Lesson Plan: Indigenous Children
Standards
Established Goals:
Students will gain an understanding of the importance of indigenous, traditional and tribal cultures.
This lesson will clarify the relationships between indigenous and non-indigenous groups,
governments and international organizations. Students will be made aware of the rights of
indigenous peoples and the responsibilities of governments to protect them. This lesson explores
the many obstacles indigenous people face and promotes respect for indigenous perspectives by
mainstream society.
National Council for Social Transferable Concepts/Links: Course Connections:
Studies Standards:
Global Studies
II. Time, Continuity, and Change Culture and Civilization, Developing
World, Poverty, Imperialism and Current Events
Colonialism, Globalization,
III. Peoples, Places and
Sustainable Development,
Environments Geography
Indigenous People, Urbanization,
Infrastructure, Political Science,
IV. Individual Development and Sociology, Nationalism, International Economics
Identity Cooperation, Collaboration, Civil
Society, Humanitarian Agencies, History
V. Individuals, Groups, and NGOs (non-governmental Social Studies
Institutions organizations), Human Rights.
VI. Power, Authority, and
Governance
IX. Global Connections
X. Civic Ideals and Practices
Understandings: Essential Questions:
People construct knowledge based on their Understand the importance of identity and
experiences, values and perspectives. micro-history within culture and society.
Indigenous cultures are often connected to the Comprehend the role of the global community
environment in which they live thus conservation in ensuring the cultural survival of indigenous
efforts to preserve natural habitats are crucial to people.
the survival of such peoples.
Interpret human existence as valid regardless
The term "indigenous" can sometimes be hard to of traits, customs and beliefs.
define.
Discuss the importance of educational
There are complex relationships between opportunities for persons of indigenous
indigenous groups, the societies of the countries cultures.
in which they live and the international
community. Examine international documents like the
Convention on the Rights of the Child;
Indigenous peoples face serious difficulties such Convention No.169 on Indigenous and Tribal
as the constant threat of loss of land rights and Peoples; and the United Nations Draft
territorial invasion, cultural and legal Declaration on the Rights of Indigenous
discrimination, as well as a lack of recognition of Peoples.
their institutions and way of life.
Learn about the role of the United Nations
Permanent Forum on Indigenous Issues.
Use interpersonal communication skills to raise
awareness about indigenous issues.
Review the success of international efforts to
promote the preservation of indigenous
cultures.
Enable students to synthesize the knowledge
they have gained.
Hypothesize the steps required to balance the
impact of mainstream societies on indigenous
culture.
Students will know: Students will be able to:
Human rights vocabulary Respect others through exposure to a way of
life different from their own.
What is being done about this global problem
Advocate for the rights of indigenous peoples.
International documents and the issues they
address Realize the consequences of international
economic decisions on indigenous groups and
The names of international organizations and communities.
NGO's working to help indigenous peoples
How to get involved.
Equipment and Materials:
Television, VCR or DVD Player
Computer with access to the internet
'What's Going On? Indigenous People in Australia.' Actress Rachel Ward works with aboriginal
children and teens in Australia's urban centers and the country's vast outback.
Convention on the Rights of the Child
[Link]
C169 Indigenous and Tribal Peoples Convention, 1989
[Link]
Hand out # 1 (link to hand out)
Hand out # 2 UNFP
Activity 1:
1. Ask students to define the word "indigenous." Answers might include: authentic, native, tribal,
traditional, etc.
2. Ask students what characteristics are considered indigenous? What does an indigenous person
look and act like? Where do indigenous people live? Do they know any indigenous people?
Depending on where this lesson is being taught, answers might include: Native Americans, the
Maasai or Inuits.
3. Distribute Handout # 1 (link)
Students should read each definition and answer the questions at the bottom of the worksheet
either in a written response or small group discussion.
4. Explain that the term "indigenous" is hard define. Ask students: Do you have a clear
understanding of what an indigenous person is?
The United Nations has not adopted an official definition of "indigenous". Considering the diversity
of indigenous peoples, the UN believes it is more useful to identify rather than define indigenous
peoples. A modern understanding of the term "indigenous" is based on the following:
Self-identification of indigenous peoples at the individual level and accepted by their
community as their member.
