Course Overview

English: Contemporary Aboriginal Voices, Grade 11, College Preparation, NBE3C

Policy Document: The Ontario Curriculum, Grades 11 and 12, Native Studies, 2000

Course Description

This course emphasizes the development of literacy, critical thinking, and communication skills through the study of works in English by Aboriginal writers. Students study the content, form, and style of informational texts and literary and media works and develop an appreciation of the wealth and complexity of Aboriginal writing. Students also write reports, correspondence, and persuasive essays and analyse the relationship between media forms and audiences. An important focus is on establishing appropriate voice and using business and technical language with precision and clarity.

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 11 Secondary School Curriculum.

This profile has been designed as a five-unit course of study, which addresses the learning expectations of the course English: Contemporary Aboriginal Voices (NBE3C) outlined in The Ontario Curriculum, Grades 11 and 12, Native Studies, 2000. It is designed as a college preparation course and students participate in, and are assessed on, the standard components of an English course: reading, writing, speaking, listening, and representing. Unit l focuses on issues of identity, Unit 2 on relationships, Unit 3 on sovereignty, and Unit 4 on challenges; and Unit 5 is a culminating activity that focuses on looking ahead.

Course Notes

The course English: Contemporary Aboriginal Voices follows instructional approaches that are consistent with those in The Ontario Curriculum, Grades 9 and 10, English and Grades 9 and 10, Native Studies programs.

Although it is not a prerequisite, students would benefit from having taken the Grades 9 Native Studies course: Expressing Aboriginal Cultures, (NAC1O) and the Grade 10 Native Studies course Aboriginal Peoples in Canada, (NAC2O).

In this course, a study of literary and informational texts and media works by contemporary Aboriginal writers was developed around the five strands of the Native Studies curriculum: Identity, Relationships, Sovereignty, Challenges, and Writing. Teachers should have an awareness of the issues surrounding each strand from a variety of Aboriginal perspectives and should establish a folder with information from current media works as part of their planning. Teachers should also have an understanding of the rich, varied and complex body of works by contemporary Aboriginal writers and select works best suited to meet the needs of students. Teachers need to be sensitive to the use of language. If, for example, words like “squaw” and “halfbreed” appear in an Aboriginal text, teachers need to emphasize that these terms are derogatory and are used by the authors for a specific purpose, such as satire and irony.

The overall and specific expectations are organized into units developed around the four strands of Identity, Relationships, Sovereignty, and Challenges. A fifth culminating unit, Who Am I Now?, is included as part of this English course. Because writing conventions are best learned in context, the writing strand expectations are integrated into each unit, as are the other standard components of any English course – reading, speaking, listening, and representing. Although this is a Native Studies course, it is also an English course, and student expectations must focus on both of these areas.

Units: Titles and Times

Unit 1	Identity	25 hours
Unit 2	Relationships	25 hours
* Unit 3	Sovereignty	25 hours
* Unit 4	Challenges	25 hours
Unit 5	Who Am I Now?	10 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Identity

Time: 25 hours

Unit Description

In this unit, students describe the concept created in response to the question “Who Am I?” in Aboriginal literature and media works. They investigate identity as a personal journey of discovery and realization, which is part of the maturation process of all adolescents. Furthermore, students understand, analyse, and assess information, ideas, issues, and language as they relate to Aboriginal identities. Through learning activities that involve the use of different Aboriginal literary forms and styles, students communicate competently and develop a consistent use of voice.

Unit 1 Overview Chart

Activity

Expectations

Assessment Strategies and Tools

Focus/Tasks/Activities

240 min

IDV.01, ID1.01, IDV.03, ID1.04, WRV.02, WR2.01, WRV.04, WR4.02, WR4.03

- diagnostic

- rubrics, checklist

- peer

K/U, C, A

Aboriginal Identities in Print

Students:

- read stories and identify genres;

- describe perceptions of Aboriginal identities;

- write poem, story, or essay;

- write first journal entry (Who Am I?).

120 min

IDV.04, WRV.03, ID3.01, ID3.02, WR1.02

- peer

- anecdotal

- checklist

K/U, T/I, C, A

Aboriginal Identities in Music

Students:

- share knowledge of Aboriginal musicians;

- listen to songs and elicit themes;

- compare portrayals and illustrate on chart;

- share findings.

180 min

IDV.04, WR1.01, WRV.01, WR2.02, WRV.03, WR3.03, ID3.02, ID3.03

- rubrics

- checklist

K/U, C, A

Aboriginal Identities in Media

Students:

- compare portrayals in videos;

- write a report;

- analyse how portrayals of Innu life have changed.

120 min

IDV.02, WRV.05, ID2.02, WRV.04, WR3.02, WR5.04

- anecdotal

- rubrics

- checklist

K/U, T/I, C, A

Aboriginal Identities in the Oral Tradition

Students:

- read and compare “Trickster” stories;

- analyse stories for themes;

- write a contemporary “Trickster” poem or story;

- revise writing.

180 min

WRV.04, IDV.02, WR1.02, WR2.01-.03, WR4.01-.04, ID1.01

- anecdotal

K/U, T/I, C

Aboriginal Identities in Drama

Students:

- speak about poetry selection;

- write in journals;

- read a play and identify themes.

120 min

WRV.05, IDV.04, WR1.04, WR5.01, ID1.03, ID3.02

- anecdotal

- checklist

K/U, T/I, C

Research

Students:

- brainstorm perceptions of Pocahontas;

- identify and analyse Disney version of Pocahontas;

- research articles on Internet;

- catalogue in a binder;

- create a chart showing range of perceptions.

180 min

WRV.03, IDV.03, WR1.03, ID2.01

- self-evaluation

- checklist

- anecdotal

K/U, T/I, C

Image and Symbol

Students:

- write a creative piece;

- define concrete and abstract;

- identify concrete images;

-analyse symbolism.

360 min

IDV.01, IDV.02, WRV.01-.05, WR1.01-.04, WR2.03-.04, WR3.01-.02, WR5.01-.04, ID1.02, ID1.04

- peer

- rubrics

- checklist

- marks

K/U, T/I, C, A

Acting Out

Students:

- read a play independently;

- write a summary using a model;

- develop content test questions for peers;

- perform or teach to peers;

- write an essay outline from a model.

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Relationships

Time: 25 hours

Unit Description

In this unit, students identify images associated with an Aboriginal world view. They are able to recognize the forms used to portray these world views, including storytelling, music, video, and various literary genres. Students assess these forms through class discussion and formal written and oral products. Students analyse the relationships depicted by Aboriginal writers, with specific reference to cultural, spiritual, and societal relationships: how they are disrupted and how they are affirmed. Students compare their own experiences, the various interpretations of a literary work, and differing media perspectives of a current issue. They also create their own media work and demonstrate an understanding of the relationship between form and purpose. Finally, students research ways in which Aboriginal communities work to maintain and restore relationships.

