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Course Overview

Native Studies, Grade 10, Open

Description/Rationale

This course examines the evolving relationship between Aboriginal peoples and non-Aboriginal peoples in Canada during the 20th century. Students will examine the historical and contemporary issues that impact upon this relationship and which have influenced the interaction between Aboriginal peoples and successive Canadian governments. The methods of historic inquiry, a process of asking relevant questions to guide research, and locating and assembling data for the purpose of constructing interpretations, and drawing conclusions, are an important focus in this course. Indeed, these skills allow students to investigate the varied notions of nationhood held by Aboriginal peoples and non-Aboriginal peoples in Canada during this period in history.

Course profiles are sample courses of study that represent only one of the many possible ways in which teachers can organize learning activities, teaching strategies, assessment and evaluation techniques, so as to implement the new Grade 10 Secondary School Curriculum.

This profile has been designed as a six-unit course of study which addresses the learning expectations stated in The Ontario Curriculum, Grades 9 and 10, Native Studies, 1999 – Aboriginal Peoples in Canada (for the course NAC2O). Unit 1 explores the differing ideas and conceptions of nationhood held by Aboriginal peoples and Canadians at the turn of the last century. The next four units examine the changing circumstances, challenges, and aspirations of Aboriginal peoples as they pursue self-determination within the Canadian state after the year 1900. Students revisit the discussion of nationhood, initially raised in Unit 1, as part of the sixth unit of study which examines the emergence of Nunavut within the Canadian federation in 1999.

Unit Titles (Time + Sequence)

Unit 1	Views of Nationhood, 1900	15 hours
Unit 2	Challenges to Aboriginal Self-Determination, 1900-1950	30 hours
Unit 3	Continuity and Change in Aboriginal Canada, 1950-1969	15 hours
Unit 4	Renewed Dialogue between Aboriginal Nations and Canada, 1969-1985	15 hours
Unit 5	Aspirations of Aboriginal Nations, 1985-1999	20 hours
Unit 6	Views of Nationhood: Nunavut, 1999	15 hours

Unit Organization

Unit 1: Views of Nationhood, 1900

Time: 15 hours

In 1900, Aboriginal peoples and Canadians had different concepts of what constituted a nation. In this unit, students will examine these differing perspectives in order to understand fundamental beliefs which underpin nationhood. Self-directed study, small-group collaboration, and participation in class discussions will enable students to do the following: examine the characteristics of nationhood, identify aspects of Aboriginal identity and focus on key events and issues that have influenced the development of Aboriginal Nations and the Canadian nation by 1900. Students will continue to expand their skills of historical inquiry through the learning activities in this unit.

Unit 2: Challenges to Aboriginal Self-Determination, 1900-1950

Time: 30 hours

The years 1900-1950 presented numerous challenges to the social, political, economic, and cultural well-being of Aboriginal peoples in Canada. Against a backdrop of two World Wars, a global depression and the Canadian government’s bid to consolidate its national boundaries, Aboriginal Nations within Canada also had to contend with the Canadian government’s renewed assimilation efforts. Students will examine these events and will investigate how Aboriginal peoples responded to these events within their communities.

Through learning activities which allow students to develop their skills of historical inquiry, students will discuss how Aboriginal peoples have adapted to change, explain how government policies affected Aboriginal identity in the 20th century, and, overall, demonstrate an understanding of the experiences of Aboriginal peoples in 20th century Canadian history.

Unit 3: Continuity and Change in Aboriginal Canada, 1950-1969

Time: 15 hours

In this unit students investigate how a global focus on human rights and individual rights during the post-war period led to a review of Canadian Indian policy, the rise of Aboriginal political organizations, and changes to legislation which guarantee the rights of Aboriginal peoples in Canada. Students will apply the skills from preceding units to construct their own interpretations about key events, such as the geographic relocation of some Aboriginal communities during this era, or the emerging trend of a growing urban-based Aboriginal population. Learning activities will allow students to identify historic events affecting the self-determination of Aboriginal people, explain how Canadian government policies have affected Aboriginal identity and identify the factors responsible for the development of relationships between Aboriginal peoples and other groups and organizations.