Historical continuity with pre-colonial and/or pre-settler societies
Strong link to territories and surrounding natural resources
Distinct social, economic or political systems
Distinct language, culture and beliefs
Form non-dominant groups of society
Resolve to maintain and reproduce their ancestral environments and systems as distinctive
peoples and communities
Activity 2:
1. On the board write: "Traditional Culture" & "Mainstream Society"
Ask students to list words that come to mind when they hear these two terms. Record their
response under each word.
2. Ask students: Describe the difference between living a "traditional culture" and a "mainstream
society" lifestyle. Record answers on the board.
3. Ask students: Do you think it is difficult for indigenous people to decide whether to live a
traditional or modern lifestyle? How might it feel to be caught between two worlds? What are
some problems indigenous people face trying to live in both worlds?
4. Ask students if they know what the term 'globalization' means. List student responses on the
board.
Explain that: Globalization refers to the cross-border movements of goods, money, information,
ideas, and people, and the concomitant interdependency of people and institutions around the
world. This interconnectedness, and the changes it brings in living conditions and perspectives,
creates both opportunities and challenges.
5. Ask students: What might globalization do to a group of indigenous people? How can
indigenous cultures adapt to the modern world without losing their traditions and identity? What
can be done to ensure that indigenous people do not feel pressured to adapt to modern society?
What can be done to help indigenous people be a part of mainstream or dominant society while
preserving their cultural heritage?
Activity 3:
1. Hand out copies of the United Nations Convention on the Rights of the Child. In 1989, world
leaders decided that children under 18 years of age often need special care that adults do not.
The Convention is the first legally binding international instrument to incorporate a full range of
human rights such as civil, cultural, economic, political and social rights for children.
The Convention is an international document negotiated by Member States at the United Nations.
Every Member State of the United Nations has ratified (or adopted) the treaty except the United
States and Somalia, who have only signed it.
The Convention offers a vision of the child as an individual and as a member of a family and
community, with rights and responsibilities appropriate to his or her age and stage of
development. By recognizing children's rights in this way, the Convention firmly sets the focus on
the whole child.
Madeline Albright, the United States ambassador to the United Nations, signed the Convention in
1995. However, the United States Constitution requires that such documents receive a two-thirds
approval by the Senate to be adopted. There are some articles in the Convention that the US
Senate has yet to come to an agreement on.
Ask Students:
What is the difference between ratifying and signing a treaty?
Why do you think the United States has not adopted the Convention?
Answers can include:
a. Signing does not create a binding legal obligation but does demonstrate the State's intent to
examine the treaty domestically and consider ratifying it. Ratification signifies an agreement by
the state to be legally bound by the terms of the treaty.
b. Some US legislators feel that the provisions or certain articles of the Convention could interfere
with the role of parents in their children's lives.
The Convention is the most widely supported international treaty because nations, organizations
and individuals realize that the future of humanity is in the hands of our children.
2. Share these facts with your students:
There are 300-350 million indigenous groups worldwide.
The majority of indigenous people, around 150 million live in Asian countries.
30 million indigenous groups live in Latin America.
Indigenous peoples account for 6% of the total world population.
In Bolivia, Guatemala and Peru, indigenous peoples make up over half the population.
Indigenous peoples remain among the worlds poorest and most marginalized and are often
disproportionately victimized by the effects of armed conflict.
Indigenous people have often been impoverished, displaced or even decimated by intensive
agriculture, industrial logging and infrastructure developments.
The Amazon River Basin is home to over 300 different indigenous peoples.
Indigenous people are still struggling to preserve their lands.
Indigenous people first brought their concerns to the United Nations in 1977 during the Geneva
Conference.
Nuclear testing around the world has adversely affected indigenous people.
Nuclear weapons have been tested on indigenous lands in different countries. The Western
Shoshone Nation of the United States, the Marshall and other South Pacific Islanders, Australian
Aboriginals are but a few of those whose land has been contaminated by nuclear tests.
The Sami, an indigenous community of herd people in Norway, had their life altered by the
Chernobyl nuclear accident, which contaminated the herds and their food source.
Under Apartheid in South Africa, the Zulu people were considered second-class citizens.
The Ralco Dam in Chile displaced the Mapuche/Pehuenche peoples when it flooded their
lands.
Life expectancy is substantially lower for indigenous people.
Access to health services and health education is worse for indigenous peoples.
Suicide, alcohol and drug-related problems are more common in indigenous communities.
[Link]
[Link]
2. The Convention on the Rights of the Child says that all indigenous children shall not be denied
the right, in the community with other members of his or her group, to enjoy his or her own culture,
to profess and practice his or her own religion or to use his or her own language.
