can make an educated guess that Pacific Northwest worldview relies heavily on animals and the environment (trees). Animals like the eagle, raven, beaver, whale, fish, and bears are of high importance. This makes sense because these animals live in that area. I wonder about the four realms and the great flood, as these are obviously

and keep their identities alive.

This area or these groups have their own distinct style due to their geography and the stories created from place. Northwest coast artists rely on traditions and cultural beliefs. Their artwork includes wooden carvings on totem poles, masks, and trees (as the area is covered with trees).

Eagles and Salmon

Kwa' Giulth Pole Desighn

Family

Raven Brings Light to the World

Indian Women Rides on the Back of a Killer Whale

their cultural teachings. The Raven brought light to the world and this must be the value this animal has. I also wonder about the importance of families and the story where the Indian women rode a killer whale. This may show the importance of women in their culture. The food chain seems to be represented in the picture with the bear and the salmon and may reference the interconnectedness of life.

Woodland

What is Identity?In the video Identity by Savannah Brown: https://www.youtube.com/watch?v=9xuXRjY3eCA she discusses her identity.

List some of the adjectives or identifiers she uses to describe herself:

1.

2.

3.

4.

5.

6.

7.

Please summarize her overall message in your own words (1-3 sentences or jot notes)?

What does she say about perceptions and expectations? What are some external forces on our own identities?

What is Identity? Answer Key

In the video Identity by Savannah Brown: https://www.youtube.com/watch?v=9xuXRjY3eCA she discusses her identity.

List some of the adjectives she uses to describe herself:

1. Name – Savannah Brown

2. Groups she belongs to

3. Various adjectives – introvert, type-a, analyzer

4. Interests – singing and dancing

5. Physical characteristics – being a lefty

6. Heritage – Polish

7. Country/city – US, Ohio

8. Talents – drama

9. Groups – theatre kid

10. Titles – student, sister, etc.

11. Family – sister, granddaughter, etc.

12. Human

Please summarize her overall message in your own words (1-3 sentences)? We are complex and cannot be defined in a few words. We are a story instead of a sentence. Be yourself and not just how you are perceived or a few terms that describe you! You may not fit the mold that others create for you!

What does she say about perceptions and expectations? What are some external forces on our own identities? Be who you are and not just how you are perceived. Peoples’ perceptions of us influence our expectations/beliefs about what we can do or are good at.

- Text book definitions- Personality tests- Peers, teachers, family members (other humans)- Stereotypes and the media - Racial groups- Groups we are involved with

Entrance Slip 7/8 Art Please define (or provide examples) of the following terms:

Self-portrait –

Stereotypes –

Identity -

Social Issues –

Please list some identifiers/adjectives that create your identity:

Entrance Slip 7/8 Art Please define (or provide examples) of the following terms:

Self-portrait – a work of art that depicts an image of an artist, made by the artist. When you create a self-portrait, you are creating a likeness of yourself and conveying a message to people about yourself. A self-portrait is an expression of your identity.

Stereotypes – societally constructed ideas about how groups of people do things or what they are good/bad at; how these people act and what makes their identity ex) “He can run fast because he is black.”

Identity - the characteristics/adjectives/beliefs/interests/groups/etc. that make you different or the same as others; identity is who you are ex) Jock, nerd

Social Issues – affect many people or groups of people; can be due to societal constructs or the environment; can often be out of person’s control Ex) racism, environmental concerns

Art 7/8 Identity Assignment: Creating a Self-Portrait

Think back to the presentation about Jim Settee. He held many beliefs, such as the interconnectedness of all plants and animals on earth. He also believed that humans should not tamper with their environments. He thought all people were unique. These beliefs that he held are part of his identity.

This assignment allows you to explore and reveal your identity! It acts as an auto-biography but in picture format. The viewer should be able to look at your picture and get a glimpse of some of your beliefs, interests, characteristics, etc. MAKE SURE YOU TAKE YOUR TIME AND DO YOUR BEST! This project acts as a metaphorical mirror: it shows the viewer who you are beneath your physical appearance. MAKE SURE YOU TAKE THE TIME TO DEFINE YOURSELF THE WAY YOU WANT TO BE DEFINED!