Unit 4: Renewed Dialogue between Aboriginal Nations and Canada, 1969-1985

Time: 15 hours

In this unit students examine how Canadian government policies provoked debate and discussion over Aboriginal peoples’ views of their status within the Canadian federation. From the statement of the government of Canada on Indian policy in 1969 (commonly called the White Paper), to amendments to the Indian Act in 1985, this unit follows the dialogue between Aboriginal Nations and Canada surrounding issues involving natural resources, local control of education, and inclusion in the Constitution Act of 1982. Consequently, students will describe the challenges that social, economic, and political renewal pose for Aboriginal communities. They will explain how sovereign governments make laws, exercise jurisdiction, and demonstrate an understanding of the relationship between Aboriginal people and the Crown. Students will continue to consolidate skills of historical inquiry through the learning activities in this unit.

Unit 5: Aspirations of Aboriginal Nations, 1985-1999

Time: 20 hours

In this unit students focus on the issues and events whereby Aboriginal peoples in Canada sought to address concerns relating to equality, justice, and sovereignty during the last 15 years of the 20th century. Students will identify historic and contemporary events affecting the self-determination of Aboriginal peoples, describe the basic values underlying Aboriginal and Canadian political and legal systems, and demonstrate an understanding of the experiences of Aboriginal peoples in 20th century Canadian history. Events such as the passing of Bill C-31, the Oka crisis, the release of the Final Report of the Royal Commission on Aboriginal Peoples, and the signing of the treaty between the Nisga’a Tribal Council and the government of Canada, provide opportunities for students to research the types of consultation, negotiation, and litigation advanced by Aboriginal peoples during this period.

Unit 6: Views of Nationhood: Nunavut, 1999

Time: 15 hours

Students will be asked in this final unit to apply their skills of historical inquiry and conceptual understanding to the task of evaluating the nature and future of Aboriginal Nations. Using Nunavut as a case study, students will describe the following: challenges that social, economic, and political renewal pose for Aboriginal communities throughout Canada; the characteristics of nationhood, and the basic values that underlie Aboriginal and Canadian political and legal systems.

Course Notes

The proposed approach is one that reflects holistic thought, where perspectives of nationhood are examined at the turn of the 20th century and again at the turn of the 21st century within Canada. Against the backdrop of the developing Canadian nation, this course examines the experiences of established Aboriginal Nations within this new geo-political context.

The prior knowledge suggested for this course is found in The Ontario Curriculum, Grades 1-8: Social Studies, History & Geography; Grades 9-10: Canadian and World Studies; and Grades 9-10: Native Studies. Specifically the history of Aboriginal peoples within Canada is delivered through the Grade 6 Social Studies Curriculum, Grades 7 and 8 History Curriculum, and the Grade 9 Native Studies course, Expressing Aboriginal Cultures. Knowledge about the regional distribution of Aboriginal peoples in Canada is delivered through the Grade 9 Geography Curriculum. In addition, students have examined topics in Post-Confederation Canadian history through the curriculum offered in Grade 8 History.

Teachers should seek out and extend invitations to members of the local Aboriginal community who may wish to share their experiences and to contribute their insight into historical topics being discussed. This practice fosters student use of primary historical data and also ensures that a variety of Aboriginal perspectives are made available to students. The latter may also be achieved through the use of materials that are written, spoken or produced by Aboriginal peoples.

The teacher is encouraged to adapt the content and instructional techniques suggested in this profile to better reflect and serve the local context (e.g., highlight the past and present activities of a local Aboriginal community or group).

Teaching and Learning Strategies

Several different approaches to teaching and learning can be utilized which are appropriate to Native Studies. Foremost among the principles of Aboriginal education is the belief that learning with the heart is as important as learning with the mind. Holistic and transformative learning and teaching, for instance, are also consistent with the principles of multiple intelligences as advanced by Dr. Howard Gardner. In both cases, teachers access knowledge through a variety of entry points. Planning for instruction must, therefore, consider a range and balance of teaching strategies including direct instruction, co-operative learning, and self-guided learning.

Within Aboriginal culture, human beings represent a fusion of the spiritual, emotional, physical and intellectual. Teaching and learning strategies should seek to reflect this Aboriginal principle of balance and harmony. Students should be given the opportunity to experience course content through the use of oral sources (guest speakers, audiotape); video and textual material (journal articles, printed text, primary sources, secondary sources); comprehension and critical evaluation through reading and viewing the aforementioned sources; field trips to sites of historical significance; as well as co-operative research, presentations, dramatizations and simulations, debates, concept-mapping, and webbing.