Ask students to identify and highlight which Articles of the Convention that refers to indigenous
children.
Answers are: 3, 5, 6, 8, 9, 12, 13, 14, 15, 16, 17, 18, 20, 24, 27, 28, 29, 30, 37 and 38
Ask students to rephrase the Articles 3, 5, 6, 8, 9, 12, 13, 14, 15, 16, 17, 18, 20, 24, 27, 28, 29, 30, 37
and 38 for an in class discussion.
Note to teacher: Students should keep their copies of the Convention for further use during other
"What's Going On?" lesson plans. It is recommended that you have students use the following
initials next to each article that is violated for each topic they learn about from the "What's Going
On?" series. [Child Soldiers (CS), HIV/AIDS (AIDS), Refugees (RF), Child Labor (CL), Landmines (LM),
Girl's Education (GED), Indigenous People (IP), Northern Ireland (NI), Poverty in America (PA), Street
Children (SC).
Convention No.169 on Indigenous and Tribal Peoples was adopted at the International Labour
Conference (Geneva, June 1989). The Convention applies to tribal peoples in independent
countries whose social, cultural and economic conditions distinguish them from other sections of
the national community and whose status is regulated wholly or partially by their own customs or
traditions or by special laws and regulations. The Convention allows indigenous and tribal peoples
to retain some or all of their own social, economic, cultural and political institutions
[Link]
Activity 3
1. Screen the documentary What's Going On? Indigenous People in Australia. Actress Rachel Ward
works with aboriginal children and teens in Australia's urban centers and the country's vast
outback.
2. Ask students to site the challenges Belitta, Jake and Michael face. Ask students to respond
emotionally to the experience of the young people in the film.
3. Ask students to imagine what it might be like to live as one of the characters in the film. What
would their challenges and fears be?
Activity 4
1. Ask students what are some ways that can make it easier for indigenous peoples to preserve
their culture while adapting to the modern world?
2. The United Nations and its agencies work to help protect the rights of indigenous people.
a. The United Nations Permanent Forum on Indigenous Issues is an advisory body to the Economic
and Social Council with a mandate to discuss indigenous issues related to economic and social
development, culture, the environment, education, health and human rights. The forum is the UN's
central coordinating body for matters relating to the concerns and rights of the world's indigenous
peoples. It holds a two-week session each year which takes place at the United Nations
Headquarters in New York any other place as decided by the forum.
The Forum provides expert advice and recommendations on indigenous issues to the Council, as
well as to UN agencies and programmes. It raises awareness and promotes the integration and
coordination of activities related to indigenous issues within the UN system. It also prepares and
disseminates information on indigenous issues.
[Link]
b. United Nations Development Programme (UNDP): UNDP's engagement with indigenous peoples
at the country level is extensive. Since the inauguration of the United Nations International Year of
Indigenous People in 1993, many UNDP programmes at the local, national and regional levels
have involved indigenous peoples' communities. These initiatives have focused on many issues
ranging from poverty reduction, and environmental conservation to conflict prevention and
peace-building and cultural revitalization.
c. Office of the United Nations High Commissioner for Human Rights: The International Decade of
the World's Indigenous People, was celebrated from 1995-2004, has brought with it advances such
as the establishment of the Permanent Forum on Indigenous Issues. The Human Rights Council
adopted the Declaration on the Rights of Indigenous Peoples and recommended its adoption by
the General Assembly.
[Link]
d. United Nations Environmental Programme (UNEP): UNEP is in full partnership with indigenous
people and their communities, Governments and intergovernmental organizations. UNEP aims to
strengthen the role indigenous people and their communities.
[Link]
[Link]?DocumentID=189&ArticleID=2748&l=en
e. World Bank: The World Bank aims to promote indigenous peoples' rights in a manner which
ensures that the development process fosters full respect for the dignity, human rights, and
uniqueness of indigenous peoples. [Link]
TOPICS/EXTSOCIALDEVELOPMENT/EXTINDPEOPLE
/0,,menuPK:407808~pagePK:149018~piPK:149093~
theSitePK:407802,[Link]
Activity 5:
1. Write a response to the lesson's focus questions: Why should it be a global priority to preserve
indigenous cultures and what are the major threats facing them today?
2. Have students read the personal stories of Belitta, Jake and Michael. Ask students to respond
emotionally to the experience of the young people in the film.
3. Ask students to imagine what it might be like to live as one of the characters in the film. What
would their challenges and fears be?
4. Research and report on the work of NGO's that are working to preserve indigenous cultures.
(see resources below)
5. Students should be able to form their own activist groups and contribute to the global effort to
preserve indigenous cultures. Divide students into groups of 3-5 and have them come up with the
following:
1. A group name and logo.
2. The group's mandate and mission statement.
3. Long and short term goals for the group.
4. Other organizations to collaborate with.
5. Come up with a PR campaign to inform the school and public about their organization and its
mission.
Learn More
Aboriginal and Torres Strait Islander Social Justice Commissioner
[Link]
Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)
[Link]
American Aloha Lesson Plan
[Link]
Native Web
[Link]
Native American Cultures Across the U.S.
[Link]
Centre for Indigenous Environmental Resources
[Link]
Center for World Indigenous Studies
[Link]
Get Involved
Global Village Congress, GVC
UN Cyber School Bus
[Link]
Taking IT Global
[Link]
The Indigenous Peoples Survival Foundation (IPSF) helps needy peoples regardless of origin, race,
religion, nationality, or gender.
Cultural Survival
[Link]
The Peoples of the World Foundation work with indigenous peoples to document their traditional and
modern life, sponsor their education and help them adapt to the challenges they face in a changing
world.
[Link]
Survival International: helps tribal peoples defend their lives and protect their lands.
[Link]
The Rainforest Foundation supports indigenous people and traditional populations of the world's
rainforests and works to protect their environment and fulfill their rights.
[Link]
Nawa Institute strengthens and preserves indigenous knowledge and ancestral traditions.
[Link]
Indigenous Peoples Task Force:
[Link]
Books
Indigenous Peoples in International Law, by S. James Anaya
Indigenous Peoples, Ethnic Groups, and the State (2nd Edition), by David Maybury-Lewis
Reclaiming Culture: Indigenous People and Self-Representation, by Joy Hendry
The Politics of Ethnicity: Indigenous Peoples in Latin American States, by David Maybury-Lewis
Political Theory and the Rights of Indigenous Peoples, by Duncan Ivison
The Challenge of Diversity: Indigenous peoples and reform of the State in Latin America, by Willem
Assies
First Peoples: Indigenous Cultures and Their Futures, by Jeffrey Sissons
Conservation Through Cultural Survival: Indigenous Peoples And Protected Areas, by Stanley Stevens
Simply Living: The Spirit of the Indigenous People, by Shirley A. Jones
A Global History of Indigenous Peoples: Struggle and Survival, by Ken S. Coates
The Indigenous People of the Caribbean, by Samuel M. Wilson
Indigenous Peoples and Poverty: An International Perspective, by Robyn Eversole
Radio
Bigger Political Voice for Bolivia's Indigenous People
[Link]
The State of Indigenous People, Part I: American Indians
[Link]
The State of Indigenous People, Part II: A World Power
[Link]
Zapatistas in Mexico City
[Link]
Hawaiians Seek Same Rights as American Indians
[Link]
Multiculturalism in Bolivia
[Link]
Tourism a Blessing and Curse for Uros Indians
[Link]
Aboriginal Activist
[Link]
Native American Land Claims
[Link]
Violence Pervasive in Australia's Aboriginal Community
[Link]
Aboriginal Rights
[Link]
Aborigenese Protests
[Link]
Native American Culture
[Link]
Articles
Poverty Still the Indigenous Norm
[Link]
Ecuador, Indigenous Protesters Reach Agreement
[Link]
[Link]/[Link]
Protests Planned for Brazil's 500th Anniversary
[Link]
[Link]
Indigenous People 'Worst-off World Over'
[Link]
World 'Failing Indigenous Peoples'
[Link]
Sri Lanka's Indigenous People Want to go Back to Jungles
[Link]
Indigenous Canadians get Apology
[Link]
Park Preserves Amazonian Frontier
[Link]
Films
Rabbit-Proof Fence (2002) directed by Phillip Noyce
[Link]
Tong Tana: Journey into Rainforest (1980) directed by Jan Roed, Eric Pauser, Bjorn Cederberg
[Link]
Two Worlds Colliding (2004) directed by Tasha Hubbard
[Link]
The Rules of the Game (2004)
[Link]
The Last of the Hiding Tribes (Series): Return from Extinction
[Link]
_return_from_extinction.php
The First People - The Last Word (TV)
[Link]
