Grade by Grade
E. The World since 1900 · The World since 1900

Indigenous Peoples Worldwide: Survival, Resistance and Resurgence

E3 E3.2 E2 E1 A1.2 A1.3About 75 minutes
Learning goals
  • I can compare assimilation policies aimed at Indigenous peoples in several countries.
  • I can describe how Indigenous peoples organized nationally and internationally.
  • I can explain UNDRIP and other milestones in Indigenous rights.
  • I can assess sources, including survivor testimony, about residential schools.

Words to know

Indigenous peoples
The first peoples of a land, with distinct languages, cultures and relationships to their territories.
assimilation
Absorbing a group into the dominant culture so it stops being distinct.
residential school
A government-funded, mostly church-run boarding school for Indigenous children in Canada.
self-determination
A people's right to decide its own political status and development.
terra nullius
Latin for "land belonging to no one"; a false legal claim used to justify colonization.
revitalization
Bringing a language or practice back into everyday use.
survivance
Gerald Vizenor's term combining survival and resistance.

Survivance

Indigenous peoples are the first peoples of their lands: First Nations, Inuit and Métis in Canada; the Sámi of northern Europe; the Māori of Aotearoa New Zealand; Aboriginal and Torres Strait Islander peoples in Australia; the Maya, Quechua, Aymara and hundreds of other nations of Latin America; Indigenous peoples of Africa and Asia; and many more. Today there are about 476 million Indigenous people in more than 90 countries, according to the United Nations.

In the twentieth century, many states tried to make Indigenous peoples disappear as distinct peoples, through land seizures, bans on languages and ceremonies, and the removal of children. Indigenous peoples resisted and organized, and in the late twentieth and twenty-first centuries they won important recognition of their rights. The Anishinaabe writer Gerald Vizenor uses the word survivance, combining survival and resistance, for this active presence.

Before you start

This lesson discusses residential and boarding schools, which caused deep harm, including the deaths of many children. There is no humour block in this lesson. If you or your family are affected, support is available: in Canada, the Indian Residential Schools Crisis Line (1-866-925-4419) offers support 24 hours a day, and the Hope for Wellness Help Line (1-855-242-3310) offers counselling by phone and online chat to all Indigenous people.

Assimilation policies

Governments in several settler states used similar policies, aimed especially at children:

  • Canada: the federal government funded residential schools, mostly run by churches, from the 1880s; the last closed in 1996. More than 150 000 First Nations, Inuit and Métis children attended. Children were punished for speaking their languages, and many suffered abuse, hunger and disease; thousands died. In Grade 10 (CHC2D) you studied the schools, the Sixties Scoop and the 1969 White Paper.
  • The United States: federal boarding schools (Carlisle, founded 1879, was the model) aimed, in its founder's words, to "kill the Indian" in the child. A U.S. government investigation (2022–2024) identified more than 400 federal schools and documented the deaths of many children.
  • Australia: governments removed many thousands of Aboriginal and Torres Strait Islander children from their families from the early 1900s to the 1970s. A 1997 inquiry report, Bringing Them Home, named them the Stolen Generations.
  • Norway, Sweden and Finland: Sámi children were sent to boarding schools where their language was suppressed. Norway's Truth and Reconciliation Commission reported in 2023 on the harms of its "Norwegianization" policy.

Canada's Truth and Reconciliation Commission (2015) called the residential school system cultural genocide and issued 94 Calls to Action. In 2022 Pope Francis apologized in Maskwacis, Alberta, for the role of members of the Catholic Church, and the House of Commons unanimously passed a motion recognizing the residential schools as genocide.

Similar policies of assimilation in four regionsCanadaResidential schools,from the 1880sto 1996; morethan 150 000First Nations, Inuitand Métis childrenUnited StatesFederal boardingschools from 1879(Carlisle) intothe 1960s andlaterAustraliaThe "StolenGenerations":Aboriginal andTorres Strait Islanderchildren removedfrom familiesNordic countriesBoarding schoolsand language bansfor Sámi andKven children(e.g. Norway's"Norwegianization")Each policy aimed to separate children from their families, languages and cultures.
Similar policies appeared in different countries at the same time. A historian asks why: they shared ideas about "civilizing" Indigenous peoples and a desire for Indigenous lands.

Organizing across borders

From the 1960s, Indigenous peoples organized locally, nationally and internationally:

  • In Canada, First Nations organizations defeated the 1969 White Paper. In the U.S., the American Indian Movement (1968) demanded treaty rights.
  • In 1975, the World Council of Indigenous Peoples was founded at a conference hosted on Nuu-chah-nulth territory at Port Alberni, British Columbia, inspired by the Secwépemc leader George Manuel. The Inuit Circumpolar Council (1977) unites Inuit of Canada, Alaska, Greenland and Chukotka.
  • At the UN, Indigenous delegates worked for decades on a declaration. The International Labour Organization's Convention 169 (1989) recognized Indigenous peoples' rights to land and to be consulted.
  • The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) was adopted on September 13, 2007: 144 countries voted in favour; Canada, Australia, New Zealand and the U.S. voted against but later endorsed it. Article 3 states: "Indigenous peoples have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development." Canada passed a law to implement UNDRIP in June 2021.

Land, self-government and resurgence

  • Canada: Nunavut, an Inuit-majority territory, was created on April 1, 1999, from a land claim agreement. Modern treaties and court decisions (such as Tsilhqot'in, 2014, which recognized Aboriginal title to land) expanded rights.
  • Greenland (Kalaallit Nunaat), where most people are Inuit, won home rule from Denmark in 1979 and expanded self-government in 2009.
  • Australia: in the Mabo decision (1992), the High Court rejected the idea of terra nullius ("land belonging to no one") and recognized native title. Prime Minister Kevin Rudd apologized to the Stolen Generations on February 13, 2008. In 2023, voters rejected a proposal for an Indigenous "Voice to Parliament" in a referendum.
  • Aotearoa New Zealand: the Waitangi Tribunal (1975) hears Māori claims under the 1840 Treaty of Waitangi; Māori (te reo Māori) became an official language in 1987.
  • Latin America: Brazil's 1988 constitution recognized Indigenous land rights; Bolivia elected Evo Morales (Aymara) in 2005 and adopted a plurinational constitution in 2009; Guatemala's Rigoberta Menchú won the Nobel Peace Prize.
  • Nordic countries: Sámi parliaments were set up in Finland (1973 as a delegation), Norway (1989) and Sweden (1993).
  • Languages and cultures: communities are revitalizing languages through immersion schools, such as Māori kōhanga reo ("language nests", from 1982), which inspired programs elsewhere, including in Canada. The UN declared 2022–2032 the International Decade of Indigenous Languages.
  • Movements: Idle No More (founded in 2012 by four women in Saskatchewan) and protests to protect land and water, such as at Standing Rock (2016), connected Indigenous rights to environmental issues.
Indigenous peoples' rights: global milestones (not to scale)1975World Council ofIndigenous Peoples1989ILO Convention1691992Mabo decision(Australia)1999Nunavutcreated2007UN Declaration(UNDRIP)2008Apologies: Canada,Australia2015TRC Callsto Action2021UNDRIP Act(Canada)
Most of these milestones came after 1975. Notice how national victories and international law reinforced each other.
Worked example

Modelled example: Weighing perspectives in sources (A1.2, A1.3)

You are investigating How did Canadians learn about residential schools? You have: (1) a 1920s government annual report praising school progress; (2) a survivor's testimony recorded by the TRC; (3) a 2015 TRC summary report; (4) a 2021 news report on searches for unmarked graves. Model how to use them.

  1. Source 1 (government report): official, created at the time, meant to justify policy to Parliament. It shows the government's goals and language of assimilation; it is unreliable about children's experiences because it leaves them out.
  2. Source 2 (survivor testimony): first-hand, recorded decades later. Memory can shift, but thousands of testimonies tell consistent stories, which strongly corroborates them. It shows experiences that official records hid.
  3. Source 3 (TRC report): a secondary source based on records and about 6500 survivor statements; authoritative and comprehensive.
  4. Source 4 (2021 news): a primary source for how Canadians reacted in 2021, when announcements by First Nations about potential unmarked graves led to national grief and attention.
  5. Organize: together the sources show that survivors had spoken for decades, but wider public awareness grew slowly, especially after the TRC and 2021.

Using all four sources shows whose voices were recorded and whose were ignored. Survivor testimony, long dismissed, is central evidence, and corroboration across thousands of accounts makes it strong.

Hands-on activity

Learn whose land you live on

You need: a device with internet access and a notebook.

  1. Find out which Indigenous nation or nations have traditional territory where you live. Start with your municipality's or school board's land acknowledgement, then go to the nation's own website (for example, a First Nation's official site) to learn how it describes itself. Interactive maps can help but may not be exact.
  2. Write down: the nation's name in its own language, its language, and one treaty or agreement that applies to your area (or note that the land is unceded).
  3. Find one example of revitalization or self-government by that nation today: a language program, an economic development project, a land claim, or a cultural event.
  4. Write a short paragraph: How does this nation's story connect to the global themes in this lesson?

What to look for: names spelled as the nation spells them, information from the nation's own sources, present-tense language about a living community, and a clear link to a global theme.

Your turn

1

What is assimilation, and how did residential schools try to achieve it?

2

Name two other countries that removed Indigenous children to schools or institutions.

3

What did Canada's TRC conclude in 2015?

4

When was UNDRIP adopted, and how did Canada first vote?

5

What was the significance of the Mabo decision?

6

When was Nunavut created?

More practice: warm-up

1

Which year did the last federally funded residential school in Canada close?

2

What does UNDRIP stand for?

3

Who are the Sámi?

4

What does the Waitangi Tribunal do?

5

When did Australia's prime minister apologize to the Stolen Generations?

More practice: on your own

1

Why did several settler states adopt similar assimilation policies?

2

Explain why international organizing mattered for Indigenous rights.

3

Why is language revitalization central to Indigenous resurgence?

4

Describe one example of Indigenous self-government outside Canada.

5

Why did Canada's 2021 law on UNDRIP matter?

Challenge

1

Using continuity and change, assess the position of Indigenous peoples worldwide in 2026 compared with 1950.

2

Why did the TRC use the term "cultural genocide", and why did some people later argue for the term "genocide" without qualification?

3

Compare Indigenous resurgence in two countries, using at least two kinds of evidence (legal, political, cultural).

Check your understanding

Quiz

1.

What did the 1992 Mabo decision in Australia reject?

2.

How did Canada vote when UNDRIP was adopted in 2007?

3.

What did Canada's Truth and Reconciliation Commission issue in 2015?

4.

Which organization was founded at Port Alberni, British Columbia, in 1975?

5.

What were the Stolen Generations?

6.

What does Article 3 of UNDRIP recognize?

For parents and teachers

Big idea: E3: the rights, identity and heritage of Indigenous peoples around the world since 1900, including assimilation policies, Indigenous organizing (E3.2) and resurgence, and their relations with states (E2, E1). Skills: selecting and assessing sources, including survivor testimony (A1.2, A1.3).

How to help: Learn together about the nation or nations whose territory you live on, from their own sources. Treat Indigenous peoples as living, present-day nations, not only as part of the past.

Sensitive content: The lesson deals with residential and boarding schools, including the deaths of children. There is no humour block. Support lines are listed in the lesson: the Indian Residential Schools Crisis Line (1-866-925-4419) and the Hope for Wellness Help Line (1-855-242-3310). If your family is directly affected, let your teen decide how far to go.

Common difficulties:

  • Seeing Indigenous history only as victimization; emphasize resistance, organizing and resurgence.
  • Using the past tense for living peoples.
  • Treating all Indigenous peoples as one group; encourage naming specific nations.

Time-sensitive facts (checked October 2026): the UN estimate of about 476 million Indigenous people; Canada's UNDRIP Act (2021); Australia's 2023 referendum.