In addition, teaching and learning strategies will need to be rooted to the practices unique to a specific subject discipline. For example, the discipline of Natives Studies places an emphasis on oracy, which is a key characteristic of Aboriginal cultures and is an essential means for acquiring knowledge about Aboriginal history. As well, an emphasis on the methods of historical inquiry within this course means that teaching and learning strategies must be linked to activities such as data analysis, locating and evaluating sources of information, and creating interpretative accounts based on a body of evidence.

Assessment and Evaluation

The purpose of assessment is to improve student learning. In order to effectively gauge student achievement, teachers must employ a variety of assessment methods including paper and pencil assessments (e.g., multiple choice tests or short answer tests involving a constructed response), performance based assessments (e.g., essays, models or filming a videotape documentary), and personal communication-based assessments (e.g., oral presentations, student conferencing). Clarification of student achievement can be accomplished through the use of rubrics, checklists, and rating scales. The Ministry of Education’s Policy on assessment and evaluation requires that 70% of a student’s final mark is based on term work and 30% on a final evaluation which may take a variety of forms (e.g., written examination, performance, or the creation of a product).

At the end of the course, students must be given a formal opportunity to assess and evaluate the effectiveness of the course in meeting their needs as learners. These insights, combined with the teacher’s own observations and feedback from members of the community who had contributed to specific learning activities, should provide the teacher with adequate information for judging the overall success and effectiveness of the course.

Accommodations

This course requires that students complete a significant amount of content reading. It is important that modifications which can facilitate text comprehension be emphasized. Guided notes or unit outlines assist students who may have difficulties organizing text-based information. This strategy can also be used to outline the main points of a teacher-directed discussion or lecture. Co-operative learning practices can be modified to facilitate the academic and social integration of students. Direct instruction of comprehensive techniques, especially appropriate to content area reading (e.g., skimming, scanning, and studying) can greatly assist secondary students with learning disabilities in reading. Students who have text-based or auditory processing deficits can be provided with visual-spatial representations (e.g., concept-mapping) of events or concepts. For gifted students, independent study is a recommended accommodation, as it permits a more in-depth and comprehensive study of course content.

Resources

The resources cited below provide support for teaching and learning this course. Teachers are advised to review the contents of these recommended resources before introducing them into the classroom. This is especially important for electronic resources since the subject matter may have been altered or revised in the time period following the publication of this profile. As well, teachers should review with their students the terms and conditions of student access to the Internet and what constitutes appropriate use of this technology within the classroom.

Student/Classroom Resources

Abbott, Elizabeth, ed. Chronicle of Canada. Montreal: Chronicle Publishing, 1990.

Anderson, D.R. and A.M. Anderson. The Metis People of Canada: A History. Toronto: Gage Publishing Ltd., 1978.

The Canadian Encyclopedia. Edmonton: Hurtig Publishing Ltd., 1998.

Comeau, P. and A. Santin. The First Canadians: A Profile of Canada’s Native People Today. Toronto: James Loriment Co., 1995.

CRB Foundation. We Are Canadians: Snapshot 2 - First Peoples. Toronto: Prentice Hall Canada Inc., 1995.

“Native People.” Canada and the World, vol. 56, no. 6, February 1991, pp. 14-31.

“Nunavut.” Canada and the World – Background. March 1999.

Price, R.T. Legacy: Indian Treaty Relationships. Edmonton: Plains Publishing Inc., 1991.

Reed, K. Aboriginal peoples: Building for the Future. Don Mills: Oxford University Press, 1999.

Web Sites

Indian Claims Commission
www.indianclaims.ca

Aboriginal Soldiers
www.vac-acc.gc.ca

Treaties
www.//ellesmere.ccm.emr.ca/english/html/indian.html; www. treaty8.com

Report of the Royal Commission on Aboriginal peoples
www.indigenous.bc.ca

Additional Resources

Abel, K. Glimpses of Dene History. Montreal: McGill-Queen’s University Press, 1993.

Abel, K. and J. Friesen, eds. Aboriginal Resource Use in Canada. Winnipeg: University of Manitoba Press, 1991.

Ahenakew, F., B. Gardipy, and B. Laford. Native Voices. Toronto: McGraw-Hill Ryerson, 1993.

