15 As a class, discuss dierent ways that people have creatively addressed the issue of Missing and Murdered Indigenous Women and Girls (MMIWG). Have a class discussion on how the arts (e.g., editorial, short story, poetry, painting, sculpture, installation, graphic art) have the potential to help with honouring victims and healing for Survivors, including family and friends. For examples, check out the Walking With Our Sisters Exhibit or the Redress Project , or view works of art on MMIWG on the Indigenous Arts and Stories website at www.our-story.ca/explore . Have a class discussion about how the news is represented and shared on social media. Choose three examples of the same topic on social media. How is the topic addressed? How does social media reporting dier from traditional news reporting? How do we assess the reliability of a source when “everyone is a journalist”? What are the challenges presented by using social media to understand events? How can you assess a source’s bias in your analysis? 7 The Canadian Encyclopedia , “Indigenous Self-Government in Canada,” http:/ www.thecanadianencyclopedia.ca/en/article/aboriginal-self-government/ Indigenous Self-Government: The Ethical Dimension I ndigenous self-government is the formal structure through which Indigenous communities may control the administration of their people, land, resources, and related programs and policies through agreements with federal and provincial governments. 7 For many Indigenous peoples, the right to self-government is essential for the process of reconciliation, healing, nation-building, and protection of land and resources. To date, the Canadian government has concluded more than 20 self-government agreements with Indigenous communities. Advanced Activity “Doing” history involves making informed ethical judgments about the past. Sometimes these judgments are implicit, and other times they are explicit, though they should always be based on evidence and context. Consider the details of the case your team studied. Write a reflection or have a class discussion answering the following: Was this Agreement fair to the Indigenous group involved? Why or why not? Working in small groups, form a “legal team.” As the legal team, your group is responsible for researching, investigating, and presenting a case in favour of self-government on one of these cases to a judge. • Read the details of your selected case on the website above and answer the following questions. In addition, read Indigenous Self-Government in Canada and Constitution Act, 1982 on The Canadian Encyclopedia for historical context. » Who were the signatories of the Agreement? » When and where was the Agreement negotiated? » What were the central issues in the negotiation? What was included in the Agreement? » Why is this Agreement important? • Take notes, writing down ideas that may be helpful in persuading your audience. You may need to read articles associated with earlier court cases to make informed arguments. • Using your research, work with your group to write a three-paragraph persuasive brief to make a case to a judge. Be sure to include only pertinent information. Ensure that your brief achieves the following aims: » Clearly represents the legal team’s perspective on the case » Has a clear argument » Uses persuasive language in defending your team’s argument and presenting the issues As a group, choose one of the following existing Self-Government Agreements, negotiated in the Northwest Territories. Visit https:/ www. eia.gov.nt.ca/en/priorities/concluding-and-implementing-land- claim-and-self-government-agreements/existing-agreements for an overview and primary documents on each of the six Agreements: 1. Délįnę 2. Gwich’in 3. Inuvialuit 4. Sahtu Dene and Métis 5. Salt River First Nation 6. Tłįch ǫ Ask students to write five key points in point form in defense of their position. You may choose to assign a different case to your students, or have them explore case studies across the country, comparing results. Pre-teach the concept of self-government to students before beginning the activity. Yukon Territory, Northwest Territories and Nunavut (2000) , from National Atlas of Canada Reference Map Series (Licensed under the Open Government Licence - Canada, courtesy Natural Resources Canada https://open.canada.ca/data/en/dataset/4fdb13dd-4ea1- 5bad-969a-46c1efd499d2).