Electricity

Electricity is a fundamental form of energy that is observable in positive and negatives forms. It can occur naturally (i.e., the sunlight) or it is produced (i.e., by a generator).

Access to electricity

Electricity is an important part of everyday life.

Access to electricity refers to the amount of people within a given region that have reliable and stable electricity available to them on a regular basis.

In 2016, Indigenous and Northern Affairs Canada reported that of the 300 communities in Canada not connected to the power grid, 175 were Indigenous. In Ontario specifically, it was reported that 25 communities were not connected to Ontario’s power grid.

When people do not have electricity from a grid, sometimes they buy power generators that burn fossil fuels to produce electricity. Some without generators burn wood, peat, or other materials to meet their basic needs for heat, clean water, and cooking.

Communities that are not connected to the grid may rely on diesel generators for the production of electricity. These communities are often challenged by blackouts, brown outs, load restrictions, load limiters, and planned outages.

Make a prediction!

How might one’s community be affected by these challenges? Why do you think Indigenous communities are impacted more than other communities?

Record your prediction and thoughts in a notebook or another method of your choice.

If possible, share your thoughts with a partner.

Ontario connection

This learning activity highlights people, places, or innovations that relate directly to the province of Ontario. Enjoy the exploration!

Lack of access

Communities that don’t have access to electricity face many challenges compared to communities that have electricity readily available to them.

Check out the following impacts due to the lack of electricity:

• Without electricity, there are fewer options for cooking and producing food.
• Cooking and heating methods are unreliable or unsafe.
• Burning chemicals or other materials to produce electricity in an alternative way causes pollution, which leads to health concerns and climate change.
• There’s no adequate source of light to continue work or activities after the sun sets.
• Children may miss out on school, because they are required to collect materials to fuel cooking or heating sources for their family.

Impacts on Indigenous communities

A lack of reliable electricity has had a significant impact on many Indigenous communities across Canada. Some of the major impacts are on health, education, the local environment, and jobs.

Access this video entitled “Indigenous Power Struggle” to learn more about the impact of unreliable electricity for Indigenous communities.

This video features several Indigenous perspectives on the effects of lack of access to reliable electricity on Indigenous communities in Canada. As you explore the video, notice how Indigenous communities are impacted by a lack of reliable electricity.

Complete the “Access to Electricity Activity” in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.

The challenges

First Nation communities are impacted by laws under the Indian Act.

The Indian Act creates a unique set of challenges for First Nation communities, as it prevents communities from owning their land (the reserve system) and governing their land in the ways that they, as a community, see fit.

Without land title or ownership, it is exceedingly difficult to secure loans for development and initiatives that would benefit the community. The Indian Act also means that funding and community infrastructure (education, roads, water, etc.) are federal responsibilities.

As a result, First Nation communities lack the same access and funding as neighbouring non-Indigenous communities, due to the restrictions within the Indian Act, and at times, an unwillingness of federal governments to provide adequate funding. This leads to systemic inequality and injustice for these communities.

Coupled with these issues are the ongoing effects of colonization on First Nations, Métis, and Inuit communities, which creates additional and unmet social needs, like housing, infrastructure, education and training, as well as health and wellness support within these communities.

Inspiring initiatives

Despite the challenges Indigenous communities face, many communities are actively seeking renewable energy solutions and are leaders in this area across Canada. The development of renewable off-grid energy sources could be the future for many Indigenous communities as they aid in the fight against climate change given that they fit especially well into Indigenous worldviews.

Renewable energy

Renewable energy is energy that is created from natural resources, such as wind, water, or sun, that are replenished at an equal or faster rate than which it is being consumed.

The Great Bear rainforest

One example of an Indigenous initiative is The Great Bear Rainforest in Canada.

Access this video entitled “A Clean Energy Future” to learn more about renewable energy solutions being proposed by the Kitasoo, a First Nation community situated in Klemtu, on the east side of Swindle Island on British Columbia’s central coast.

Press the following tabs to explore more inspiring initiatives and sustainable energy projects in Ontario.

Learning check!

Reflect on the three inspiring initiatives from Indigenous communities that we previously explored. What are the three clean and sustainable energy methods that they are using to provide electricity for their community?

For each initiative, select the corresponding sustainable energy method.

Press ‘Let’s Check!’ to access the correct answers.

Let’s Check!

Energy leapfrogging

Energy leapfrogging is when a developing country will “skip over” a less efficient or traditional technology during the course of their development and go directly to the latest technology or explore an alternative emerging technology with new benefits.

One frequent example of leapfrogging is the use of cellular phones. Many developing countries have “skipped over” installing hard-wired telephone landlines and moved directly to offering their populations cellular technology instead. This is often because there are enough resources to build cell towers, but not to build traditional phone lines that are hard-wired to individual homes, businesses, and buildings throughout the country.

The end goal of leapfrogging is that developing countries will consume less energy in this process, and implement renewable energy sources at a faster rate. For many developing countries, making big improvements in access to electricity is linked directly to improvements in education, economic development, and health of its people.

Press the following tabs to explore more examples of energy leapfrogging.

Review your learning

Let’s respond to the following questions:

• What are some of the impacts of having inconsistent, unreliable, or no access to electricity?
• How are Indigenous communities impacted by a lack of reliable electricity?
• What are some of renewable energy options? List as many as you can think of, and then choose one to explain in detail.

Record your responses in a notebook or another method of your choice.

When you’re ready, press ‘Let’s Check!’ to access possible responses.

Let’s Check!

Advocating for change

Using the information we explored, and your notes from this learning activity, create a letter to the Canadian Government advocating the need for accessible, clean, and renewable electricity for off-grid First Nations, Métis, and Inuit communities.

What arguments could you form to persuade the Canadian government to properly support, fund, and invest in with Indigenous projects? What examples will you use to support your argument?

Complete the “Advocating for Change Letter Activity” in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.

You may also use the following checklist to guide you through this activity.

When you have completed the first draft of your letter, if possible, share it with a partner or your teacher. You may also ask them to provide you with feedback for improvement.

When you’re ready, create your final copy.

Reflection

As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.

Now, record your ideas using a voice recorder, speech-to-text, or writing tool.

Press ‘Discover More’ to extend your skills.

Discover More