• Show 5-minute video The Elders Are Watching.
• Have students use a Think, Pair, Share strategy to discuss the following questions:
  • “What did you notice about the story?”
  • “How did the story make you feel?”
  • “What is the message of the story?”
  • “What connections can you make?”
  • “Who watches over Canada?” (government)
  • “What is the role of the government?”

• Invite students to go for a silent walk (outside if possible) to reflect on the story.
• Have students write a reflection in their journals.

• Journal: Why do we have governments? What do they do? What different types of government exist?

Part 1: Getting to know the Squamish Nation

• Play the Squamish Nation Welcome Song. Ask: “How does the song make you feel?”
• Use a Jigsaw strategy to have students explore the Squamish Nation website. Divide students into 4 groups and assign each group one of these 4 sections of the “About Us” tab of the website: The Nation Today, Our History, Our Land, Our Culture. Have each student record their findings on the handout “Facts/Wonders/Images”.
• Put students into mixed groups to share their Facts/Wonders/Images.

Part 2: Government Symbols

• Discuss the image and quotation: “The Skwxwú7mesh Úxwumixw will protect the Amalgamation and enhance the Úxwumixw cultural values and traditions through respect, equality and harmony for all”
• Cut out 12 symbolic aspects of the carving. Put students into 12 small groups of 2 or 3 and hand out one symbol to each group. Have groups research their assigned Squamish Nation Animal Symbols. Have each group create a statement about how their symbol relates to government.
• Have whole class form a circle (outdoors if possible) and share their statements about their animal symbols and government.

Part 3: Connection to Elders

• Play the opening 2:16 minutes of Squamish Chief Ian Campbell’s speech 
• Tell students that they will be interviewing a family member or friend about a story of one of their elders. Have students create interview questions and then conduct the interview for homework over the next few days.
• Have whole class form a circle (outdoors if possible) and share the stories from their interviews.
• Discuss the fact that learning involves generational roles and responsibilities.

Part 4: The Indian Act

• Show the 1 minute 22 second video The Indian Act
• Brainstorm: “What do you notice, wonder, feel”
• Ask: “How might the Indian Act affect the daily lives of the people of the Squamish Nation?”

Part 5: Case Study: Squamish Nation vs. Ministry of Fisheries and Oceans

• Discuss the fact that access to resources can be a source of conflict.
• Provide students with paper or digital copies of article Squamish First Nation’s Bid for More Sockeye Fails in Court
• Ask: “How do you feel? What makes you feel that way? Do you feel the court decision was fair?” Have students respond using a Think, Pair, Share strategy.
• Explain the if people feel that a court’s decision is unfair, they can take it to a Court of Appeal.
• Provide students with paper or digital copies of article about Court of Appeal decision
• Have students create a statement that represents their feelings and thoughts about the appeal process.

• Exit Ticket: “What do you know about the Squamish Nation. What questions do you still have?”

• Have students work in pairs or small groups to write an email to a current Squamish Nation council member. Students can use the “Letter to Councillor” handout to plan a draft of their email.
• If students receive responses, they should share these with the class.

Canada. 2012. “The Learning Circle: Classroom Activities on First Nations in Canada, Ages 12 to 14.” Aboriginal Affairs and Northern Development Canada. https://publications.gc.ca/site/eng/9.687655/publication.html

Centre for First Nation Governance. 2013. “Best Practices: Squamish & Lil’wat First Nations: Principle: Inter-Governmental Relations.” 

https://web.archive.org/web/20200929031608/https://fngovernance.org/toolkit/best_practice/squamish_lilwat_first_nations

North Vancouver Museum & Archives. 2018/19. “Squamish Community: Our People and Places: Teacher’s Package.”

https://nvma.ca/wp-content/uploads/2018/10/Squamish_Community_Kit__2018_19__finalsm.pdf

Squamish Nation. 2018. “Governance Policy.”

https://www.squamish.net/governance-policy/

Squamish Nation. [n.d.] “Project, Negotiation & Development.”

https://bowenisland.civicweb.net/document/108932/Squamish%20First%20Nation%20Fact%20Sheet.pdf?handle=F3A08213AFE44E1EB3912FD75DE83BB7

Squamish Nation Council. 2019. “Memorandum Regarding Squamish Nation’s Governance: Structure, Designated Council Representatives and Communications Protocol.” 

https://bowenisland.civicweb.net/document/186993/Item%207.1a%20Memo%20re%20Squamish%20Nation%20Governance%20Struc.pdf?handle=36477971374A4AFABCCADAF8012CAEA8#:~:text=The%20Squamish%20Nation%20is%20governed,and%20eight%20re%2Delected%20Councillors.