Ahenakew, F., B. Gardipy, and B. Laford. Voices of the First Nations: The Senior Issues Collection. Toronto: McGraw-Hill Ryerson, 1995.

Alfred, T. Peace, Power, Righteousness: An Indigenous Manifesto. Don Mills: Oxford Press, 1999.

Battiste, M. Enabling the Autumn Seed: Towards a De-colonized Approach of Aboriginal Knowledge, Language and Education. Canadian Journal of Native Education 22(1); 16-27.

Boldt, M. Surviving as Indians: The Challenge of Self-Government. Toronto: University of Toronto Press, 1993.

Bray, M. and A. Thompson, eds. Temagami: A Debate on Wilderness. Toronto: Dundurn Press, 1990.

Brown J. and J. Peterson, eds. The New Peoples: Being and Becoming Metis in North America. Winnipeg: University of Manitoba Press, 1985.

Dickason, O.P. Canada’s First Nations: A History of Founding Peoples from Earliest Times. Toronto: McClelland and Stewart.

Doxtator, D. Fluff and Feathers. Brantford: Woodland Cultural Centre, 1992.

Engelstad, D. and J. Bird, eds. Nation to Nation: Aboriginal Sovereignty and the Future of Canada. Concord: Anansi, 1992.

Goddard, J. “In From the Cold: The Ouje’-Bougoumou Cree Build a Model Community After 60 Years of Mistreatment and Dislocation.” Canadian Geographic, (July/August, 1994.)

Graham, E. The Mush Hole: Life at Two Indian Residential Schools. Waterloo: Heffle Publishing, 1997.

Graveline, J. Circle Works: Transforming Eurocentric Consciousness. Halifax: Fernwood Press, 1999.

Henderson, J. “Post Colonial Ghost Dancing: Diagnosing European Colonialism.” In M. Battiste, ed. Reclaiming Indigenous Voice and Vision. Vancouver; UBC Press, 2000.

Hodgins, B.W., S. Heard, and J.S. Milloy. Co-Existence? Studies in Ontario-First Nations Relations. Peterborough: Frost Centre for Canadian Heritage and Development Studies, 1992.

Little Bear, L.M. Boldt, and J.A. Long, eds. Pathways to Self-Determination: Canadian Indians and the Canadian State. Toronto: University of Toronto Press, 1984.

Lussier, A.S. and I.A.L. Getty, eds. As Long as the Sun Shines and the Water Flows: A Reader in Canadian Native Studies. Vancouver: University of British Columbia Press, 1983.

McFarlane, P. Brotherhood to Nationhood: George Manuel and the Making of the Modern Indian Movement. Toronto: Between the Lines, 1993.

McNabb, D. Circles of Time: Aboriginal Land Rights and Resistance in Ontario. Waterloo: Wilfred University Press, 1999.

Parker, A.C. The Code of Handsome Lake, The Seneca Prophet. Ohsweken: Irocrafts, 1997.

Report of the Royal Commission on Aboriginal Peoples. Ottawa: Minister of Supply and Services Canada, 1996.

Richardson, B., ed. Drumbeat: Anger and Renewal in Indian Country. Toronto: Summerhill Press, 1989.

Schmalz, P. The Ojibwa of Southern Ontario. Toronto: University of Toronto Press, 1991.

Smith, G. “Protecting and Respecting Indigenous Knowledge,” in M. Battiste, ed. Reclaiming Indigenous Voice and Vision. Vancouver: UBCC Press, 2000.

Thomas, J. and T. Boyle. Teachings from the Longhouse. Toronto: Stoddard Publishing Co. Limited, 1994.

Thomas, J.E. Wampum Belts. Ohsweken: Jake Thomas Institute, 1990.

Weaver, S. Making Canadian Indian Policy: The Hidden Agenda, 1968-70. Toronto: University of Toronto Press, 1981.

York, G. and L. Pindara. People of the Pines: The Warriors and the Legacy of Oka. Toronto: Little, Brown, 1991.

Zaslow, M. The Northward Expansion of Canada, 1914-1967. Toronto: McClelland and Stewart, 1988.

OSS Policy Applications

Policy considerations which impact upon the delivery of this course, include the Open level designation assigned to it and the policy outlining antidiscrimination education. The Open level designation assigned to this course demands that it “prepare students for further study in certain subjects and to enrich [the student’s] education generally.” (OSS., p. 14). Secondly, the content and learning activities of Aboriginal peoples in Canada must incorporate features outlined under the antidiscrimination education sub-section of OSS, such as, diverse points of view the contributions of a variety of peoples, in the past and the present, to the development of Canada, and sensitivity ... to the experiences and perceptions of others. (OSS, pp. 58-59).

Coded Expectations, Aboriginal Peoples in Canada, NAC2O

Identity

Overall Expectations

IDV.01

– describe the characteristics of nationhood;

IDV.02

– demonstrate understanding of the experiences of Aboriginal peoples in twentieth-century Canadian history;

IDV.03

– explain how Canadian government policies have affected Aboriginal identity in the twentieth century;

IDV.04

– identify current Aboriginal groups and leaders, and national, provincial, and local Aboriginal role models (e.g., Phil Fontaine – Grand Chief of the Assembly of First Nations; Ms. Okalik Eegeesiak – President, Inuit Tapirisat of Canada; Harry Daniels – Métis political leader; Katie Rich – Innu political leader);

IDV.05

– identify Aboriginal individuals who have contributed to the development of Canadian identity since 1900.

Specific Expectations

Aboriginal World View

ID1.01

– compare the characteristics of different Aboriginal cultures in Canada;

ID1.02

– describe the basic values of modern Aboriginal society and how these values influence the political, social, economic, and legal affairs of Aboriginal communities in Canada;

ID1.03

– explain the significance of symbols that Aboriginal peoples use (e.g., eagle feather, wampum belt, covenant chain, Métis sash, Inuit amulet pouch).

Aboriginal and Canadian Relations

ID2.01

– identify significant events and issues that have had an impact on Aboriginal peoples and their communities (e.g., the introduction of European, Asian, and African diseases, such as tuberculosis and HIV; residential schools; the relocation of Inuit communities in the high Arctic);

ID2.02

– describe the key aspects of the Indian Act and the impact that it has on the lives of Aboriginal peoples;

ID2.03

– identify Aboriginal individuals who have contributed to the development of Canadian identity (e.g., Chief Dan George, Buffy Ste. Marie, Susan Aglukark);

ID2.04

– identify social, economic, and political issues within Aboriginal communities in relation to Canadian government policies.

Renewal and Reconciliation

ID3.01

– identify examples of the growing activism of Aboriginal groups in the twentieth century;

ID3.02

– identify issues currently affecting Aboriginal peoples and the responses of local and national leadership to these issues;

ID3.03

– explain why the recognition of Aboriginal identity is an important component of understanding Canada’s identity;

ID3.04

– assess the efforts of individuals from different Aboriginal communities to further the interests of Aboriginal peoples.

Skills and Application

ID4.01

– use correctly terms related to the discussion of Aboriginal identity (e.g., culture, assimilation, Indian Act, Métis, Inuit);

ID4.02

– identify sources of information on the efforts made by Aboriginal peoples to define and express their identity within Canada during the twentieth century;

ID4.03

– identify, chronologically or thematically, significant events involving Aboriginal peoples in twentieth-century Canadian history;

ID4.04

– assess conflicting viewpoints about an Aboriginal identity that is distinct within Canada;

ID4.05

– describe the results of research on topics related to Aboriginal identity.

Relationships

Overall Expectations

RSV.01

– describe different types of relationships that Aboriginal peoples have established with Canada;

RSV.02

– identify the factors responsible for the development of relationships among Aboriginal peoples and between Aboriginal peoples and other groups, organizations, or nations;

RSV.03

– demonstrate understanding that different interpretations exist regarding relationships between Aboriginal peoples and the Crown.

Specific Expectations

Aboriginal World View

RS1.01

– identify different points of view concerning a Canadian treaty negotiated between Indians and the government;

RS1.02

– demonstrate understanding of the different considerations that define the social, economic, and political relationships that developed between Aboriginal peoples and Canadian society.

Aboriginal and Canadian Relations

RS2.01

– demonstrate understanding of the continuity and change that characterized relationships formed between Aboriginal peoples and Canadian society;

RS2.02

– describe how Aboriginal communities supported the Canadian government’s war efforts during the two world wars and their motivation for lending this support;

RS2.03

– describe the sacrifices and achievements of Aboriginal people who served in the Canadian military during the two world wars and the Korean War;

RS2.04

– describe the experiences of Aboriginal war veterans on their return to Canada;

RS2.05

– describe the efforts of the Canadian government to redefine its relationship with Aboriginal peoples (e.g., Indian Act, 1951; Choosing a Path, 1968; Statement of the Government of Canada on Indian Policy, 1969; Bill C-31, 1985; Royal Commission on Aboriginal Peoples, 1997; Statement of Reconciliation, 1998).

Renewal and Reconciliation

RS3.01

– describe the impact of the Constitution Act of 1982 on Aboriginal and Canadian relations (i.e., the entrenchment of Métis, Aboriginal, and Inuit rights);

RS3.02

– describe the different economic relationships that Aboriginal peoples in Canada have cultivated with the public and private sectors (e.g., ecotourism, co-management of Crown lands, banking).

Skills and Applications

RS4.01

– use correctly terms related to the discussion of relationships involving Aboriginal peoples (e.g., treaty, enfranchisement, alliance, reconciliation);

RS4.02

– identify sources of information on the different types of relationships that Aboriginal peoples have cultivated with other groups during the twentieth century;

RS4.03

– identify, chronologically or thematically, significant relationships that existed and still exist among Aboriginal organizations within Canada and between Aboriginal organizations and other groups during the twentieth century;

RS4.04

– evaluate historical sources that discuss alliances or relationships involving Aboriginal peoples, assessing their credibility and authenticity;

RS4.05

– explain relationships cultivated by Aboriginal nations in Canada.

Sovereignty

Overall Expectations

STV.01

– identify historic and contemporary events affecting the self-determination of Aboriginal peoples;

STV.02

– demonstrate understanding of the structures and decision-making processes of Aboriginal governments and levels of government in Canada;

STV.03

– explain how sovereign governments make laws and exercise jurisdiction concerning their citizens, lands, and resources;

STV.04

– describe the basic values that underlie Aboriginal and Canadian political and legal systems.

Specific Expectations

Aboriginal World View

ST1.01

– demonstrate understanding of the importance of self-determination to the lives of Aboriginal peoples;

ST1.02

– describe the sources of authority for traditional and contemporary Aboriginal governments.

Aboriginal and Canadian Relations

ST2.01

– describe various ways of exercising autonomy (e.g., defining territorial boundaries, defining the criteria for citizenship) used by Aboriginal peoples and the government of Canada;

ST2.02

– demonstrate how Aboriginal peoples develop forms of governance within communities (e.g., within the Sechelt community [Bill C-43, 1986], Nunavut territory, Six Nations).

Renewal and Reconciliation

ST3.01

– describe how Aboriginal peoples are achieving dignity and self-reliance;

ST3.02

– describe how different Aboriginal nations have sought international support for issues relating to self-determination (e.g., the Six Nations petition to the League of Nations in 1923, the Grand Council of the Crees of Quebec representations at the United Nations in 1987);

ST3.03

– describe the recommendations of different government commissions and panels concerning Aboriginal governance in Canada (e.g., the Hawthorn Report, 1966-67; Indian Affairs Policy Statement on Claims, 1973; the Berger Inquiry, 1977; Canada – Strengthening of Indian Band Government in Canada, 1982; Report of the Special Parliamentary Committee on Indian Self-Government [“the Penner Report”], 1983; the Royal Commission on Aboriginal Peoples, Final Report, 1997).

Skills and Applications

ST4.01

– use correctly terms related to the discussion of Aboriginal sovereignty (e.g., sovereignty, self-determination, jurisdiction);

ST4.02

– describe, chronologically or thematically, events in which Aboriginal peoples have attempted to exercise their sovereignty;

ST4.03

– assess different points of view concerning the existence of Aboriginal sovereignty within the Canadian nation;

ST4.04

– explain issues relating to Aboriginal sovereignty.

Challenges

Overall Expectations

CHV.01

– describe the challenges that social, economic, and political renewal pose for Aboriginal and other communities throughout Canada;

CHV.02

– describe the impact of twentieth-century innovations in technology on Aboriginal communities;

CHV.03

– describe the many aspects of Aboriginal identity;

CHV.04

– describe how Aboriginal peoples have adapted to change.

Specific Expectations

Aboriginal World View

CH1.01

– explain various ethical issues related to the past and current use of technology with respect to Aboriginal communities;

CH1.02

– describe how traditional Aboriginal values are maintained in the twentieth century;

CH1.03

– identify ways in which Aboriginal leaders, healers, and elders have responded to change Aboriginal and Canadian Relations;

CH2.01

– identify contemporary challenges that Aboriginal women face within Aboriginal and Canadian society;

CH2.02

– describe the impact that technological developments have had on Aboriginal society during the latter half of the twentieth century.

Renewal and Reconciliation

CH3.01

– assess the steps that Aboriginal and other communities would have to go through to achieve greater collaboration and understanding;

CH3.02

– demonstrate understanding of the specific challenges that urban-based Aboriginal communities face;

CH3.03

– assess conflicting viewpoints concerning the future of Aboriginal peoples in Canada.

Skills and Applications

CH4.01

– use correctly terms related to the discussion of challenges that Aboriginal peoples face within Canada (e.g., urbanization, marginalization);

CH4.02

– identify sources of information on the changes that Aboriginal society has experienced during the twentieth century;

CH4.03

– identify trends, their causes, and their implications by examining demographic data on Aboriginal peoples in Canada;

CH4.04

– analyse the impact of demographic change on Aboriginal communities (e.g., urbanization, the birth rate);

CH4.05

– explain how Aboriginal nations have attempted to adapt to changing circumstances.

Methods of Historical Inquiry

Overall Expectations

MIV.01

– research and explain historical topics and issues related to Aboriginal peoples;

MIV.02

– research and describe relevant information about Native studies using a variety of sources of information;

MIV.03

– demonstrate understanding of how to analyse and evaluate information when conducting research on a historical topic or issue;

MIV.04

– demonstrate the ability to apply insights gained in Native studies to other situations and communicate the results of research in oral and written presentations.

Specific Expectations

Investigating Historical Topics and Issues

MI1.01

– use correctly terms related to historical organization and inquiry (e.g., chronology, cause and effect, short- and long-term consequences, interpretation);

MI1.02

– use who, what, where, when, why, and how questions to describe and analyse historical topics and issues;

MI1.03

– formulate and use thesis statements appropriately to conduct research on historical topics or issues.

Carrying Out Research, and Organizing and Recordiing Information

MI2.01

– identify information about Native studies, using the school library-resource centre, community and government resources, computer databases, computer-stored information, and the Internet;

MI2.02

– record and organize information using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;

MI2.03

– use computer-based systems to organize information for research, report preparation, and presentation;

MI2.04

– use correctly notation methods (e.g., foot-notes, endnotes, parenthetical explanations) and proper formatting to acknowledge sources of information in reports and essays.

Analysing and Evaluating Information

MI3.01

– identify different viewpoints and bias when preparing reports or participating in discussions;

MI3.02

– distinguish between primary and secondary sources of information and use both appropriately in historical research;

MI3.03

– distinguish between fact and inference in primary and secondary sources (e.g., artifacts, visuals, written documents);

MI3.04

– make conclusions that are based on adequate and relevant supporting evidence.

Communicating the Results of Research and Applying Insights to Other Situations

MI4.01

– demonstrate the ability to make reasoned generalizations or appropriate predictions based on research;

MI4.02

– demonstrate competence in research and writing (e.g., gathering information, building an argument, supporting the argument with evidence, writing, editing);

MI4.03

– demonstrate the ability to express ideas and arguments in a coherent, comprehensible manner during discussions and debates or in reports and graphic displays;

MI4.04

– demonstrate understanding of historical events through simulations or role plays.

Acknowledgments

Description/Rationale

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Views of Nationhood, 1900

Unit 2: Challenges to Aboriginal Self-Determination, 1900-1950

Unit 3: Continuity and Change in Aboriginal Canada, 1950-1969

Unit 4: Renewed Dialogue between Aboriginal Nations and Canada, 1969-1985

Unit 5: Aspirations of Aboriginal Nations, 1985-1999

Unit 6: Views of Nationhood: Nunavut, 1999

Course Notes

Teaching and Learning Strategies

Assessment and Evaluation

Accommodations

Resources

Student/Classroom Resources

Web Sites

Additional Resources

OSS Policy Applications

Identity

Specific Expectations

Relationships

Specific Expectations

Sovereignty

Specific Expectations

Challenges

Specific Expectations

Methods of Historical Inquiry

Specific Expectations