Exploring Nisga'a Treaty Related Geography

Learning Outcome addressed

Demonstrate knowledge of the challenges faced by aboriginal people in Canada during the 20th century and their responses, with reference to:
  • Residential Schools
  • Reserves
  • Self Government
  • Treaty Negotiations

Enduring Understandings

First Nations people are very connect to the land.

Essential Questions

Where are the Nisga'a? Why is the Nass Valley significant to the Nisga'a and teo the Province?

Resources

Google Earth File with Nisga'a Related Geographical information

Nisga'a Nation April.kmz

Additional Links / Resources
http://ilmbwww.gov.bc.ca/bcnames/g2_nl_lower.htm

Suggested Activities

Students can create their own Google Earth Trip representing important locations in their history.

A. Within the provided file:Nisga'a_Google.png
  1. Identify the Nisga'a Villages and 3 Urban concentrations of Nisga'a
    1. Consider specific challenges for Nisga'a living currently or historically in these locations
  2. Identify the locations outside of the Nass River Valley involved in the Treaty process.
    1. Consider the impact of the distance Nisga'a negotiators had to travel to accomplish their vision.
    2. Use the Ruler Tool Built in the icon bar to measure distances and identify related challenges
  3. Explore the geography of the Nass River in particular
    1. The rivers, mountains, significant locations (lava beds, etc.,)
    2. Choose one in the Important Geography Folder to investigate and identify why it is important to the Nisga'a

B. Create a file identifying your cultural heritage and locations of importance relating to immigration, milestone events etc
  1. In Google Earth Create a Folder to save your locations
  2. Identify 5 locations of family significance
  3. Create Placemarks for the locations (see directions for creating placemarks)

C. Connections with Other Tasks
  1. Historical Figures - Follow Locations along the journey of each figure as they relate to the treaty process
  2. Residential Schools - Locate Residential Schools in BC - Consider the locations aboriginal peoples were sent to relating to their lands.
  3. Reserves - Identify locations of the Nisga'a reserves and other reserves in BC
  4. Self-Government - How could Google Earth / Maps be used to support a Nisga'a community? for rescues? tracking fishing holes?
  5. Stakeholders - Explore the Geography of BC and the locations of stakeholders and how their locations have an impact on their contributions or detractions from the Treaty Process
  6. Treaty - Consider the traditional Nisga'a Territory to the post Treaty Nisga'a Territory

Goals

Students develop a greater understanding of the Geography related to BC First Nations and the challenges.

Audience

Sharing with your peers and creating an opportunity for self reflection on important Geography to you.

Situation

The Nisga'a Dancing in Both Worlds DVD does not provide a complete geographical reference to the Nisga'a.
As a class or individually students can explore the geography as it relates to the Nisga'a treaty process.

Products

Students explore Nisga'a treaty geography
Students create their own archive of personal geographical significance.
Connections with other Tasks

Standards

As this activity is based on exploration, there are no specific evaluation rubrics. Depending on the activity, you may choose to develop rubrics to help students determine what is required for the kmz files they create. (Number of locations, images added, or information provided in balloons.)
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