Student Learning Outcomes: ELA Outcomes:

CC8.1 – I can create various visual pieces that explore identity or tell my life story.

CC8.3 – I can select and use strategies before, during, and after. I can plan/organize, consider audience and purpose, revise my drafts, and reflect through writing.

Art Outcome:

CP8.11 – I can select and use images and the art-making processes to express social issues.

b. I can create art and use the elements of design to improve my work.

d. I can use size, color, contour, contrast, texture, value, position, and so on to create visual weight.

f. I can use emphasis to indicate importance.

g. I can use symbols and other images to represent ideas.

h. I can examine how other artists use imagery to communicate meaning and apply this understanding in my own work.

Your Task:

Step 1: You already made a list of words that define you! Congrats! You have completed step one!

Step 2: Look at examples of self-portraits. Please note: what elements of art are being used. Pay attention to shape, lines, space, texture, colors, contrast, proportion, etc. YOU WILL NEED TO CONSIDER THESE THINGS FOR YOUR OWN WORK!

**Best Example:

Step 3: Grab a partner and the camera! You will take a picture of your partner and your partner will take a picture of you. This will work best if the person being photographed stands with their back against the white wall. The photographer should capture their target in the center of the frame and from shoulders up.

Step 4: Upload photo to Global and print it off. Note: color is not necessary.

Step 5: Grab a computer sheet and tape it above the printed photo of yourself. Hold this against the window and trace your outline.

Step 6: Search for photos in magazines that define you. Cut these out.

Things to Include:

1. A quote that defines who you are or what you believe in.2. At least one picture that represents your spirituality.

3. At least one picture that represents your political beliefs (rules, etiquette, societal expectations, political structures (democratic, dictatorship,

communist), and/or the party your beliefs align with (Conservative, NDP, Liberal, Green, etc.)).

4. At least one picture about your views on money/jobs/economy.5. At least on picture of your family or something that your family does

together that is important to you.6. At least one picture that represents your community/place.

7. At least five pictures that represent who you are, what you believe in, and what interests you have.

Some ideas that you can include:

- What clothes do you wear? - What kind of car do you want to drive?- What do you want to become when you finish school? - What music do you listen to? - What have you been through and what feelings do you have? - What trips have you been on?- What are your favorites: food, movies, television shows, games, colors, books, songs, animals,

hobbies, things to do at home, place to be, etc. - What are the things you love and the things you hate? - What are the places you like? - Do you want to include your name? What about titles that you may have? - What groups do you belong to? - What adjectives describe you?- What are you interested in?- What are your physical characteristics? - What is your heritage? - What is your worldview? - Where are you from?- What talents do you possess? - What is your family like? Who is in your family? What are some family heirlooms you might

have? What defines your family? - And much more…

**Note: You can include an actual family photo. Your work can be three-dimensional if you wish.

Step 7: On a larger piece of paper you will make a collage with these pictures. You will be placing the pencil tracing of yourself somewhere on the page. (Note: It is up to you whether or not you want yourself to be in black and white or color. Just make sure it is neat, looks good, and you are considering the elements of art when you make your choice! Also, what does the colors you choose say about who you are?) Make sure important things that make you who you are, are visible and stand out!

Step 8: Reflect on your work and discuss why you included what you did. Answering the following questions in 1-3, well-constructed sentences:

1. What was your purpose? Who is your intended audience?

2. What elements of art did you include? (Example: shape, lines, space, texture, colors, contrast, proportion, etc.). Why did you use these?

3. Why did you select the quote that you did? How does it define you or represent what you believe in?

4. What picture(s) on the page reflects your spirituality? What is your spirituality?

5. What are your political beliefs and what picture(s) represents these?

6. What picture(s) represents your views about the economy?

7. What picture(s) represent your family? If you choose to include something you do as a family (a family tradition), why is this important to you?

8. What picture represents your community/place and how does that impact your identity?

9. Explain three other pictures and discuss how they represent who you are, what you believe in, and the interests you have.

10. What pictures did you emphasis and why are they most important?

Step 9: Consult the rubric! Did you complete the steps? Are you missing anything? Did you include all the picture requirements from step 6?

Assessment: Criteria Excellent – 4 Proficient/Good -

3Fair – 2 Needs

Improvement – 1I can create various visual pieces that explore identity or tell my life story.

I have included pictures that define who I am and more complex ideas about what I believe. I went above and beyond the picture requirements, while still keeping in mind that quality is more important than quantity. The viewer gets an insightful glimpse at who I am and what I believe.

I have included pictures that define who I am. The picture requirements are incorporated in my work. The viewer can look at my work and learn about who I am.

I have included pictures that define who I am. The minimum picture requirements are incorporated in my work. The viewer can look at my work and learn a few things about my identity; however, more depth is needed.

I have included pictures that do not relate to my identity or beliefs. I did not meet the basic picture requirements. The viewer cannot look at my work and understand who I am or what I believe in because my work is just random pictures on a page. More depth and completion of the assignment is needed.

I can select and use strategies before, during, and after. I can plan/organize, consider audience and purpose, revise my drafts, and reflect through writing.

I completed the pre-assignment in depth, considering all the possible identifiers that could define me (how I perceive myself and how others may perceive me based on my gender, sex, race, religion, socio-economic class, etc.). I used elements of art to improve my work and make a point about who I am, how I am defined, and my beliefs. I answered all the reflection

I completed the pre-assignment and listed adjectives that described me. I may have included one or two advanced descriptors (sex, gender, race, socio-economic class, religion, etc.) The viewer can tell that specific elements of art were used, such as color or emphasis. Furthermore, my work includes specific identifiers that define my

I completed the pre-assignment and listed adjective that described me. For the most part, I considered the elements of art: layout, color scheme, texture, contrast, etc. but at times I could have focused more on this. (Example: I the primary colors but I also have spaces on my page). The pictures I used define who I am; however, more pictures could be

I failed to complete the pre-assignment or if I did, the adjectives used fail to define me. I did not consider the elements of art. My work shows no emphasis, color scheme, etc. and is not complete. The pictures I used only define a bit about myself but do not encompass my identity. I did not answer all of the reflection questions or I failed to successfully

questions in depth and almost all identifiers are included through pictures in my work.

identity. I answered all of the reflection questions.

used for a more in-depth reflection of who I am. I answered all (or 90%) of the reflection questions briefly.

answer the questions.

I can select and use images and the art-making processes to express my purpose.

I used the exemplars to better my own work and came up with my own creative ideas. My work is neat and stands out due to the symbols and design choices I made. I paid attention to all of the elements of art and can express how and why I made the choices I did. The most important pictures that define me are emphasized and represent my beliefs.

I used the exemplars to better my own work. My work is neat. I used symbols and design choices that made my work better. I paid special attention to size, color, contour, contrast, texture, value, position, emphasis, and so on. The most important pictures that define me are emphasized. The symbols and images used represent who I am and/or ideas about what I believe.

I looked at the exemplars but may have not incorporated the ideas into my own work. The symbols and design choices I used defined me but could have gone more in-depth. I paid attention to three or less elements of art. I did not emphasize the most important pictures. The symbols and images used represent my identity but areas of my identity/beliefs are missing.

I did not look at the exemplars and therefore did not incorporate any of the ideas into my own work OR I copied what they did but did not use my own creative abilities. My work is not complete or completed in a rush and therefore, more attention to detail and depth is needed. I did not make a mental effort to include the elements of art. There is no emphasis in my work. I need more or better pictures to represent my identity and beliefs.

Step 10: Hand in your work! CONGRATS!

You are awesome!