Indigenous Perspectives Education Guide

8 Using the criteria for historical significance (see purple sidebar) to structure your research, investigate an individual from the list below to explore why they are historically significant. Consider what details about their life might be missing from the written record. Begin your research on The Canadian Encyclopedia . Create a short biography, news article, speech, or presentation exploring the individual’s life and significance. Include information on their early life (if available) and important events, and an assessment of their significance in the historical narrative. • Mary (Molly) Brant (Konwatsi’tsiaiénni) • Joseph Brant (Thayendanegea) • Tecumseh • Pauline Johnson (Tekahionwake) • Nahneebahwequa (Catharine Sutton) • Louis Riel • Mistahimaskwa (Big Bear) • Shawnadithit • Pitikwahanapiwiyin (Poundmaker) • Qitdlarssuaq • Red Crow • Tattannoeuck (Augustus) • Gabriel Dumont • Sara Riel • Thunderchild • Charles Edenshaw (Tahayren) The Franklin Expedition: investigating primary source evidence I n 1845, the British government commissioned Sir John Franklin to continue the search for the Northwest Passage in the Arctic. Two ships, HMS Erebus and HMS Terror , set o€ on the expedition. The ships — and the men on board — disappeared, never to be heard from again. Searches for the Franklin Expedition began in 1848, but the ships were only found in 2014 and 2016, respectively, after scientists finally listened to the Inuit oral testimony that had been preserved since the fateful event. • Investigate the history of the Franklin Expedition. Read and listen to the oral history testimony in the Exploring the Arctic through Oral History Feature on The Canadian Encyclopedia . Further information on the Expedition can be found by reading the Franklin Search and Sir John Franklin articles. • Write a reflection on the importance that Inuit knowledge and oral history played in finding the two ships. What does the role of di€erent primary sources in the Franklin search tell you about how di€erent sources of evidence are valued by di€erent groups? Students may choose to give an oral answer, or write their reflections in point form. For a discussion of other primary source evidence, including archaeology and material culture, visit the Canadian Museum of History’s exhibit Inuit Knowledge and the Franklin Expedition . Introduce the Historical Significance Criteria to students before starting this activity. Exploring the Lives of Individuals: Historical Significance W hat makes someone or something historically significant? People and events in the past have historical significance if they created change that a€ected many people over time, or if they reveal something about larger issues in history or the present day. Note that historical significance is subjective: what is significant to one group may not be significant to another. Historical Significance Criteria Prominence: Was the person or event recognized as significant at the time? Consequences: What e€ect(s) did the person or event cause? Impact: How widespread was the person or event’s impact? How long-lasting were the e€ects? Revealing : What does the person or event reveal about the larger historical context or current issues? Does it inform our understanding of a historical issue or period? 4 For more information on the Historical Thinking Concepts, visit historicalthinking.ca. Ask students to complete the Facebook Profile Page Worksheet on the Education Portal for their selected person, including writing four posts that indicate the individual’s historical significance. 4 Adapted from “Considering Significance,” The Critical Thinking Consortium, https:/ tc2.ca/pdf/T3_pdfs/EHT_TheGreatestHits.pdf Poundmaker by Kelly Duquette, 2012 (courtesy Indigenous Arts & Stories and Historica Canada). “Captain McClintock’s First Interview with the Esquimaux at Cape Victoria” ( Illustrated London News , 8 October 1859).