Historical Perspective on Missing Indigenous Women and Girls

Curriculum Connection

Subject: Grade 10 Canadian History Since World War I (CHC2D, CHC2P)
Curriculum Strand: Historical Inquiry & Skill Development, and Canada: 1982–Present
Key Expectations:

• Historical Perspective: Analyse how past events are viewed from diverse perspectives, with a focus on Indigenous voices.
• Cause and Consequence: Examine factors that have contributed to the crisis of Missing and Murdered Indigenous Women and Girls (MMIWG).
• Continuity and Change: Explain how Canada has responded to the crisis and the role of advocacy movements.

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Learning Goals & Success Criteria

Learning Goals:

• Understand the historical context behind the MMIWG crisis.
• Explore different perspectives, including those of Indigenous communities, policymakers, and activists.
• Analyse primary and secondary sources to assess historical significance.

Success Criteria:

• Identify key historical factors contributing to the MMIWG crisis.
• Explain how different groups have responded to the issue over time.
• Engage in a critical discussion about historical justice and reconciliation.

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Materials & Preparation:

• Printed copies of excerpts from the National Inquiry into MMIWG’s Final Report (Age-appropriate sections)
• TRC Calls to Action, especially those addressing Indigenous women's rights
• Images & infographics showing key statistics on MMIWG
• Sticky notes for a Gallery Walk activity
• Chart paper and markers for group discussions
• Audio or video clips from Indigenous elders, survivors, and advocates (Ensure content is age-appropriate)

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Lesson Breakdown (60 Minutes)

1. Minds On – Connecting Personally to the Issue (10 minutes)

Activity: "What Do We Already Know?"

• On the board, write: "What does justice mean?"
• Students write one-word responses on sticky notes and place them on the board.
• Facilitate a brief discussion connecting justice to historical injustices, including colonial policies (e.g., Residential Schools, The Indian Act).

Discussion Prompt:

• What does justice look like in Canada’s history?
• Why do some groups experience injustice more than others?

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2. Action – Analyzing Historical Perspectives (35 minutes)

A. Group Work: Primary & Secondary Source Investigation (15 minutes)

Instructions:

• Divide students into 5 groups.
• Each group analyzes a different historical document or testimony related to MMIWG. These can include:
  • An excerpt from the Red River Resistance (context of Indigenous women's experiences historically).
  • A testimony from an Indigenous family affected by MMIWG.
  • A section of the National Inquiry’s Final Report.
  • A media article from different perspectives (Indigenous activists, government responses, law enforcement).
  • A fact sheet on the disproportionate rate of violence against Indigenous women.

Discussion Questions:

• What perspectives are presented in this document?
• What emotions or reactions do you have after reading these accounts?
• How does this historical event or policy connect to MMIWG today?

B. Gallery Walk: Impact of Historical Decisions (10 minutes)

Instructions:

• Around the classroom, place different historical milestones related to Indigenous rights (e.g., The Indian Act, 1969 White Paper, Residential Schools, The Royal Commission on Aboriginal Peoples).
• Students walk around in small groups, writing how each event contributed to systemic issues affecting Indigenous women today.
• Share reflections as a class.

C. Indigenous Voices: Watching and Listening (10 minutes)

Instructions:

• Play a short video/audio clip featuring an Indigenous activist or elder discussing MMIWG.
• Students jot down one key takeaway and share it with a partner.

Discussion:

• How does hearing from Indigenous voices change our understanding of history?
• How have Indigenous communities fought for justice in the face of historical injustices?

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3. Consolidation – Call to Action (15 minutes)

A. Interactive Reflection: "If I Could Speak to the Government…" (5 minutes)

• Students write a one-sentence response as if they were addressing the Canadian government on what actions they believe are necessary to support MMIWG families.

B. Connecting Past & Present: Timeline Activity (5 minutes)

• As a class, construct a timeline on the board linking Canada's colonial past with current events affecting Indigenous women.

Prompts:

• How do past policies continue to affect Indigenous women today?
• Where do we see continuity and change in Canada’s response?

C. Exit Ticket: One Word (5 minutes)

• Each student writes one word on a sticky note describing how they feel after today’s lesson (e.g., empowered, disturbed, hopeful, reflective).
• Stick notes on the board and discuss patterns in student responses.

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Assessment & Differentiation

Assessment for Learning:

• Observe student contributions in discussions and group work.
• Exit tickets provide insight into student engagement and understanding.

Assessment of Learning:

• Timeline activity and written reflections assess students' ability to connect historical events to present-day issues.

Differentiation Strategies:

• Provide audio versions of primary sources for auditory learners.
• Offer sentence starters for students who need structured writing support.
• Allow students to respond in different formats (verbal reflection, visual art, written journal).

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Extensions & Cross-Curricular Connections

• English: Critical analysis of Indigenous literature focusing on resilience and activism.
• Civics & Citizenship: Students develop an advocacy plan or awareness campaign.
• Geography: Impact of rural and urban locations on violence against Indigenous women.

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Closing Thoughts

This lesson challenges students to step into different perspectives, critically analyze historical events, and recognize the lasting impacts of policies on Indigenous communities. By engaging directly with Indigenous voices and lived experiences, students move beyond textbook learning into meaningful dialogue and action.

This isn't just history—it’s an ongoing reality. How will we play our part in ensuring justice? 🚀