The involvement of Indigenous Perspectives is also an integral part of this interdisciplinary unit. Since our students are in essence, planning to colonize a new planet, this unit strives to frame interactions with possible Indigenous groups on the planets students choose as meeting your neighbours. In this way, the context is much more positive, focusing on global (regardless of the planet) citizenship and requires the students to evaluate “the impact of decisions or actions on the dignity and well-being of individuals or communities” (Alberta Education, 2016, p. 8) when considering who might be on the planet before them. In the Society Designassignment, this is achieved through incorporating Indigenous ways of knowing and decision making into the design of charters of rights and responsibilities for each learning group. Students must choose which form of government they are going to have for their new settlement, an option of which is consensus decision making, an Indigenous method of decision making (Historica, n.d., para. 6). Students must also incorporate rights and responsibilities for their citizens that involve how they will interact with their new neighbours in positive and collaborative ways. In the final Settlement Proposal Design, students will have to incorporate a section that identifies specifically how the learning group’s new settlement plans to make overtures to their new neighbours. It is important for students to include these perspectives because "all First Nations lived in organized societies with their own governments, religions and social and economic institutions" (Indian and Northern Affairs Canada, 2006, p. 2) prior to colonization. Hence, for students to properly understand the development of democracy in Canada, they must also understand the contributions and value of Indigenous ways of knowing and how those methods are still valuable today.