Unit 2 Overview Chart

Activity

Expectations

Assessment Strategies and Tools

Focus/Tasks/Activities

180 min

REV.01, RE1.01, RE2.02, RE3.01, WRV.02, RE3.02, WR1.02, WR2.01

- diagnostic

- formative

- checklist

- anecdotal

K/U, T/I, C

Structuring Relationships

Students:

- learn short story elements;

- analyse stories for narrative structure;

- discuss and debate findings.

300 min

REV.02, RE1.01, RE1.02, RE2.02, WRV.02, WR1.03, WR2.02, WR2.03

- formative

- self-assessment

- anecdotal

- formal

K/U, T/I, C

Understanding Relationships

Students read stories to find various Aboriginal worldviews as expressed in spiritual and communal relationships.

360 min

REV.01, RE1.02, WRV.02, WR1.04, WR2.04, WR5.04

- diagnostic

- formative

- peer and self-assessments

K/U, C, A

Expressing Relationships

Students:

- learn by direct instruction about influences relevant to voice, purpose, and audience;

- listen to readings on tape;

- learn about teaching stories.

360 min

REV.04, RE1.01, REV.03, RE3.01, RE3.03, RE3.05, WR3.02

- peer assessment

- rubrics

- checklist

- formal assessment

I, C, A

Seeing Relationships

Students:

- compare and analyse verbal, visual, and media portrayals;

- compare images and packaging;

- discover sensory images in fiction;

- study and create media illustrating Aboriginal voices and relationships;

- create book jackets;

The teacher gives a book talk on materials to be selected for Independent Study (Unit 5).

300 min

REV.01, RE1.03, REV.02, REV.03, WR4.03, REV.04, WR5.02

- formal quiz

- formative outlines, rubrics, checklist

- teacher, self-, and peer assessment

K/U, T/I, C, A

Creating Relationships

Students:

- write a quiz on elements of short fiction (especially conflict and voice);

- plan and outline a teaching story with moral reflecting world view;

- learn methods of editing and revising;

- compose, edit, revise and tell a story.

Unit 3: Sovereignty

Time: 25 hours

Unit Description

In this unit, students examine the evolving nature of the concept of sovereignty. They demonstrate an understanding of the traditional view of Aboriginal communities, which reflects the relationships among the Creator, the Land, and the People. They assess contemporary interpretations of sovereignty, which include such issues as personal identity, the challenges of Aboriginal empowerment, and the evolving relationship with Canadian society, through learning activities that develop critical-thinking skills. Students assess the ways in which various literary, informational, and media texts reflect the evolving concept of sovereignty. Knowledge of language conventions and personal voice are key elements in understanding the various expressions of sovereignty and in articulating their own views – personal, spiritual, collective, and political.

Unit 3 Overview Chart

Activity

Expectations

Assessment Strategies and Tools

Focus/Tasks/Activities

240 min

SOV.01, SO1.01, SOV.02, SO1.02, SOV.03, SO1.03, SOV.05, SO2.01, WRV.02, WR1.02, WRV.03, WR1.04, WRV.04, WR2.02, WRV.05, WR2.01, WR3.04, WR3.01, WR4.01, WR4.03, WR5.04

- formative

- anecdotal

K/U, T/I, C

Reclaiming a Heritage

- analytical responses to dramatic elements and character development

- journal responses developing definitions of sovereignty

480 min

SOV.01, SOV.02, SOV.05, SOV.04, SO1.01, SO1.03, SO1.04, SO2.01, SO3.01, SO3.02, SO3.03, WRV.02, WRV.03, WRV.05, WR1.02, WR1.04, WR2.01, WR2.02, WR3.01, WR4.01, WR4.03, WR5.04

- formative, marking scheme

- formal, portfolio, and rubric

K/U, T/I, C, A

Discovering a Voice

- portfolio of visual representations, personal correspondence, student-selected best pieces

180 min

SOV.01, SOV.02, SOV.03, SOV.04, SO1.01, SO1.02, SO1.03, SO1.04, SO2.01, SO2.02, WRV.02, WRV.03, WRV.04, WR1.04, WR3.04, WR4.01, WR4.03

- diagnostic

- formative

- anecdotal

K/U, T/I, C

Empowering through Writing

- comparative analysis of neutral vs. rhetorical language

- poetry composition following model or template

- adaptation of poem into drama

300 min

SOV.01, SOV.02, SOV.03, SO1.01, SO1.04, WRV.02, WRV.03, WRV.04, WRV.05, WR1.01, WR1.04, WR2.01, WR3.03, WR3.04, WR4.01, WR5.04, SO2.02, SO2.01

- diagnostic

- formative

- rubric, checklist

K/U, T/I, C, A

Challenging the Obstacles

- collaborative analysis of poems

- dramatic readings of poetry text

- oral and written explanation of informational and poetic texts

300 min

SOV.02, SOV.04, SO1.01, SO1.02, SO1.04, SO2.01, WRV.03, WRV.04, WRV.05, WR1.01, WR2.01, WR3.03, WR4.01, WR5.04

- diagnostic

- formative

- formal rubric, checklist, marking scheme

K/U, T/I, C, A

Shaping the Vision

- analysis of rhetorical devices in informational text

- construction of statement of personal sovereignty in persuasive essay form, utilizing peer editing and revision in writing process

Unit 4: Challenges

Time: 25 hours

Unit Description

In this unit, students focus on the current challenges faced by Aboriginal peoples. They assess the challenge of maintaining cultural identity as represented in Aboriginal literature, analyse Aboriginal writers’ depictions of such challenges as racism and marginalizing, and identify solutions to challenges suggested in Aboriginal literary and media works.

Unit 4 Overview Chart

Activity

Expectations

Assessment Strategies and Tools

Focus/Tasks/Activities

360 min

CHV.01, CHV.02, CHV.03, CHV.04, CH1.01, CH1.02, CH2.02, WRV.01, WRV.04, WRV.05, WR3.03, WR4.01, WR5.04

- diagnostic

- anecdotal

K/U, T/I, C, A

Identifying Challenges

Students:

- brainstorm stereotypes and challenges;

- assess representations in literature;

- write brief personal essay.

240 min

CHV.01, CHV.02, CHV.04, CH1.02, CH1.03, CH2.01, CH2.02, CH2.03, CHV.03, WRV.03, WR2.02

- formative student/teacher

K/U, T/I, C, A

Comparing Challenges

Students:

- listen to lecture;

- read texts aloud;

- identify and compare variations of style, tone, and voice;

- write a journal.

660 min

CHV.01, CHV.02, CHV.03, CHV.04, CH1.01, CH1.02, CH1.03, CH1.04, CH2.01, CH2.02, CH2.03, CH3.01, WRV.01, WRV.02, WRV.03, WRV.05, WR1.04, WR3.01, WR3.03, WR4.01, WR4.02, WR4.03, WR5.04

- formative

- formal by marking scheme

K/U, T/I, C, A

Analysing Challenges

Students:

- view a video production;

- novel study: read, discuss in groups, and write short essay.

240 min

CHV.03, CH3.01, CHV.04, CH3.02, WRV.01, WR2.01, WRV.02, WR2.02, WRV.04, WR4.01, WRV.03, WR5.02, CH2.03, WR5.04

- diagnostic

- formative peer assignment

K/U, T/I, C, A

Assessing Solutions to Challenges

Students:

- read, identify, and assess solutions to challenges, in newspapers, magazines, and other media, orally and in writing;

- assess balance and critical thinking.

Unit 5: Who Am I Now?

Time: 10 hours

Unit Description

In this unit, students apply their accumulated knowledge of Aboriginal perceptions of identity, relationships, sovereignty, and challenges. Using the ideas and skills developed throughout the course, students write an essay or report, which examines material read and/or viewed independently as well as course material. The purpose is to compare works produced by a single Aboriginal author in at least two different genres and to reflect upon the ways in which the various themes and forms affect the students themselves, how they see this material speaking to their own lives, now and in the future. In a final journal entry, students trace their own journey and describe where the course has brought them and the journey ahead.

Unit 5 Overview Chart

Activity	Expectations	Assessment Strategies and Tools	Focus/Tasks/Activities
1 120 min	WRV.01, WRV.02, WRV.03, WR1.01	- formative - anecdotal K/U, C, I	The class discusses authors who lend themselves to a genre comparison (e.g., Wagamese, novel/journalism; D.H. Taylor, play/short story; Slipperjack, novel/visual art; Buffy Sainte-Marie, songs/activism).
2 120 min	WR1.02, WR3.02, WR3.03, WR3.04	- assessment and approval by teacher K/U, C, A	Students select material and develop an outline for essay or report.
3 120 min	WR2.01, WR2.02, WR5.04	- checklist - peer assessment I, C, A	Students write first drafts and check mechanics.
4 120 min	WR4.01, WR4.02, WR4.03	- self-assessment K/U, T/I, C, A	Students revise for content, organization, clarity, voice, and tone.
5 120 min	WR5.01, WR5.02, ID2.03	- formal assessment by teacher - rubrics, anecdotal, marks/grades K/U, T/I, C, A	Students: - publish essay or report; - write final journal response from prompt: Who Am I Now?

Teaching/Learning Strategies

Teaching and learning strategies designed for this course must include the best practices of Native Studies, with its emphasis on understanding Aboriginal issues, and the best practices of English, with its emphasis on literacy, critical thinking, and communication. In addition, strategies must take into account individual students’ needs and abilities.

Throughout this Course Profile, a number of teaching and learning strategies have been employed. Students study informational texts, short stories, poems, plays, media works, songs, and a novel. Classroom activities include Socratic lessons, journal writing, oral presentations, student-teacher interviews, seminars, simulations, dramatization, and the creating of organizers (webs) and visuals (tables).

Although The Ontario Curriculum, Grades 11 and 12, Native Studies courses prescribe overall and specific expectations, it is the responsibility of the teacher to determine the most appropriate strategies to achieve them. Strategies outlined in this course are, therefore, suggestions only.

Assessment & Evaluation of Student Achievement

To measure students’ achievement against course and unit expectations, teachers develop and use a complete repertoire of assessment tools and techniques consistent with the Achievement Chart categories of Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.

Assessment techniques may include:

· tests and quizzes – multiple choice, true/false, matching, fill-in-the-blanks, and short answer;

· longer written assessments – essays and research papers;

· daily journals and workbooks;

· presentational assessments – in-class responses, debates, dramatizations, seminars;

· creation of media works;

· student-teacher conferences.

Besides teacher assessment, self- and peer assessment should be used to enhance student learning. The use of diagnostic, formative, and summative assessment also helps in strengthening student learning and in ensuring fair evaluation. Reporting of achievement may include such types as checklists, graphs, anecdotal comments, rubrics, grades, and marks. Where appropriate teachers and students should co-design assessment schemes to clarify expectations and enhance learning. Both teachers and students must receive feedback to improve their teaching and learning respectively.

The assessment techniques suggested for activities in this course reflect those outlined in the Achievement Chart, The Ontario Curriculum, Grades 11 and 12, Native Studies. Seventy percent of the final grade is based on course work and 30% is based on a summative assessment of the culminating unit.

Accommodations

All students must be given the opportunity to achieve the expectations described in the course English: Contemporary Aboriginal Voices. To meet the range and diversity of student abilities, a variety of teaching and learning strategies and assessment techniques is provided in each unit. An examination of the Individual Education Plans (IEPs) for exceptional students may help teachers select appropriate strategies and techniques.

Further, teachers must acknowledge and accommodate cultural and language differences. The use of such strategies as letting students learn from each other, promoting holistic learning, fostering active learning techniques, and encouraging cooperative learning may be necessary for Aboriginal and students taking English as a Second Language.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Teachers are advised to review the content of resources before introducing them to the classroom, especially for electronic resources. As well, teachers should review with students the terms and conditions of student access to the Internet and appropriate use within the classroom. Teachers should also be aware of the sensitivity of certain topics and language in the literature. The primary text is recommended for the entire course or a major part of it.

Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Primary Text

Moses, Daniel David and Terry Goldie, eds. An Anthology of Canadian Native Literature, 2nd ed. Don Mills: Oxford University Press, 1998. ISBN 0-19-541282-6

Secondary Print

Novels/Autobiographies/Autobiographical Fiction (organized by cultural affiliation)

Johnston, Basil H. (Ojibway). Indian Schooldays. Toronto: Key Porter Books, 1988.
ISBN 1-55013-072-2

Johnston, Basil H. Crazy Dave. Toronto: Key Porter Books, 1999. ISBN 1-55263-051-X

Slipperjack, Ruby (Ojibway). Honour the Sun. Winnipeg: Pemmican Publications Inc., 1987.
ISBN 0-919143-44-X

Slipperjack, Ruby. Silent Words. Saskatoon: Fifth House Publishers, 1992. ISBN 0-920079-93-8

Slipperjack, Ruby. Weesquachak and the Lost Ones. Penticton: Theytus Books, Ltd., 2000.
ISBN 0-919441-88-2

Wagamese, Richard (Ojibway). Keeper ’N Me. Toronto: Doubleday Canada Limited, 1994.
ISBN 0-385-25452-0

Wagamese, Richard. A Quality of Light. Toronto: Doubleday Canada Limited. ISBN 0-385-25606-X

Crate, Joan (Cree). Breathing Water. Edmonton: NeWest Publishers Ltd., 1989. ISBN 0-920897-60-6

Highway, Tomson (Cree). Kiss of the Fur Queen. Toronto: Doubleday Canada Limited, 1998.
ISBN 0-385-25652-3

Campbell, Maria (Métis). Halfbreed. Toronto: McClelland and Stewart, 1973. ISBN 0-7704-1537-7

Culleton Mosionier, Beatrice (Métis). In Search of April Raintree. Critical Edition. Suzack, Cheryl, ed. Winnipeg: Portage & Main Press, 1999. ISBN 1-894110-43-9

Culleton Mosionier, Beatrice. In the Shadow of Evil. Penticton, BC: Theytus Books Ltd., 2000.
ISBN 0-91-944-198-X

Scofield, Gregory (Métis). Thunder Through My Veins: Memories of a Metis Childhood. Toronto: Harper Collins, 1999. ISBN 0-00-200025-3

Tyman, James (Métis). Inside Out: An Autobiography by a Native Canadian. Saskatoon: Fifth House Publishers, 1989. ISBN 0-920079-49-0

King, Thomas (Cherokee). Medicine River. Markham, ON: Penguin Books, 1990. ISBN 0-670-82962-5

King, Thomas. Green Grass, Running Water. Toronto: Harper Perennial edition, 1994.
ISBN 0-00-647506-X

King, Thomas. Truth & Bright Water. Toronto: Harper Collins, 1999. ISBN 0-00-225503-0

Maracle, Brian (Mohawk). Back On The Rez: Finding The Way Home. Toronto: Penguin Books, 1997. ISBN 0-14-024361-5

Joe, Rita (Mi’kmaq). Song of Rita Joe: Autobiography Of A Mi’kmaq Poet. Charlottetown: Ragweed Press, 1996. ISBN 0-921556-59-4

Knockwood, Isabella (Mi’kmaq). Out Of The Depths: The Experiences of Mi’kmaw Children at the Indian Residential School at Shubenacadie, Nova Scotia. Lockeport, NS: Roseway Publishing, 1992. ISBN 0-9694180-6-X

Simon, Lorne (Mi’kmaq). Stones and Switches. Penticton: Theytus Books Ltd., 1994.
ISBN 0-919441-68-8

Armstrong, Jeannette (Okanagan). Slash. Penticton: Theytus Books Ltd., 1985. ISBN 0-919441-29-7

Armstrong, Jeannette. Whispering in Shadows. Penticton: Theytus Books Ltd., 2000.
ISBN 0-919441-99-8

Maracle, Lee (Salish/Métis). Ravensong. Vancouver: Press Gang Publishers, 1993. ISBN 0-88974-044-5

Maracle, Lee. Sojourners and Sundogs: First Nations Fiction. Vancouver: Press Gang Publishers, 1999. ISBN 0-88974-061-5

Maracle, Lee. I Am Woman: A Native Perspective on Sociology and Feminism. Vancouver: Press Gang Publishers, 1996. ISBN 0-88974-059-3

Maracle, Lee. Bobbi Lee: Indian Rebel. Toronto: Women’s Press, 1990.

Sterling, Shirley (Interior Salish). My Name is Seepeetza. Toronto: Douglas & McIntyre, 1992.
ISBN 0-88899-165-7

William, Gerry (Spallumcheen Indian Band, BC). The Black Ship. Book One Of Enid Blue Starbreaks. [science fiction] Penticton: Theytus Books Ltd., 1994. ISBN 0-919441-69-6

Robinson, Eden (Haisla). Monkey Beach. Toronto: Alfred A. Knopf, 2000. ISBN 0-676-97075-3

Robinson, Eden. Traplines. [four novellas] Toronto: Alfred A. Knopf, 2000. ISBN 0-394-28194-2

van Camp, Richard (Dogrib). The Lesser Blessed. Toronto: Douglas & McIntyre, 1996.
ISBN 1-55054-525-6

French, Alice (Inuit). My Name is Masak. Winnipeg: Peguis Publishers, (1976) 1992.
ISBN 0-919566-56-1

French, Alice. The Restless Nomad. Winnipeg: Peguis Publishers, 1992. ISBN 0-921827-16-4

Markoosie (Inuit). Harpoon of the Hunter. Kingston and Montreal: McGill-Queen’s University Press, 1970. ISBN 0 7735 0232 7

Selection of Anthologies with Poetry, Short Stories, and Non-Fiction

Brancewicz, Jan, Samuel W. Corrigan, and Blaine Prince, eds. Who Put Custer’s Bloomers On The Pony? A Collection of Native Words. Brandon: Bearpaw Publishing, 1998. ISBN 0-9680608-3-8

Campbell, Maria, et al. Achimoona. Saskatoon: Fifth House, 1985. ISBN 0-920079-16-4

Cardinal, Douglas and Jeannette Armstrong. The Native Creative Process. With photographs by Greg Young-Ing. Penticton: Theytus Books, 1991. ISBN 0-919441-26-2

Connie, Fife, ed. The Colour of Resistance: A Contemporary Collection of Writing by Aboriginal Women. Toronto: Sister Vision Press, 1993. ISBN 0-920813-62-3

Fox Roman, Trish, ed. Voices Under One Sky: Contemporary Native Literature. Scarborough: Nelson Canada, 1994. ISBN 0-17-603979-1

Jaine, Linda and Drew Taylor. VOICES: Being Native in Canada. Saskatoon, SK: University of Saskatchewan, University Extension Press, 1992. ISBN 0-88880-326-5

King, Thomas, ed. All My Relations. Toronto: McClelland and Stewart, 1990. ISBN 07710-6706-2

Maki, Joel T., ed. Let the Drums Be your Heart: New Native Voices. Vancouver/Toronto: Douglas & McIntyre, 1996. ISBN 1-55054-527-2

Maracle, Lee and Sandra Laronde, eds. My Home As I Remember. Toronto: Natural Heritage/Natural History, 2000. ISBN 1-896219-53-5 [includes artworks]

Paul-Martin, Michael, ed. A Shade Of Spring: An Anthology of New Native Writers. Toronto: 7th Generation Books, 1998. ISBN 1-896923-04-6

Petrone, Penny, ed. First People First Voices. Toronto: University of Toronto Press, 1983.
ISBN 0-8020-2515-3

Petrone, Penny, ed. Northern Voices: Inuit Writing in English. Toronto: University of Toronto Press, 1988. ISBN 0-8020-5772-1

Issues of Gatherings. The En’owkin Journal of First North American Peoples, which can be ordered from: En’owkin Centre, RR 2, Site 50, Comp. 8, Penticton, BC, V2A 6J7. For example the issue on humour: Joe, Joyce B. and Susan M. Beaver, eds. “Shaking the Belly. Releasing the Sacred Clown.” Gatherings, Vol. VIII. Penticton, BC: Theytus Books Ltd., 1997. ISBN 0-919441-67-X

Drama

Cheechoo, Shirley (Cree). Path With No Moccasins. West Bay, ON, 1991. ISBN 0-969-7424-0-1

Geiogamah, Hanay and Jaye Darby, eds. Stories Of Our Way: An Anthology Of American Indian Plays. UCLA: American Indian Studies Centre, 1998. ISBN 0-935626-50-6

Griffiths, Linda and Maria Campbell (Métis). The Book of Jessica: A Theatrical Transformation. Toronto, ON: Coach House Press, 1989. ISBN 0-8891038 -01

Highway, Tomson (Cree). The Rez Sisters. Saskatoon, SK: Fifth House, 1988. ISBN 0-920079-44-X

Highway, Tomson. Dry Lips Oughta Move To Kapuskasing. Saskatoon, SK: Fifth House, 1989.
ISBN 0-920079-55-5

Mojica, Monique (Kuna/Rappahannock). Princess Pocahontas and the Blue Spots: Two Plays by Monique Mojica. Toronto, ON: Women’s Press, 1991. ISBN 0-8896116-53

Nolan, Yvette, Betty Quan, and George Bwanika Seremba. Beyond the Pale: Dramatic Writings from First Nations Writers and Writers of Colour. Toronto, ON: Playwrights Canada Press, 1996.
ISBN 0-887545-424

Ross, Ian (Métis). fareWel. Scirocco Drama, 1997. ISBN 1-896239-21-8

Moses, Daniel David (Delaware). Coyote City. Stratford, ON: Williams-Wallace Publisher, 1990.
ISBN 0-88795-0-90-6

Moses, Daniel David. Brébeuf’s Ghost. Toronto: Harper Collins, 2000. ISBN 1-55096-529-8

Taylor, Drew Hayden (Ojibway). Toronto at Dreamer’s Rock. Education is Our Right. Saskatoon, SK: Fifth House, 1990. ISBN 0-920079-64-4

Taylor, Drew Hayden. The Bootlegger Blues. Saskatoon, SK: Fifth House, 1991. ISBN 0-920079-79-2

Taylor, Drew Hayden. Someday. Saskatoon, SK: Fifth House, 1993. ISBN 1-895618-10-X

Taylor, Drew Hayden. The Baby Blues. Burnaby, BC: Talonbooks, 1999. ISBN 0-88922-406-4

Taylor, Drew Hayden. alterNatives. Burnaby, BC: Talonbooks, 2000. ISBN 0-88922-428-5

Taylor, Drew Hayden. The Boy In The Treehouse. Girl Who Loved Horses. Vancouver: Talonbooks, 2000. ISBN 0-88922-441-2

For more and updated information on Aboriginal drama in Canada and the USA consult:

- The Centre for Indigenous Theatre in Toronto, ON, e-mail: cit@interlog.com

- Native American Women Playwrights Archive: http://staff.lib.muohio.edu/nawpa

- Native Playwright’s Newsletter, Paul Rathbun, Editor, P.O. Box 9101, Durango, CO 81302-9101

Selection of Literary Criticism

Acoose, Janice. Iskwewak-Kah’kiYaw Ni Wahkomakanak. Neither Indian Princesses Nor Easy Squaws. Toronto: Women’s Press, 1995. ISBN 0-88961-209-9

Allen, Paula Gunn. “The Sacred Hoop: A Contemporary Perspective.” The Sacred Hoop: Recovering the Feminine in American Indian Traditions. By Paula Gunn Allen. Boston: Beacon Press, 1986, pp. 54-75. ISBN 0-8070-4601-9

Armstrong, Jeannette, ed. Looking at the Words of our People: First Nations Analysis of Literature. Penticton: Theytus Books Ltd., 1993. ISBN 0-919441-52-1

Deckert, Carol Ramsden and Trish Fox Roman. A Guide to Voices Under One Sky: Contemporary Native Literature. Scarborough, ON: Nelson Canada, 1994. ISBN 0-17-603989-9

Francis, Daniel. The Imaginary Indian: The Image of the Indian in Canadian Culture. Vancouver: Arsenal Pulp Press, 1995. ISBN 0-88978-251-2

Hulan, Renee, ed. Native North America: Critical and Cultural Perspectives. Toronto: ECW Press, 1999. ISBN 1-55022-376-3

Imagery Lesson Plans – volweb.utk.edu/Schools/bedford/harrisms/imagery.thm

Maio, K. “Pocahontas: Disney does it (to us) again.” www.mit.edu/activities/thistle/v9/9,09/8pocahontas.html

New, W.H., ed. “Native Writers & Canadian Literature.” Canadian Literature, pp. 124-125.
Spring-Summer, 1990. ISSN 0008-4360

Ortiz, Simon J., ed. Speaking for the Generations: Native Writers on Writing. Tucson: The University of Arizona Press, 1998. ISBN 0-8165-1850-5

Penner, Lucille R. The True Story of Pocahontas. Toronto: Random House of Canada Ltd., 1994.
ISBN 0-679-96166-6

Petrone, Penny. Native Literature in Canada: From the Oral Tradition to the Present. Toronto: Oxford University Press, 1990. ISBN 0-19-540796-2

Pocahontas – www. encyclopedia./com/articles/10315.html

Young-Ing, Greg. Indigecrit. Aboriginal Perspective on Aboriginal Literature. Penticton: Theytus Publishers Ltd., 2000. ISBN 0-919441912

Biographical, Cultural, and Socio-Political Contexts

Coltelli, Laura. Winged Words: American Indian Writers Speak. Lincoln and London: University of Nebraska Press, 1990. ISBN 0-8032-1445-6

Fournier, Suzanne and Ernie Crey. Stolen From Our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas & McIntyre, 1998.
ISBN 1-55054661-9

Johnston, Basil. Ojibway Heritage. Toronto: McClelland and Stewart, 1984. ISBN 0-7710-4441-0

Johnston, Basil. Ojibway Ceremonies. Toronto: McClelland and Stewart, 1987. ISBN 0-7710-4445-3

Lutz, Hartmut. Contemporary Challenges: Conversations with Canadian Native Authors. Saskatoon: Fifth House Publishers, 1991. ISBN 0-920079-75-X

Wagamese, Richard. The Terrible Summer: The National Newspaper Award-winning Writings of Richard Wagamese. Toronto: Warwick Publishing, 1996. ISBN 1-895629-63-2

Audio

Aglulark, Susan. This Child. Mississauga, ON: EMI, 1985.

John, Elton. Madman Across the Water. Willowdale, ON: MCA Records, 1972.

Kashtin. Inmu. Pointe-Claire, QC: Trans-Canada Distribution, 1991.

O’Meara, Sylvia. Native Legends and Storytelling. Ottawa, ON: Glooscap Communication Group.

Robertson, Robbie and the Red Road Ensemble. Music For The Native Americans. Mississauga, ON: Capitol, 1994.

Wapistan. Message. Sioux Lookout, ON: First Nations Music Inc., 1995.

Video (page references are to the NFB catalogue)

Broken Promises: The High Arctic Relocation. 52 min. C9194 099/EC009, p. 16, 1995.

If Only I were An Indian. 81 min. C9195 050/EC009, p. 45, 1996.

Journey to Nunavut: The Kreelak Story. 48 min. 143C 9198 134/EC009, p. 49, 1999.

Keepers of the Fire. 55 min. C9194 085/EC009, p. 50, 1994.

Medicine River. Medicine River Productions Ltd., 1992. 96 min. Distr. Sullivan Releasing Inc.

Mi’kmaq Family Migmacoei Otjiosog. 32 min. C9194 086/EC009, pg. 56, 1995.

My Village in Nunavik. 47 min. C9199 066/EC009, p. 61, 1999.

Okimah. 51 min. C9198 039/EC009, p. 65, 1998.

Place of the Boss: Utshimassits. 49 min. C9196 112/EC009, p. 69, 1996.

Pocahontas. Walt Disney Home Video, 1995. 81 min. ISBN 0-7888-2222-5

Richard Cardinal: Cry from a Diary of a Metis Child. 29 min. C0816 0056/EC009, p. 74, 1986.

Spudwrench-Kahnawake Man. 58 min. C9197 134/EC009, p. 80, 1997.

Women in the Shadows. 56 min. C9191 146/EC009, p. 95, 1991.

Internet

Access to the Internet is recommended for applying research skills to the various content areas.

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Aboriginal Voices in Literature

http://www.kstrom.net/isk/books/amazonlinks/fiction.html

http://falcon.jmu.edu/-ramseyi!/native.htm

http://www.cynthisleitichsmith.com/nativebooksb.htm

Aboriginal Voices in Media Works

http://member.tripod.com/nativemuscianlinks/

Aboriginal Voices in Media

www.ammsa.com/windspeaker

www.perspective.ca

www.wawatay.on.ca

www.tekanews.com

www.anishinabek.ca/news/

www.turtleisland.news.on.ca/

Other

www.edu.yorku.ca.caas

www.macleans.ca

www.nationalpost.com

www.theglobeandmail.com

www.thestar.com

www.goodminds.com

OSS Considerations

Policy considerations which impact on the delivery of this course include the college preparation course designation (OSS, p. 17) and the policy outlining anti-discrimination education (OSS, pp. 58-59). The course emphasizes concrete application of the theoretical material covered in the course and also emphasizes the development of critical-thinking and problem-solving skills. The course is based “on rigorous provincial curriculum expectations and will emphasize the development of both independent research skills and independent learning skills”. Students are required to demonstrate these skills.

The content and learning activities in the course English: Contemporary Aboriginal Voices assist in promoting “a school climate that encourages all students to work to high standards, affirms the worth of all students, and helps them strengthen their sense of identity and develop a positive self-image; ...when planning their programs, teachers will base their decisions on the needs of students, taking into consideration their students’ abilities, backgrounds, interests, and learning styles” (OSS, p. 58).

Coded Expectations, English: Contemporary Aboriginal Voices, Grade 11, College Preparation, NBE3C

Identity

Overall Expectations

IDV.01 · demonstrate an understanding of the cultural diversity of Aboriginal peoples through a study of Aboriginal literary works;

IDV.02 · analyse information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works;

IDV.03 · demonstrate an understanding of how the different forms and styles used in Aboriginal literary works reflect Aboriginal identity;

IDV.04 · analyse images in media works related to Aboriginal identity.

Specific Expectations

Aboriginal Voices in Literature

ID1.01 – identify the perspectives on Aboriginal identity expressed by Aboriginal writers (e.g., Chief Dan George, Maria Campbell, Rita Joe);

ID1.02 – interpret and assess explicit and implicit ideas, issues, and information in informational texts from Aboriginal sources (e.g., Aboriginal magazines, newspapers, and community newsletters) as they relate to identity;

ID1.03 – identify a variety of forms of oral communication used by Aboriginal peoples to reflect Aboriginal identity (e.g., storytelling, speeches, songs);

ID1.04 – compare Aboriginal writers’ (e.g., Beatrice Culleton-Moisoner, Richard Wagamese, Ruby Slipperjack) expressions of identity.

Language

ID2.01 – analyse how Aboriginal writers reveal identity through their use of language;

ID2.02 – identify forms in the Aboriginal oral tradition (e.g., storytelling, role playing, drama), but expressed in the English language, that affirm Aboriginal identity;

ID2.03 – analyse information and ideas relating to Aboriginal identity found in a variety of publications (e.g., Aboriginal newspapers and magazines, Indian and Northern Affairs Canada publications, Aboriginal community newsletters).

Aboriginal Voices in Media Works

ID3.01 – assess aspects of Aboriginal identity that reflect Aboriginal world views, as found in the media works (e.g., the National Film Board video on the conflict at Oka, Quebec, in 1990 produced by Alanis Obomsawin) of Aboriginal creators (e.g., Susan Aglukark, Robbie Robertson, Gary Farmer, Alanis Obomsawin);

ID3.02 – compare the images of Aboriginal identity portrayed in media works by both Aboriginal and non-Aboriginal creators;

ID3.03 – analyse the changing quality of life in Aboriginal communities (e.g., Alkali Lake, Davis Inlet) as depicted in media works.

Relationships

Overall Expectations

REV.01 · demonstrate an understanding of the relationships depicted in fiction, drama, poetry, and non-fiction by Aboriginal writers (with an emphasis on novels and poetry);

REV.02 · demonstrate an understanding of the ways Aboriginal writers use relationships to promote a vision of Aboriginal communities;

REV.03 · demonstrate an understanding of form, purpose, audience, and production techniques by designing or creating media works, independently and collaboratively, based on ideas, themes, and issues related to relationships examined in this course;

REV.04 · compare, through analysis, relationships presented in media works by Aboriginal creators.

Aboriginal Voices in Literature

RE1.01 – demonstrate an understanding of relationships (e.g., within the family or community; within the plant, animal, or spirit world) portrayed in the works of Aboriginal writers;

RE1.02 – analyse changes that take place in Aboriginal relationships through interaction with Canadian society, as portrayed in the works of Aboriginal writers (e.g., Ruby Slipperjack, Beatrice Culleton-Moisoner, Daniel David Moses);

RE1.03 – compare their own ideas and perspectives with those expressed or implied in a text by an Aboriginal writer (e.g., by analysing the thoughts and responses of a fictional character in a crisis and comparing these with their own probable reactions; by debating two different interpretations of a literary work, using specific references to the text to support their arguments).

Language

RE2.01 – identify specialized language appropriate to business and technical contexts in either First Nation communities or Canadian society and use it with precision in oral and written work;

RE2.02 – communicate effectively in group discussions on the relationships between Aboriginal and Canadian societies portrayed in works by Aboriginal creators, displaying such skills as contributing additional and relevant information, asking questions for clarification, completing assigned tasks for the group, summarizing the main ideas of the discussion, working towards consensus, and accepting group decisions when appropriate.

Aboriginal Voices in Media Works

RE3.01 – identify and assess forms of oral presentation (e.g., storytelling, poetry, music, CD-ROMs, video performances) that develop, maintain, and affirm Aboriginal relationships;

RE3.02 – analyse images of relationships reflecting an Aboriginal world view in the works of Aboriginal creators (e.g., Dan Prouty, Robbie Robertson, Buffy Sainte-Marie);

RE3.03 – analyse media works by Aboriginal creators that critique Aboriginal relationships with Canadian society (e.g., National Film Board productions);

RE3.04 – compare the ways in which different Aboriginal communities work to restore relationships and values, as depicted in media works by Aboriginal creators (e.g., Hunters and Bombers in the Circle Unbroken video series).

Sovereignty

Overall Expectations

SOV.01 · describe the issues of identity and culture as they relate to sovereignty, as expressed in works by Aboriginal writers;

SOV.02 · describe how sovereignty is expressed in works by Aboriginal writers;

SOV.03 · demonstrate an understanding of the language used in Aboriginal works in connection with sovereignty issues;

SOV.04 · apply their knowledge of vocabulary and language conventions to read, write, and speak effectively while identifying, developing, or describing Aboriginal sovereignty;

SOV.05 · analyse themes related to sovereignty, as portrayed in media works by Aboriginal creators.

Specific Expectations

Aboriginal Voices in Literature

SO1.01 – identify different definitions of sovereignty (e.g., personal sovereignty, spiritual sovereignty, collective sovereignty, political sovereignty), as expressed in the works of Aboriginal writers;

SO1.02 – assess the impact of Aboriginal sovereignty on Canadian society, as portrayed in the works of Aboriginal writers (e.g., Connie Fife, Taiaiake Alfred);

SO1.03 – identify the role and importance of sovereignty in contemporary Aboriginal communities, as portrayed by Aboriginal writers (e.g., Brian Maracle, Lenore Keeshig-Tobias, Tomson Highway, Beth Cuthand);

SO1.04 – describe the responses of Aboriginal writers (e.g., Maria Campbell, Drew Hayden Taylor, Lee Maracle) to barriers to Aboriginal sovereignty erected by Canadian society.

Language

SO2.01 – express themselves clearly in a variety of spoken and written communications on the topic of Aboriginal sovereignty, using appropriate vocabulary and figurative language;

SO2.02 – develop an understanding of the language used to affirm Aboriginal sovereignty (e.g., in statements such as “Aboriginal people will never again be the objects of public policies of assimilation and extinguishments”).

Aboriginal Voices in Media Works

SO3.01 – demonstrate an understanding of images associated with sovereignty issues in Aboriginal media works;

SO3.02 – demonstrate an understanding of an Aboriginal community’s efforts to achieve sovereignty, as represented in media works by Aboriginal creators;

SO3.03 – explain how the form, style, and language of a variety of media forms are used to communicate messages that have sovereignty implications.

Challenges

Overall Expectations

CHV.01 · assess the challenge of maintaining cultural identity facing Aboriginal peoples, as represented in Aboriginal literature;

CHV.02 · analyse and assess how stereotyping is depicted in works by Aboriginal creators;

CHV.03 · identify and assess solutions to challenges suggested in media works by Aboriginal creators;

CHV.04 · demonstrate an understanding of Aboriginal writers’ descriptions of the challenges faced by Aboriginal peoples.

Specific Expectations

Aboriginal Voices in Literature

CH1.01 – identify challenges faced by Aboriginal peoples (e.g., challenges related to identity, urbanization, the need for improved educational and employment opportunities, the loss of extended family), as presented in the works of Aboriginal writers;

CH1.02 – analyse Aboriginal writers’ depictions of challenges faced by Aboriginal peoples that have resulted directly from societal influences (e.g., racism, ethnocentricity, marginalization);

CH1.03 – analyse efforts made by Aboriginal peoples to respond to challenges, as portrayed in the works of Aboriginal writers (e.g., Richard Wagamese, Jordan Wheeler, Beth Cuthand);

CH1.04 – assess how Aboriginal writers (e.g., Thomas King, Tomson Highway, Basil Johnston, Jeannette Armstrong) have adapted traditional story forms to modern prose in describing challenges faced by Aboriginal peoples.

Language

CH2.01 – demonstrate an understanding of how Aboriginal writers use literary devices (e.g., foreshadowing, humour) to show how Aboriginal peoples are adapting to challenges;

CH2.02 – describe challenges to the maintenance of Aboriginal oral language traditions (e.g., preserving elders’ and grandparents’ stories);

CH2.03 – recognize, describe, and use correctly in oral and written language the language structures of standard Canadian English and its conventions of grammar, usage, spelling, and punctuation, as prescribed for this course, when describing challenges identified in this course.

Aboriginal Voices in Media Works

CH3.01 – demonstrate an understanding of the positive nature of media works (e.g., by assessing how form, style, and language are used in newspapers, magazine articles, and video productions) in depicting challenges faced by Aboriginal communities;

CH3.02 – create media works (e.g., a radio documentary on the social changes occurring within an Aboriginal community, a photo essay on a day in the life of a community leader, a brochure on a local entrepreneur, a short video clip promoting an Aboriginal activity) that demonstrate an understanding of the issues associated with challenges faced by Aboriginal peoples;

CH3.03 – demonstrate an understanding of some of the solutions to challenges to sovereignty (e.g., the dispute at Oka, the social conditions at Alkali Lake, the Nisga’a Treaty) presented in media works.

Writing

Overall Expectations

WRV.01 · use a variety of print and electronic primary and secondary sources to gather and analyse information and develop ideas for writing;

WRV.02 · select and use appropriate writing forms for various purposes and audiences, focusing on reports, correspondence, and persuasive essays;

WRV.03 · use a variety of organizational structures and patterns to produce coherent and effective written work;

WRV.04 · revise their written work, independently and collaboratively, focusing on accuracy of information, clear expression, and consistent use of voice;

WRV.05 · edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as presented for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

Generating Ideas and Gathering Information

WR1.01 – investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather information and ideas (e.g., consult a CD-ROM to find information for a report about the author of a novel; identify the accessibility of relevant sources for a class presentation on a social issue);

WR1.02 – classify and organize information and ideas to suit specific forms and purposes for writing (e.g., sort information from different sources for a report on effective business practices; organize information to support the arguments for an opinion piece; use a graphic organizer to make connections between ideas or to show time order in a narrative);

WR1.03 – analyse and assess the information and ideas gathered from a variety of print and electronic sources to determine if they are accurate, current, sufficient, relevant, and suitable to the form and purpose for writing;

WR1.04 – use information and ideas from prior knowledge and research to develop content for writing (e.g., interview an employee for an essay about teamwork and cooperation in business; apply knowledge of characterization techniques to write a short essay about the major character in a novel by an Aboriginal writer).

Choosing the Form to Suit the Purpose and Audience

WR2.01 – select and use appropriate informational or literary forms to produce written work for specific audiences and purposes, with an emphasis on reports, correspondence, and persuasive essays (e.g., summarize a magazine article on a topic of personal interest for a report to the class; write a letter requesting information about a college program; write a short essay presenting a solution to a community problem);

WR2.02 – select and use a level of language and a voice appropriate to the specific purpose and intended audience for business, technical, and personal communications (e.g., use an appropriate voice to convey information about a policy in a memo).

Organizing Ideas and Information in Written Work

WR3.01 – select and use appropriate organizational patterns to structure written work (e.g., use a question-and-answer format to organize an information pamphlet about a product or service; use chronological order and flashbacks to organize information about a character in a script; use classification to organize a class anthology of student writing);

WR3.02 – apply knowledge of report structure to organize written reports, using (a) an introduction that identifies the topic and explains its significance or poses an inquiry question; (b) a body that presents information and data in connected and coherent paragraphs supported by graphics, illustrations, and charts; and (c) a conclusion that presents insights or recommendations;

WR3.03 – apply knowledge of essay structure to organize short essays, using (a) an introduction that engages the reader’s interest, introduces the thesis or controlling idea, and previews the organization or content of the essay; (b) a body that develops ideas logically and coherently and incorporates well-chosen, relevant evidence to support each idea; and (c) a conclusion that follows logically from the thesis and ideas developed in the body, summarizes the key points and organization in the body, and makes a thoughtful generalization related to the controlling idea;

WR3.04 – use organizational patterns such as cause and effect, classification, and definition to present information and ideas in reports and short essays.

Revising Drafts

WR4.01 – revise drafts to strengthen content and improve organization by adding details, deleting irrelevant information, and reordering ideas (e.g., revise a report to list a series of recommendations in order of priority; delete irrelevant arguments to enhance the impact of a persuasive essay; add details to reveal more about a character’s motivations);

WR4.02 – revise drafts to increase precision and clarity of expression by incorporating appropriate business and technical language and transition words (e.g., use a dictionary and thesaurus to find specialized vocabulary to replace vague or inaccurately used words; examine writing for use of inclusive and anti-discriminatory language);

WR4.03 – revise drafts to ensure consistent use of an appropriate voice and tone (e.g., highlight pronouns to check for consistent use of person in a report or memo; use feedback from a peer conference to assess the appropriateness of voice used in a set of instructions or tone in a character’s direct speech);

WR4.04 – revise drafts to integrate researched information, ideas, and quotations in an ethical manner (e.g., use parenthetical referencing, use transition words and phrases to provide a context for quoted material).

Editing, Proofreading, and Publishing

WR5.01 – cite researched information, ideas, and quotations in a consistent and ethical manner according to acceptable research methodology (e.g., cite sources using a recognized style such as that of the Modern Language Association [MLA] or the American Psychological Association [APA]);

WR5.02 – produce, format, and publish written work, using appropriate technology, to share writing with intended audiences (e.g., incorporate effective typefaces, type styles, and graphics to enhance the impact of a report; adapt an electronic template for a formal letter);

WR5.03 – compare their current writing skills with those required in a variety of college programs and occupations and make action plans to address identified needs;

WR5.04 – edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation listed below.

q Grammar and Usage: use parts of speech correctly, including participles and gerunds;

q Grammar and Usage: construct a variety of correct sentences, including compound-complex sentences, using conjunctions; prepositional and gerund phrases; and noun, adjective, and adverb clauses;

q Grammar and Usage: make pronouns agree with their antecedents, and subjects with their predicates, even when widely separated in a sentence or paragraph;

q Grammar and Usage: use active and passive verb voice to suit purpose and audience;

q Grammar and Usage: use correct parallel structure;

q Grammar and Usage: identify and correct sentence errors in their own and others’ writing;

q Grammar and Usage: identify deliberate uses of ungrammatical structures in advertisements, poetry, and oral language.

q Spelling: demonstrate understanding of a variety of spelling patterns, rules, and strategies by analysing and correcting spelling errors;

q Spelling: use homophones and commonly confused words correctly;

q Spelling: spell correctly specific business, technical, and literary terms used in course materials;

q Spelling: use a variety of print and electronic resources to flag possible errors and improve spelling.

q Punctuation: use punctuation correctly and for rhetorical effect, including the question mark, exclamation mark, comma, semicolon, and colon, as well as quotation marks, parentheses, brackets, and ellipses.

Unit 3 | Unit 4 | Course Profiles Main Menu

Acknowledgments

Policy Document: The Ontario Curriculum, Grades 11 and 12, Native Studies, 2000

Course Description

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Identity

Unit 2: Relationships

Unit 3: Sovereignty

Unit 4: Challenges

Unit 5: Who Am I Now?

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Primary Text

Secondary Print

Audio

Video (page references are to the NFB catalogue)

Internet

OSS Considerations

Identity

Overall Expectations

Specific Expectations

Relationships

Overall Expectations

Sovereignty

Overall Expectations

Specific Expectations

Challenges

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations