Course Overview

English: Contemporary Aboriginal Voices, Grade 11,
Workplace Preparation, NBE3E

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

Prerequisite: English, Grade 10, Applied

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 explanations, letters, reports, and essays and investigate the connections between media forms and audiences. Students focus on using language clearly, accurately, and effectively in a variety of contexts.

Course profiles are sample courses of study that represent only one of the possible ways in which teachers can organize learning activities, teaching strategies, assessment, and evaluation techniques 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 stated in The Ontario Curriculum, Grades 11 and 12, Native Studies, 2000, English: Contemporary Aboriginal Voices. It is designed as a Workplace Preparation course, and students participate in, and are assessed on, the standard components of an English course: reading, writing, oral and visual communication. Unit 1 focuses on issues of identity, Unit 2 on relationships, Unit 3 on sovereignty, Unit 4 on challenges, and Unit 5 on responding to the question Who Am I? with regard to the previous issues.

Course Notes

English: Contemporary Aboriginal Voices follows instructional approaches that began in The Ontario Curriculum, Grades 9 and 10, English and Native Studies courses. Prior knowledge and skills necessary for the course are found in the Grade 10, English, Applied course. Although not a prerequisite, students would benefit from having taken the Grade 10 Native Studies course, Aboriginal Peoples in Canada.

In this course, a study of informational texts and literary and media works in English by contemporary Aboriginal writers was developed around the five Native Studies strands: Identity, Relationships, Sovereignty, Challenges, and Writing. Teachers should have an awareness of the issues surrounding each of these strands from a variety of Aboriginal perspectives.

The overall and specific expectations are organized into units from the four strands of Identity, Relationships, Sovereignty, and Challenges. A fifth culminating unit, Who Am I?, is included as part of this English course. Because writing conventions and the connections between media forms and audiences are best learned in a meaningful context, the Writing strand expectations are integrated into each unit. Consequently, an important focus is the use of language in a variety of everyday contexts.

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?	10 hours

* These units are fully developed in this Course Profile.

Unit Organization

Unit 1: Identity

Time: 25 hours

Unit Description

In this unit, students describe the concept of Aboriginal identity as found in Aboriginal-created fiction, non-fiction, drama, poetry, informational materials, 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 describe how informational materials, literary texts, and media works communicate ideas about Aboriginal identity. Through learning activities involving the use of informational and other forms of writing, students communicate their own concept of Aboriginal identity clearly and accurately.

Unit 1 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 240 minutes	IDV.02, WRV.02, IDV.04, WRV.04, ID1.01, WR2.02, WR4.02	K/U, C, A	Aboriginal Identity and Worldviews - brainstorm aspects of identity - read relevant excerpts - discuss responses - read stories and poems - review forms of writing- write about one’s identity
2 180 minutes	IDV.01, WRV.01, IDV.03, WRV.04, ID1.02, WR1.03, WR4.01	K/U, T/I, C, A	Changing Aboriginal Identities - examine changing identities - discuss factors affecting change from articles - compare responses - write summaries - revise in pairs
3 180 minutes	IDV.03, WRV.02, 1D2.01, WRV.03, WRV.05, WR3.01, WR5.04	K/U, C, A	Traditional Forms of Oral Communication - listen to traditional song - discuss theme of identity - listen to traditional letter and read story - discuss Trickster stories - write legend in traditional form and revise
4 180 minutes	IDV.03, WRV.02, 1D2.02, WR1.02, WR5.02	K/U, C, A	Contemporary Forms of Oral Communication - review traditional forms - listen to contemporary Aboriginal musicians - discuss changes and influences - classify songs by aspects of identity - examine lyric form; write a lyric and revise
5 180 minutes	IDV.05, WRV.02, ID3.01, WR2.01, WR5.02	K/U, C, A	Past Aboriginal Images - examine CD covers and artwork - identify Aboriginal images - read essay and summarize - examine essay form - write essay on selected images and revise
6 180 minutes	IDV.05, WRV.02, ID3.02, WR2.03	K/U, C, A	Present Aboriginal Images - brainstorm Aboriginal images used by non-Aboriginal societies - show film and discuss misuse of images - write a short essay on this theme - write a letter outlining opinion on misuse of image
7 120 minutes	IDV.03, WRV.01, IDV.04, WR1.01, ID3.03	K/U, T/I, A	Aboriginal Identity and Values - read article and discuss how images affect identity and values - watch television program on justice system - discuss Aboriginal response - examine research methods - research aspects of justice system
8 240 minutes	IDV.03, WRV.05, IDV.04, WR1.04, ID2.03, WR5.02, WR5.04, WRV.02	K/U, T/I, C, A	Maintaining Aboriginal Identity - explain nature of culminating activity - review writing process checklist - read pieces on maintenance of identity - write a short story, poem, lyric, essay, editorial, or letter on maintenance theme - revise using checklist

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Relationships

Time: 25 hours

Unit Description

In this unit, students demonstrate an understanding of Aboriginal relationships as portrayed in fiction, drama, and poetry created by Aboriginal authors. In addition, they identify literary and media works used to promote and affirm these relationships. Students assess these works through oral presentations and written products with specific reference to the changing nature of Aboriginal relationships in contemporary society. Finally, students compare their own experiences with those portrayed in literary and media works.

Unit 2 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 240 minutes	REV.01, WRV.02, REV.02, WR1.01, RE1.01, WR1.03, RE1.02, WR3.01, RE1.03	K/U, C, A	Personal Responses to Poetry - categorize poems thematically - read poem; note conventional form - try altering form - read poem and draw visual responses - read poem and respond personally in journals
2 180 minutes	REV.01, REV.02, WRV.03, REV.03, WRV.04, RE1.01, RE1.02, WR1.01, RE1.03, WR2.02, WR3.01, WR4.01, WR4.02, WR5.03	K/U, C, A	Timed Writing: Form and Purpose - sit in circle (four or five students) and write sequentially a story - read poem, clarify events - introduce paragraph writing - consider audience and purpose - submit paragraphs for marking
3 180 minutes	REV.01, WRV.02, REV.02, WRV.03, REV.04, WRV.04, RE1.01, WR1.02, RE1.02, WR1.04, RE2.01, RE2.02, RE2.03, WR1.01, WR2.01, WR2.02, WR2.03, WR3.01, WR3.03, WR4.02, WR4.03, WR5.03, WR4.01, WR5.02	K/U, T/I, C, A	Humorous Stories - study humorous comic strips, political cartoons, and prose - rank cartoons - compare political cartoons from non-Aboriginal and Aboriginal papers - develop, in small groups, a cartoon - compare cartoons
4 180 minutes	REV.01, WRV.02, REV.02, WRV.03, RE1.01, WR2.01, RE1.02, WR2.02, WR2.03	K/U, C, A	How do You Tell a Story? - brainstorm methods of storytelling - discuss what makes a good story - develop rubric for oral storytelling - read a story and respond in journals - teacher models how to tell a story - select stories from those already read - develop oral retelling and share in pairs
5 240 minutes	REV.01, WRV.01, REV.02, WRV.02, REV.03, WRV.03, RE1.02, WRV.04, RE1.03, WR1.01, RE2.02, WR1.04, WR2.01, WR2.03, WR4.01, WR4.02, WR4.03, WR5.01, WR5.02, WR5.03, WR5.04, WR2.02, RE2.01, RE2.03	K/U, T/I, C, A	Who is Telling The Story? - brainstorm characteristics of a children’s picture book - compare Aboriginal and non-Aboriginal picture books - in groups, write a children’s picture book - listen to text from video without seeing pictures and draw illustrations - compare with original - revise children’s book
6 180 minutes	REV.01, WRV.01, REV.04, WRV.03, RE1.02, WRV.04, RE1.03, WR1.01, RE2.02, WR1.02, RE2.03, WR1.03, RE1.01, WR1.04, RE3.03, WR4.02, WR4.01, WR4.03, WR5.01, WR5.02, WR5.03, WR5.04	K/U, T/I, C, A	What Does the Story Look Like? - research, on Internet, a contemporary Aboriginal author or artist - select and print three articles - read interview with author - discuss interviewing techniques - develop questions to ask selected author - submit questions, articles, and a citation list
7 180 minutes	REV.01, WRV.01, REV.04, RE1.01, RE1.01, RE1.02, WRV.03, RE1.03, WRV.04, RE2.03, RE3.03, WR1.01, WR1.02, WR1.03, WR1.04, RE2.03, WR2.03, WR3.01, WR5.03	K/U, T/I, C, A	Why Tell Stories? - learn components of newspaper article - select three articles from Aboriginal newspaper - from one article, list the five Ws (when, what, who, where, why) - in pairs, ask each other questions about the article - summarize and provide alternative headlines for article
8 120 minutes	REV.01, WRV.01, REV.04, WRV.02, RE1.01, WRV.05, RE2.01, WR1.01, RE2.03, WR1.02, RE3.01, WR1.04, RE3.02, WR2.02, RE3.03, WR3.01, WR5.02, WR1.03	K/U, T/I, C, A	My Story - list famous Aboriginal people and discuss common characteristics - research television formats with Aboriginal viewpoints - develop a poster advertising new shows on Aboriginal Television Network - create a slogan or jingle for the show - submit

Unit 3: Sovereignty

Time: 25 hours

Unit Description

In this unit, students demonstrate an understanding of Aboriginal sovereignty issues identified in informational, literary, and media works created by Aboriginal authors; they explore the concept of sovereignty as it relates to identity. Students examine personal, collective, and political sovereignty through learning activities that allow them to develop critical-thinking skills. Using these skills, they communicate their own views on sovereignty using standard English conventions.

Unit 3 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 240 minutes	SOV.01, WRV.03, SO1.01, WR2.01, SO1.02, WR3.01, WR3.02	K/U, C, A	Sovereignty Depicted in Literature - discuss ways sovereignty may be expressed - read biographies - write report - read other related materials
2 240 minutes	SOV.02, WRV.02, SO2.01, WR1.02, SO2.02, WR2.02, WR4.01	K/U, T/I, C, A	Characters and Events – Confirming Sovereignty - discuss writing for specific audiences - read novel excerpts and classify information - present information on personal sovereignty
3 240 minutes	SOV.03, WRV.01, SO1.03, WR1.03, SO2.03, WR4.01	K/U, T/I, C, A	Self-determination - discuss different kinds of sovereignty - read a materials on sovereignty issues - write test on material read - locate and analyse information on self-determination
4 240 minutes	SOV.04, WRV.02, SO3.01, WR2.03, SO3.02	K/U, C, A	Sovereignty Depicted in Media - read article or editorial; - locate, organize, and summarize images that reflect sovereignty in print and media - write article or editorial
5 300 minutes	SOV.04, WRV.01, SO3.03, WR1.01	K/U, T/I, C	Aspects of Emerging Sovereignty - read article and/or editorial; - brainstorm aspects of sovereignty resulting from interaction with Canadian Society - investigate aspects
6 240 minutes	SOV.04, WRV.01, SO3.03, WR1.01	K/U, T/I, C, A	Perspective on Personal Sovereignty - choose a piece of writing on one area of personal sovereignty (e.g., responsibility to self, the community, etc.) - respond to selection, orally or in writing, comparing and contrasting their thoughts to the selection

Unit 4: Challenges

Time: 25 hours

Unit Description

In this unit, students describe the challenge of maintaining cultural identity faced by Aboriginal peoples as a result of interaction with Canadian society. They understand some of the challenges facing Aboriginal peoples, such as urbanization of Aboriginal communities, consumerism, and stereotyping, as depicted in Aboriginal literary and media works. In addition, students examine the challenges facing Aboriginal peoples as portrayed in documentaries, news reports, journalistic accounts, and photographs. Finally, students describe the challenge of preserving their identity, as depicted in media works, through the creation of their own media works.

Unit 4 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 240 minutes	CHV.01, WRV.03, CH1.01, WRV.05, CH1.03, WR3.03, WR4.01, WR5.04	K/U, C, A	Challenges Depicted in Literature - discuss challenges facing Aboriginal peoples - read different forms of writing - discuss causes and effects of challenges
2 180 minutes	CHV.01, WRV.01, CH2.01, WRV.05, CH2.02, WR1.02, WR1.03, WR5.03, WR5.04	K/U, T/I, C	Challenges of Maintaining Oral Language Traditions - assess challenges - write short article - locate, gather, select, and analyse information on local business language use
3 300 minutes	CHV.02, WRV.02, CH3.03, WR1.02, WR2.02, WR3.01, WR5.04	K/U, T/I, C, A	Stereotyping - discuss stereotyping - view documentary, news report, journalistic account, and photographs - classify and present information
4 180 minutes	CHV.03, WRV.05, CH1.02, WR5.04	K/U, C, A	Personal Well-being - discuss lifestyle challenges in relation to well-being - read short stories; write a short story - write test on short stories
5 300 minutes	CHV.04, WRV.02, CH3.01, WRV.05, CH3.03, WR2.03, WR4.03, WR5.01	K/U, C, A	Challenges Depicted in Media - read article or editorial; - locate and summarize images that relate to challenges - write article or editorial on challenges faced by Aboriginal people
6 300 minutes	CHV.04, WRV.01, CH3.04, WRV.03, WRV.05, WR1.04, WR4.02, WR4.03, WR5.02	C, A, K/U, T/I	Challenges in Preserving Identity - discuss challenges - use personal experiences and research to address one challenge faced - write report using given structure

Unit 5: Who Am I?

Time: 10 hours

Unit Description

Students demonstrate their accumulated understanding of the Aboriginal concepts of identity, relationships, sovereignty, and challenges. They respond to a variety of informational and literary forms related to these concepts. Using knowledge and skills developed throughout the course, students produce a personal oral presentation, written work, or media product in response to the question, Who Am I? This product demonstrates correct use of standard English grammar, usage, spelling, and punctuation conventions.

Unit 5 Overview Chart

Activity

Expectations

Assessment

Focus/Tasks/Activities

600 minutes

IDV.02, WRV.03, IDV.05, WRV.04, REV.03, WRV.05, REV.04, WR1.04, SOV.03, WR2.03, SOV.04, WR3.01, CHV.01, WR5.04, WR5.02

K/U, T/I, C, A

Culminating Unit

- review concepts of identity, relationships, sovereignty, and challenges

- present additional information and literary terms for discussion

- produce oral presentation, written work, or media product, focusing on question “Who Am I?” and drawing on material from whole course

Teaching/Learning Strategies

The teaching and learning strategies follow the best practices of Native Studies, with its emphasis on examining Aboriginal issues, and English, with its emphasis on literacy, critical thinking, and communication. The development of strategies must take into consideration students’ individual needs.

Students are provided with an assortment of teaching and learning strategies to meet their range of learning styles. Students are also involved in various individual, small-group, and whole-class concrete experiences, providing opportunities to develop their own understanding of concepts, relationships, and inquiry skills and to use various forms of communication.

The Ontario Curriculum, Grades 11 and 12, Native Studies courses prescribe overall and specific expectations and it is the responsibility of the teacher to determine the most appropriate strategies to achieve them. Therefore, strategies indicated in this course profile are offered as suggestions only.

Assessment & Evaluation of Student Achievement

The Achievement Chart identifies four categories of knowledge and skills in Native studies – Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. These categories encompass all the curriculum expectations in courses in the discipline. For each of the category statements in the left-hand column, the levels of achievement are described.

The Achievement Chart is meant to guide teachers in:

· planning instruction and learning activities that will lead to the achievement of the curriculum expectations in a course;

· planning assessment strategies that will accurately assess students’ achievement of the curriculum expectations;

· selecting samples of student work that provide evidence of achievement at particular levels;

· providing descriptive feedback to students on their current achievement and suggesting strategies for improvement;

· determining, towards the end of the course, the student’s most consistent level of achievement of the curriculum expectations as reflected in his or her course work;

· devising a method of final evaluation;

· assigning a final grade.

The Achievement Chart can guide students in:

· assessing their own learning;

· planning strategies for improvement, with the help of their teachers.

When planning courses and assessment, teachers should review the required curriculum expectations and link them to the categories to which they are related. They should ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. The descriptions of the levels of achievement given in the chart should be used to identify the level at which the student has achieved the expectations. Students should be given numerous and varied opportunities to demonstrate their achievement of the expectations across the four categories. Teachers may find it useful to provide students with examples of work at different levels of achievement.

To measure students’ achievement against course expectations, teachers develop and use a complete repertoire of assessment tools and techniques. Assessment techniques should be connected to Achievement Chart categories – Knowledge/Understanding, Thinking/Inquiry, Communication,
and Application.

Assessment tasks may include short-answer questions, tests, and examinations; short essays, web organizers and tables; written responses, editorials, poems; written and oral reports, stories, videotapes, creation of media products; discussions, portfolios, and interviews.

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 ensures fair evaluation by the teacher. Assessment tools include checklists, anecdotal comments, rubrics, and marking schemes. Where appropriate, teachers and students should co-design assessment tools to clarify expectations and enhance student learning. Both teachers and students must be given feedback and opportunities to improve their teaching and learning respectively.

Suggested assessment tools and techniques are summarized using the following format: formative, diagnostic, or summative; the type of technique being assessed, connection to Achievement Chart categories; teacher, peer, or self-assessment; and the type of assessment tool (e.g., formative assessment of oral summary of narrative passage for knowledge/understanding by teacher using anecdotal comments).

Seventy per cent of the final grade is based on evaluation conducted throughout the course; thirty per cent is based on final evaluation in the form of an examination, performance, essay, and/or other method administered toward the end of the course. At the end of Unit 5, students submit a personal oral presentation, written work, or media product, in response to the question, Who Am I? It is recommended for the course that the final evaluation be based on the culminating unit product and a final examination, consisting of a series of short reading passages with questions on the concepts of Identity, Relationships, Sovereignty, and Challenges. The examination draws on student knowledge and skills, learned in
Units 1-4.

Accommodations

All students must be given opportunities to achieve the expectations in English: Contemporary Aboriginal Voices. To meet the range and diversity of student abilities, a variety of teaching and learning strategies and assessment tools and techniques have been provided in each unit. An examination of the IEPs of exceptional students will help teachers select appropriate learning and assessment strategies.

Teachers must acknowledge and accommodate cultural and language differences. Strategies, including letting students learn from other students, promoting holistic learning, fostering active learning techniques, and encouraging cooperative learning, may be necessary for Aboriginal and ESL students.

Resources

Resources provide support for teaching and learning strategies. Teachers should review resources before introducing them to the class. The recommended primary texts can be used for the entire course or a major part of it.

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.

Print

Primary Texts

Ahenakew, Freda, Brenda Gardipy, and Barbara Lafond, eds. Native Voices. Toronto: McGraw-Hill Ryerson Ltd., 1993. ISBN 0-07-551448-6

Ahenakew, Freda, Brenda Gardipy, and Barbara Lafond, eds. Voices of the First Nations. Toronto: McGraw-Hill Ryerson Ltd., 1995. ISBN 0-07-551690-X

Hodges, J., et al. Harbrace College Handbook for Canadian Writers, 5th ed. Toronto: Harcourt Brace Canada, 1999. ISBN 0774736437

Kalman, Judith, Freda Ahenakew, and Gillda Leitenberg. Native Voices, Teacher’s Guide. Toronto: McGraw-Hill Ryerson Ltd., 1993. ISBN 0-07-551691-8

Kalman, Judith, Freda Ahenakew, and Gillda Leitenberg. Voices of the First Nations, Teacher’s Guide. Toronto: McGraw-Hill Ryerson Ltd., 1995. ISBN 0-07-551691-8

Secondary Texts

Brancewicz, Jan, Samuel W. Corrigan, and Blaine Prince, ed. 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, SK: Fifth House, 1985. ISBN 0-920079-16-4

Clark, Ella. Indian Legends of Canada. Toronto: McClelland and Stewart, 1981. ISBN 0-7710-2139-9

Fife, Connie, 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

King, Thomas, ed. All My Relations. Toronto: McClelland & Stewart, 1990. ISBN 0-7710-6706-2

New, W.H., ed. Native Writers and Canadian Writing. Vancouver, BC: University of British Columbia Press, 1990. ISBN 0-7748-0371-1

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

Ortiz, Simon J., ed. Earth Power Coming. Tsaile, AZ: Navaho Community College Press, 1983.
ISBN 0-912586-50-8

Petrone, Penny, ed. First People First Voices. Toronto: University of Toronto Press, 1983.
ISBN 0-8020-6562-7

Petrone, Penny, ed. Northern Voices: Inuit Writing in English. Toronto: University of Toronto Press, 1983. ISBN 0-8020-5772-1

Newsprint

Anishinabek News

The First Perspective – www.firstperspective.ca

Tekawanake News

Turtle Island News – www.turtleislandnews.com

Wawatay News – www.wawatay.on.ca

Windspeaker – www.ammsa.com/windspeaker/

Conventional Newsprint and Magazines

The Globe and Mail (www.theglobeandmail.com)

Maclean’s (www.macleans.ca)

The National Post (www.nationalpost.com)

The Toronto Star (www.thestar.com)

Audio

Aglukark, Susan. This Child. Mississauga, ON: EMI, 1995.

Canadian Broadcasting Corporation. Dead Dog Café–Set 1 (four pack). Toronto: CBC Enterprises, 2000.

Canadian Broadcasting Corporation. Dead Dog Café–Set 2 (four pack). Toronto: CBC Enterprises, 2000.

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

Robertson, Robbie. Contact from the Underworld of Redboy. EMI, 1998.

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

Sainte-Marie, Buffy. Coincidence (and likely stories). Mississauga, ON: Chrysalis, 1992.

Tudjaat. Tudjaat. North York, ON: Columbia; Mississauga, ON: Capitol, 1995.

Wapistan. Wapistan is Lawrence Martin. Sioux Lookout, ON: First Nations Music Inc., 1993.

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

Whitetail Singers. Forever Dancing. Sioux Lookout, ON: First Nations Music Inc., 1994.

Video

The page references below are to the NFB catalogue

National Film Board of Canada – www.nfb.ca (Tel: 1-800-267-7710)

Duncan Campbell Scott: The Poet and the Indians. National Film Board of Canada, 1995. 56 min.

First Nations: The Circle Unbroken. NFB, 1998. (Series)

Kenuajuak, Bobby. My Village in Nunavik. Montreal: NFB, 1999. 47 min. C9199 066/EC009, p. 61

Kreelak, Martin. Journey to Nunavut: The Kreelak Story. Montreal: NFB, 1999. 48 min.
I43C 9198 134/EC009, p. 49

Martin, Catherine Anne. Mi’kmaq Family Migmaoei Otjiosog. Montreal: NFB, 1995. 32 min.
C9194 086/EC009, p. 56

Obomsawin, Alanis. Richard Cardinal: Cry from a Diary of a Metis Child. Montreal: NFB, 1986.
29 min. C0186 056/EC009, p. 74

Obomsawin, Alanis. Spudwrench—Kahnawake Man. Montreal: NFB, 1997. 58 min.
C9197 134/EC009, p. 80

Paskievich, John. If Only I Were An Indian. Montreal: NFB, 1996. 81 min. C9195 050/EC009, p. 45

Rickard, Paul. Okimah. Montreal: NFB, 1998. 51 min. C9198 039/EC009, p. 65

Tassinari, Patricia V. Broken Promises: The High Arctic Relocation. Montreal: NFB, 1995. 52 min. C9194 099/EC009, p. 16

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

Welsh, Christine. Keepers of the Fire. Montreal: NFB, 1994. 55 min. C9194 085/EC009, p. 50

Welsh, Christine. Women in the Shadows. Montreal: NFB, 1991. 56 min. C9191 146/EC009, p. 95

Magic Lantern Communications Ltd. Native Peoples Catalogue (Tel: 1-800-263-1717)

CHRO-TV. Aboriginal Women in Canada. Toronto: Magic Lantern Communications Ltd., 1991. 30 min. 137-31-151, p. 5

CHRO-TV. Cultural Renewal. Toronto: Magic Lantern, 1992. 30 min. 137-31-162, p. 5

CHRO-TV. Growth of Economies/Issues Facing Native Women. Magic Lantern, 1994. 30 min.
137-31-182, p. 6

CHRO-TV. Issues Update. Magic Lantern, 1992. 30 min. 137-31-166, p. 6

CHRO-TV. Justice. Magic Lantern, 1992. 30 min. 137-31-159, p. 24

CHRO-TV. Movies about Contemporary Reserve Life/Actors. Toronto: Magic Lantern, 1995. 30 min. 137-31-213, p. 1

CHRO-TV. Native People and the Future. Magic Lantern, 1994. 30 min. 137-31-183, p. 6

CHRO-TV. Self-Government. Magic Lantern, 1990. 30 min. 137-31-137, p. 24

CHRO-TV. Stereotypes of Native People. Magic Lantern, 1994. 30 min. 137-31-184, p. 27

CHRO-TV. Today’s Role Models, Tomorrow’s Leaders. Magic Lantern, 1991. 30 min. 137-31-149, p. 6

CHRO-TV. Urban Natives. Magic Lantern, 1992. 30 min. 137-31-136, p. 7

CTV Television Productions. Open Season (W5 series). Toronto: Magic Lantern, 1992. 16:02 min.
859-31-501, p. 2

CTV Television Productions. Lifetime Series Package (Tomson Highway and Gary Farmer). Toronto: Magic Lantern, 1989. 2 x 9 min. 859-31-806, p. 2

Media Giants Productions. Courtney Milne–Sacred Places. Toronto: Magic Lantern, 1998. 30 min.
957-31-109005, p. 3

Media Giants Productions. Grey States–Relating Humanity. Toronto: Magic Lantern, 1998. 30 min.
957-31-109004, p. 3

Omni Film Productions. The Day Glo Warrior (Inside Stories Series). Magic Lantern, 1992. 30 min.
463-31-100, p. 10

VISION TV. Challenging Racism. Toronto: Magic Lantern, 1998. 22:38 min. 957-31-105042, p. 28

Internet

The Internet is recommended for applying research skills. Teachers should review the terms and conditions of student access to the Internet and appropriate use in the classroom.

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/~ramseyil/native.htm

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

Aboriginal Voices in Media Works

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

Aboriginal Voices in Media

http://www.nativeculture.com/lisamitten/media.html

www.ammsa.com/windspeaker

www.firstperspective.ca

www.wawatay.on.ca

www.tekanews.com

www.anishinabek.ca/news/

www.turtleisland.news.on.ca/

Other Sources

Emergence from the Shadow: First Peoples’ Photographic Perspectives (Canadian Museum of Civilization Corporation)–www.civilization.ca/members/fph/jaillir/jailline.html

First Nations Art: Contemporary Native Artists in Canada—//collections.ic.gc.ca/artists

Harbourfront Reading Series–www.icomm.org/ifoa/events/

Indian Mascots and Logos –pages.prodigy.net

The Mascot Issue– www.pitt.edu

Ontario Native Affairs Secretariat (Justice Issues)–www.nativeaffairs.jus.gov.on.ca/

RCAP (Royal Commission on Aboriginal Peoples) On-line–www.inac.gc.ca/rcap/index_e.html

Aboriginal Newspapers and Other Media Outlets

TIMEcanada Magazine–www.canoe.ca/TimeCanada/home.html

CBC Infoculture Radio Canada–www.infoculture.cbc.cs

Native Americas: Akwe: kon’s Journal of Indigenous Issues–www.nativeamericas.alp.cornell.edu

Windspeaker–www.ammsa.com/windspeaker

The First Perspectives – www.firstperspective.ca/news.html

First Nations Messenger –www.afn.ca/The %20Messenger/messenger.htm

Aboriginal Voices Magazine – www.aboriginalvoices.com

Canadian Aboriginal News and Information–www.CanadianAboriginal.com

www.afn.ca/ www.bloorstreet.com/300block/aborcan.htm

www.nativeweb.org/ www.servtech.com/public/mvarl/nativeamerican.html

OSS Considerations

Policy considerations that impact on the delivery of this course include the workplace preparation course designation (OSS, p. 17) and the policy outlining anti-discrimination education (OSS, pp. 58-59). The course emphasizes workplace application of the course content, but also explores the theoretical material that underlies these practical applications. This course is based “on rigorous provincial curriculum expectations and will emphasize the development of generic employment skills, as well as independent research and learning skills”. Students are required to demonstrate these skills.

The content and learning activities of 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).

A credit earned for English: Contemporary Aboriginal Voices may be used to meet the Grade 11 English compulsory credit requirement.

Coded Expectations, English: Contemporary Aboriginal Voices, Grade 11, Workplace Preparation, NBE3E

Identity

Overall Expectations

IDV.01 · describe influences on Aboriginal identity, as portrayed by Aboriginal writers;

IDV.02 · identify characteristics of identity found in Aboriginal fiction, non-fiction, drama, poetry, and informational materials;

IDV.03 · describe how a variety of informational and literary texts communicate ideas about Aboriginal identity clearly and accurately;

IDV.04 · identify the various purposes and audiences of informational and other forms of writing, and use each of the forms appropriately in their own writing on topics related to Aboriginal identity;

IDV.05 · describe images in media works related to Aboriginal identity.

Specific Expectations

Aboriginal Voices in Literature

ID1.01 – identify aspects of Aboriginal identity that also relate to an Aboriginal world view (e.g., Aboriginal people living in the bush, as found in the writing of Ruby Slipperjack; the eloquent, humble Aboriginal individual found in the writing of Chief Dan George; the importance for Aboriginal people of returning home to the reserve in the writing of Brian Maracle);

ID1.02 – identify the changing nature of Aboriginal identity portrayed in contemporary writings (e.g., articles in Aboriginal magazines and newspapers on topics such as reserve/ urban employment or the contribution of Aboriginal women involved in social organizations in Aboriginal communities).

Language

ID2.01 – identify a variety of oral communication forms used by Aboriginal peoples (e.g., storytelling, music, speeches, songs) to reflect Aboriginal identity;

ID2.02 – identify how the Aboriginal oral tradition has been altered within Canadian society (e.g., by residential schools, provincial and federal schools, television, and child care outside the home);

ID2.03 – identify efforts by Aboriginal peoples to maintain their world views through various forms of expression (e.g., the Iroquoian thanksgiving address, the oral narration of Aboriginal elders).

Aboriginal Voices in Media Works

ID3.01 – identify images (e.g., the circle, an eagle feather) that reflect Aboriginal identity and Aboriginal world views in media works by Aboriginal creators;

ID3.02 – describe images of Aboriginal identity that appear in the media (e.g., John Kim Bell as chair of the National Aboriginal Achievement Awards, artist Douglas Cardinal, Atlanta Braves, Edmonton Eskimos);

ID3.03 – identify contemporary events within media works that reflect the values of Aboriginal communities (e.g., healing circles, sentencing circles, gatherings).

Relationships

Overall Expectations

REV.01 · identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.02 · identify literary works that promote and affirm relationships among Aboriginal peoples;

REV.03 · demonstrate an understanding of Aboriginal relationships depicted in fiction, drama, and poetry;

REV.04 · demonstrate an understanding of relationships presented in media works by Aboriginal creators.

Specific Expectations

Aboriginal Voices in Literature

RE1.01 – identify various relationships in the works of Aboriginal writers (e.g., the relationship of the main character with others, with land, with animals, and with plants);

RE1.02 – identify the changing nature of Aboriginal relationships in contemporary society (e.g., the Aboriginal concept of “nation to nation”, the tendency of Aboriginal people to become more vocal and demonstrative in seeking redress of wrongs committed against them), as depicted in the works of Aboriginal writers;

RE1.03 – demonstrate an understanding of how relationships affirm Aboriginal identity in the works of Aboriginal writers (e.g., Beatrice Culleton-Moisoner).

Language

RE2.01 – identify words and expressions that develop, maintain, and affirm Aboriginal relationships (e.g., words used by Aboriginal guest speakers, phrases used by storytellers);

RE2.02 – describe an Aboriginal writer’s use of language that has been influenced by Canadian society (e.g., phrases related to religious affiliations, slang expressions that reflect urban influences);

RE2.03 – identify ways in which language can be used to promote, affirm, and renew relationships among Aboriginal peoples (e.g., through musical lyrics, poetry, and speeches).

Aboriginal Voices in Media Works

RE3.01 – identify film and video images that reflect commonalities in Aboriginal world views (e.g., holism, oneness, nationhood);

RE3.02 – identify how Aboriginal media creators (e.g., Gil Cardinal, Buffy Sainte-Marie, Alanis Obomsawin) use images to represent changes in Aboriginal relationships (e.g., the role of women in Aboriginal society, Aboriginal peoples’ relationship to the earth);

RE3.03 – assess, with reference to various media forms, how Aboriginal creators portray the evolving nature of Aboriginal relationships (e.g., the development of relationships between isolated and urban communities).

Sovereignty

Overall Expectations

SOV.01 · describe sovereignty as it relates to identity, as depicted in literature by Aboriginal writers;

SOV.02 · demonstrate an understanding of the ways in which the language used in Aboriginal writing promotes personal sovereignty;

SOV.03 · demonstrate an understanding of Aboriginal sovereignty issues, as depicted in literature by Aboriginal writers;

SOV.04 · identify issues of sovereignty, as presented in media works by Aboriginal creators.

Specific Expectations

Aboriginal Voices in Literature

SO1.01 – identify ways in which sovereignty is expressed in the biographical and autobiographical accounts of Aboriginal people (e.g., Maria Campbell, Russell Means, Elijah Harper, Anna Mae Aquash);

SO1.02 – describe the emergence of Aboriginal sovereignty in contemporary society, as found in the works of Aboriginal writers (e.g., Drew Hayden Taylor, Rick Hornung, Richard Wagamese);

SO1.03 – demonstrate an understanding of how personal sovereignty, collective sovereignty, and political sovereignty are revealed in written works (e.g., personal accounts, stories of personal accomplishments, speeches by Aboriginal political leaders who participated in the process leading to the adoption of the Canadian constitution).

Language

SO2.01 – identify and explain, using a variety of sentence types, the ideas, issues, and information on personal sovereignty presented in the works of Aboriginal writers (e.g., Ruby Slipperjack);

SO2.02 – identify the key characters and events depicted in a novel by an Aboriginal writer and record how they are used to affirm sovereignty;

SO2.03 – list the characteristics needed for self-determination, according to accounts in Aboriginal newspapers or magazines (e.g., as exemplified in profiles of successful Aboriginal people);

SO2.04 – compare their own ideas, values, and perspectives on personal sovereignty (e.g., responsibility to self, to the community, or to the Creator) with those in Aboriginal literary works.

Aboriginal Voices in Media Works

SO3.01 – identify images in media works by Aboriginal creators that reflect Aboriginal sovereignty (e.g., images of personal triumph, community rebuilding, or the reconstruction of a historical event or place);

SO3.02 – describe Aboriginal expressions of sovereignty that have resulted from interaction with Canadian society (e.g., the use of Aboriginal names in renaming geographical locations, Aboriginal control of local administration, the involvement of Aboriginal organizations in constitutional discussions);

SO3.03 – identify aspects of emerging Aboriginal sovereignty, as depicted in media works by Aboriginal creators (e.g., in the National Film Board video Keepers of the Fire).

Challenges

Overall Expectations

CHV.01 · identify the challenge of maintaining cultural identity that faces Aboriginal peoples, as represented in Aboriginal literature;

CHV.02 · demonstrate an understanding of stereotyping, as depicted in Aboriginal literary or media works;

CHV.03 · describe the challenge of achieving personal well-being;

CHV.04 · identify challenges addressed in media works by Aboriginal creators.

Specific Expectations

Aboriginal Voices in Literature

CH1.01 – identify challenges facing Aboriginal peoples (e.g., challenges related to value conflicts, family responsibilities, traditions, and occupations), as presented in the works of Aboriginal writers (e.g., Beatrice Culleton-Moisoner, Ruby Slipperjack, Thomas King, Beth Brant);

CH1.02 – describe lifestyle challenges facing Aboriginal peoples as a result of interaction with Canadian society (e.g., the urbanization of Aboriginal communities, consumerism, stereotyping), as depicted in the literature of Aboriginal writers (e.g., Beatrice Culleton-Moisoner, Drew Hayden Taylor, Wayne Keon);

CH1.03 – identify various responses to challenges (e.g., acceptance of the challenge), as portrayed in the works of Aboriginal writers (e.g., Richard Greene, Beatrice Culleton-Moisoner, Drew Hayden Taylor, Wayne Keon).

Language

CH2.01 – assess challenges to the maintenance of Aboriginal oral traditions (e.g., decreasing numbers of Aboriginal elders [knowledge carriers], loss of Native languages);

CH2.02 – identify the use of specialized language and vocabulary appropriate to an Aboriginal workplace (e.g., in a manual relating to the establishment of an Aboriginal business) or to Aboriginal people in a workplace situation (e.g., generic vocabulary that is inclusive).

Aboriginal Voices in Media Works

CH3.01 – identify challenges to Aboriginal communities (e.g., urbanization, economic pressures) that are presented in media works;

CH3.02 – examine the challenges facing Aboriginal peoples depicted in documentaries, news reports, journalistic accounts, and photographs (e.g., by examining bias in both the images and the scripts);

CH3.03 – identify responses to challenges by Aboriginal peoples, as depicted in media works of Aboriginal creators;

CH3.04 – assess challenges that Aboriginal peoples face in preserving their identity, as depicted in Aboriginal media works.

Writing

Overall Expectations

WRV.01 · use a variety of print and electronic sources to gather information and develop ideas for personal, school, and workplace-related writing;

WRV.02

· identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

WRV.03 · use organizational structures and patterns to produce coherent written work;

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

WRV.05 · edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as prescribed 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 informational needs and purposes for writing, and developing research plans to gather data from print and electronic sources (e.g., search library resources to select, broaden, or narrow a topic; consult an on-line catalogue to get product information or send an e-mail message to request information; create a timeline to complete a project effectively and meet a deadline);

WR1.02 – classify and organize information to suit specific forms and purposes for writing (e.g., highlight the most relevant details in a brainstormed list and group them for a report; place events in an appropriate sequence for a report on a process);

WR1.03 – analyse information gathered from a variety of print and electronic sources to determine whether the information is sufficient, relevant, and suitable to the form and purpose for writing;

WR1.04 – use information and ideas from prior knowledge, personal experience, and research to develop content for personal and workplace-related writing (e.g., use knowledge about a product or service to plan a letter of complaint; compare information from different sources about summer jobs to plan a résumé).

Choosing the Form to Suit the Purpose and Audience

WR2.01 – select and use an appropriate form to produce written work for a specific audience and a specific purpose (e.g., create instructions on how to program a VCR for customers with a limited knowledge of electronics; write a short narrative report for a supervisor outlining the sequence of events in a workplace incident; write a letter of complaint about a defective product, identifying the problem and proposing a solution; write a letter to the editor concerning an Aboriginal issue);

WR2.02 – use literary and informational texts as models of writing for specific purposes and audiences;

WR2.03 – select the appropriate person and level of language for the form, purpose, and audience to communicate information and ideas about themes and issues (e.g., use appropriate specialized language to explain two perspectives on an issue in the workplace; use the gender-neutral third person to compare information and ideas from two texts; use the first person to state an opinion).

Organizing Ideas and Information in Written Work

WR3.01 – select and use appropriate organizational patterns in written communications (e.g., organize a prose narrative chronologically, using new paragraphs to indicate significant changes in time, setting, or speaker; use categorization and examples to organize an oral presentation on employability skills);

WR3.02 – apply knowledge of report structure to organize written reports, using (a) an introduction that clearly identifies the topic or poses an inquiry question; (b) a body that presents information and data in point form or connected paragraphs, supported by examples, graphics, or charts; and (c) a conclusion that presents a summary or recommendation;

WR3.03 – use organizational patterns such as cause and effect or problem-solution to present information and ideas in short reports (e.g., use a cause-and-effect pattern and labelled diagrams in a report explaining how to use a computer application).

Revising Drafts

WR4.01 – revise drafts to strengthen content and improve organization by adding details; deleting irrelevant information; and reordering to clarify, order, or connect ideas (e.g., add stage directions in a script to clarify characterization and manner of delivery; revise a set of instructions by presenting key steps in correct sequence);

WR4.02 – revise drafts of written work to improve freshness, accuracy, and clarity of expression (e.g., use feedback from a peer conference to rewrite a trite or clichéd ending to a story; use a dictionary and thesaurus to substitute appropriate for incorrectly used words; examine writing for the use of inclusive and anti-discriminatory language);

WR4.03 – revise drafts of written work to integrate researched information, ideas, and quotations in an ethical manner (e.g., provide a context for quoted materials; use transition words and phrases to link information from different sources).

Editing, Proofreading, and Publishing

WR5.01 – cite researched information, ideas, and quotations in a consistent and ethical manner according to acceptable research methodology;

WR5.02 – produce, format, and publish written work, using appropriate technology, to share writing with intended audiences (e.g., select the most effective typefaces, type styles, and type sizes for an announcement; format a résumé and letter of application for a summer job; adapt an electronic template to create a greeting card or letterhead);

WR5.03 – compare their current writing skills with those required in a variety of workplace situations and occupations and identify goals for improvement;

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

q Grammar and Usage: use parts of speech correctly, including nouns, pronouns, verbs, adverbs, adjectives, conjunctions, and prepositions;

q Grammar and Usage: construct a variety of correct sentences using subject, predicate, object, subjective completion, and prepositional phrases;

q Grammar and Usage: construct a variety of correct compound and complex sentences using principal and subordinate clauses;

q Grammar and Usage: identify and correct errors in sentence structure, verb tense consistency, and subject-predicate agreement in narrative and expository writing.

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: use apostrophes correctly in contractions and possessives (i.e., know when and when not to use an apostrophe);

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

q Punctuation: use punctuation correctly, including the period, question mark, exclamation mark, comma, dash, and colon, as well as quotation marks, parentheses, and ellipses.

Unit 1 | Unit 2 | 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 Organization

Unit 1: Identity

Unit 2: Relationships

Unit 3: Sovereignty

Unit 4: Challenges

Unit 5: Who Am I?

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Print

Audio

Video

Internet

OSS Considerations

Identity

Overall Expectations

Specific Expectations

Relationships

Overall Expectations

Specific Expectations

Sovereignty

Overall Expectations

Specific Expectations

Challenges

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations