United Nations Declaration for the Rights of Indigenous Peoples (UNDRIP)
Using your notes and the “Know Your Rights” document, answer the following questions.
- What is the UNDRIP document? (3 marks)
UNDRIP is a declaration containing an agreement among governments on how indigenous peoples should be treated.
- Why was the UNDRIP document created? (3 marks)
UNDRIP was created to make countries respect the human rights of the first nations people. It is also an important guide for the proper implementation of other human rights agreements or conventions affecting indigenous peoples.
- Who was the last country to sign the UNDRIP document? What was their reasoning behind this? (3 marks)
Canada was the last country to sign the UNDRIP document.
- Go through the “Know Your Rights” document, choose 3 articles that you are interested in, then summarize each article, why are these three articles the most important to you? Why are they important to Indigenous communities in Canada? Find current events that are directly linked to the three articles you chose (current as in events from the last 2 years!) Are the needs of your articles you chose being met? Site your sources! (15 marks)
Essay Response:
Write an essay outlining the demand for Indigenous rights to self-determination, self-government, and access to basic human rights. You can use evidence found from the internet, videos we’ve watched (First Contact, People of Attawapiskat, etc.) as well as events from international human rights movements (UNDRIP, Idle No More, Treaty rights, etc.)
Be sure that your essay has a clear thesis and at least three paragraphs supporting your thesis. Each of these supporting paragraphs must have your ideas clearly stated and evidence to back your ideas up. Refer to the rubric for this assignment for how you will be assessed. (24 marks)
Essay Rubric
Student: __________________________ Date: ___________________
| Criteria | Level 4 | Level 3 | Level 2 | Level 1 |
| Statement about what the essay will prove (Thesis statement) | provides a clear statement that is clearly connected to topic | provides generally effective statement that is mostly connected to topic | provides a workable statement that is somewhat connected to topic | provides an ineffective statement that has little or no connection to topic |
| Exploration of Issue | discusses the importance and complex nature of the issue showing a thorough understanding of the key ideas in own words | adequately discusses the importance and complex nature of the issue showing a good understanding of the key ideas | discusses the importance and complex nature of the issue showing a superficial understanding of the key ideas | discussion of the important and complex nature of the issue is poorly developed showing little or no understanding |
| Defence of Position | develops persuasive arguments and strongly connects them to the main position | develops meaningful and thoughtful ideas that are regularly connected to main position | develops some appropriate arguments that are adequately connected to main position | develops superficial arguments with minimal or no connection to main position |
| Quality of Examples | selects excellent examples demonstrating sophisticated knowledge of material | selects purposeful and specific examples demonstrating a solid understanding of material | selects appropriate and straightforward examples demonstrating generalized understanding of material | selects irrelevant or overgeneralized examples demonstrating minimal understanding of material |
| Organization of Ideas | organizes ideas purposefully | organizes ideas clearly and logically | organizes ideas simplistically but with general coherence | organizes ideas ineffectively |
| Quality of Language | communicates effectively using language conventions (spelling, grammar, usage) | communicates clearly using language conventions (spelling, grammar, usage) | communicates adequately using language conventions (spelling, grammar, usage) | communicates unclearly due to significant errors in language conventions (spelling, grammar, usage) |
Student Assessment: /24 Teacher Assessment: /24
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