Course Profile English: Contemporary Aboriginal Voices,
Grade 11,
Workplace Preparation, Public
Unit
1: Identity
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7 | Activity 8
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.
Strand(s): Identity, Writing
Expectations: All expectations
(Overall and Specific) for the Identity and Writing strands, as shown in the
Course Overview, are covered in this unit. They are specified at the beginning
of each activity.
|
Activity
1 |
Aboriginal
Identity and World Views |
240
minutes |
|
Activity
2 |
Changing
Aboriginal Identities |
180
minutes |
|
Activity
3 |
Traditional
Forms of Oral Communication |
180
minutes |
|
Activity
4 |
Contemporary
Forms of Oral Communication |
180
minutes |
|
Activity
5 |
Past
Aboriginal Images |
180
minutes |
|
Activity
6 |
Present
Aboriginal Images |
180
minutes |
|
Activity
7 |
Aboriginal
Identity and Values |
120
minutes |
|
Activity
8 |
Maintaining
Aboriginal Identity and World Views |
240
minutes |
This unit
builds upon the literacy, critical-thinking, and communication skills developed
in Grades 9 and 10, English, Applied
courses. Furthermore, it extends the historical and contemporary issues
uncovered in Grade 10 Aboriginal Peoples in Canada. Examination of local
community concepts of Aboriginal identity and how the Aboriginal community
views itself should be undertaken before beginning.
·
Ensure
that resources are available in the classroom or the Library/Resource Centre.
If suggested resources are not available, then alternative materials should be
selected in conjunction with the school library staff, other teachers, or
information from the Internet.
·
Native Voices and Voices of the First Nations are used as primary resources to ensure
access to materials by Aboriginal writers; other local resources may supplement
these anthologies as required.
·
Confirm
that Internet websites are currently active and available.
·
Review
the unit to develop understanding of the sequence of activities, assignments
needed, culminating activity requirements, issues addressed, and grammar,
usage, spelling, and punctuation conventions.
·
Consider
how to establish a safe and collaborative environment in the classroom. This
can be achieved by researching and becoming familiar with contemporary
Aboriginal voices in literature and media works prior to the unit being taught.
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
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
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
Maki,
Joel T., ed. Let the Drums Be Your Heart:
New Native Voices. Toronto: Douglas & McIntyre, 1996. ISBN 1-55054-527-2
New,
W.H., ed. Native Writers and Canadian
Writing. Vancouver, BC: University of British Columbia Press, 1990. ISBN
0-7748-0371-1
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,
Tekawanake News, Turtle Island News, Wawatay News, 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)
Aglukark,
Susan. This Child. Mississauga, ON:
EMI, 1995.
Robertson,
Robbie and the Red Road Ensemble. Music
For The Native Americans. Mississauga, ON: Capitol, 1994.
Tudjaat.
Tudjaat. North York, ON: Columbia; Mississauga,
ON: Capitol, 1995.
Wapistan.
Message. Sioux Lookout, ON: First
Nations Music Inc., 1995.
Whitetail
Singers. Forever Dancing. Sioux
Lookout, ON: First Nations Music Inc., 1994.
Paskievich,
John. If Only I Were An Indian.
Montreal: NFB, 1996. 81 min. C9195 050/EC009, p. 45
CHRO-TV. Cultural Renewal. Toronto: Magic Lantern
Communications, 1992. 30 min. 137-31-162, p. 5
Microsoft Word, Corel WordPerfect,
CorelDraw, AppleWorks
Aboriginal
Voices in Literature
http://falcon.jmu.edu/~ramseyil/native.htm
http://www.cynthialeitichsmith.com/nativebooksb.htm
http://www.kstrom.net/isk/books/amazonlinks/fiction.html
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.anishinabek.ca/news/
www.firstperspective.ca
www.tekanews.com
www.
turtleisland.news.on.ca/
www.wawatay.on.ca
Other
Voices
www.afn.ca/
www.bloorstreet.com/300block/aborcan.htm
www.nativeweb.org/
www.servtech.com/public/mvarl/nativeamerican.html
Time: 240 minutes
Students
describe aspects of Aboriginal identity found in a variety of literary works by
Aboriginal writers. They begin by describing their own perceptions of
Aboriginal identity. Then, they examine literature to identify aspects of
Aboriginal identity as it relates to Aboriginal world views. Students end this
activity by writing a poem, short story, or short dialogue dealing with
Aboriginal identity.
Strand(s): Identity, Writing
Overall
Expectations
IDV.02 -
identify characteristics of identity found in Aboriginal fiction, non-fiction,
drama, poetry, and informational materials;
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;
WRV.02 - identify the informational and
literary forms suited to various purposes and audiences and use forms
appropriately in their own writing;
WRV.04 -
revise their written work, collaboratively and independently, focusing on
accuracy of information and clear expression.
Specific
Expectations
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);
WR2.02 -
use literary and informational texts as models of writing for specific purposes
and audiences;
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 anti-discriminatory language).
Students
should be familiar with generating ideas and gathering information from text
materials, the uses and conventions of a variety of forms of writing, and
revising drafts of their work. They have developed knowledge/understanding from
Grade 10 Aboriginal Peoples in Canada and communication skills from Grades
9 and 10, English, Applied courses.
Teachers
review materials and the use and conventions of different forms of writing.
1. Provide an overview of the entire
unit, including assignments and the culminating activity – Maintaining
Aboriginal Identity and World Views.
2. As a whole class, students brainstorm aspects
of Aboriginal identity related to Aboriginal world views from their own
perspectives, using the question: What characteristics give a person their
identity? How are these characteristics influenced? These aspects may include
connection of the individual to their family, their community, their language
group (e.g., Cree, Ojibway, Mohawk, etc.), the land, and the world around them.
Place responses on chart paper for referral and additions during the unit. Have
students copy these responses into their notebooks.
3. Read short excerpts from some of the authors
mentioned in Resources. After each reading, students describe the form of
writing, the intended audience, and the conventions used. The play form will
only be introduced in this activity. Place the forms of writing, with purpose,
intended audiences, and conventions, on chart paper for later use (non-fiction,
narrative, play or drama, novel excerpt, short story, poem). Students copy the
forms of writing into their notebooks.
4. Individually, have students read an excerpt
from a novel such as “Keeper’n Me”, section by section. After each section,
students respond in journals or notebooks with impressions of what they have
read. Have them also respond in notebooks with impressions after reading entire
excerpt.
5. In small groups, students reread sections of
the novel excerpt orally. Have students discuss their impressions of the
reading and the characteristics of identity as it relates to Aboriginal world
view (found in the statement “the land is a feeling”). Have students record
these characteristics in notebooks.
6. Individually, students read a poem such as
“My Moccasins Have Not Walked.” Have students write about images or feelings that
came to mind in response journals or notebooks.
7. In
small groups, students reread the poem orally. Have students discuss their
images or feelings and the characteristics of identity as it relates to an
Aboriginal world view. Have students record these characteristics in notebooks
for referral.
8. Divide the class into four small groups. Have
groups read silently one of the other non-fiction stories or poems.
Individually, students record impressions of the reading, as it relates to
Aboriginal identity, in their response journal, either after reading sections
or after reading whole selection; students may also write about images and
feelings that come to mind after reading the text. Have students discuss
characteristics of identity as it relates to an Aboriginal world view found in
that non-fiction work or poem. Students record the characteristics on chart
paper and share them with the whole class.
9. Review forms of writing, purpose, intended
audience, and conventions with the class.
10. Students choose one of these forms to develop
(a) a poem that describes their perceptions of Aboriginal identity; (b) a short
story based on one of the characteristics of Aboriginal identity that relates
to an Aboriginal world view; or (c) a short dialogue of an exchange between
characters from one of the stories showing how each feels about their identity
and why.
11. Discuss reasons for revising drafts. Examine
reasons for clarity of expression in detail. Distribute checklist for revising
drafts.
12. In pairs, students collaboratively revise
their written work, paying specific attention to clarity of expression using
the checklist for revising drafts.
13. With permission, display published work on a
bulletin board or have students present their work orally.
|
Purpose (why) |
Strategy (what) |
Connection To Achievement Chart |
Evaluator (who) |
Tool (how) |
|
diagnostic
assessment of small group on identification of aspects of Aboriginal identity
related to an Aboriginal world view |
in-class
discussions |
Knowledge/ |
teacher |
anecdotal
comments |
|
diagnostic
assessment on use of literary and informational texts as models of writing |
draft
poem, short story, or short dialogue |
Application |
teacher |
Rating
sheet or checklist |
|
formative
assessment on revising drafts of written work to improve clarity of
expression |
published
poem, short story, or short dialogue |
Communication Application |
self
and peer |
checklist
for revising drafts |
Student
achievement for Communication may be demonstrated in large groups, small
groups, pairs, or individually. Students may choose their preferred writing
form for application.
Acoose,
Janice and Brenda Zeman. “Acoose: Man Standing Above Ground.” In Ahenakew,
Freda, Brenda Gardipy, and Barbara Lafond, eds. Voices of the First Nations. Toronto: McGraw-Hill Ryerson, 1995,
pp. 113-124.
George,
Chief Dan. from “My Heart Soars.” In Ahenakew, Freda, Brenda Gardipy, and
Barbara Lafond, eds. Native Voices.
Toronto: McGraw-Hill Ryerson, 1993, pp. 133-135.
Googoo,
Maureen. “Quill Earrings.” In Voices of
the First Nations, pp. 152-160.
Greyeyes, Colin. “Colours.” In Native Voices, p. 116.
Redbird,
Duke. “My Moccasins Have Not Walked.” In Native
Voices, p. 81.
Smith,
Gary. “Keepers of the Past.” In Voices of
the First Nations, pp. 96-109.
Wagamese,
Richard. from“Keeper’n Me.” In Voices of
the First Nations, pp. 128-140.
Time: 180 minutes
In this
activity, students describe the changing nature of Aboriginal identity found in
a variety of contemporary writings. They begin by gathering information from
Aboriginal magazines, newspapers, and the Internet. Then, students examine
these writings to describe the influences on Aboriginal identity affecting
these changes. This activity ends with students summarizing the main points of
selected writings in two or three paragraphs.
Strand(s): Identity, Writing
Overall
Expectations
IDV.01 -
describe influences on Aboriginal identity, as portrayed by Aboriginal writers;
IDV.03 -
describe how a variety of informational and literary texts communicate ideas
about Aboriginal identity clearly and accurately;
WRV.01 -
use a variety of print and electronic sources to gather information and develop
ideas for personal, school, and workplace-related writing;
WRV.04 -
revise their written work, collaboratively and independently, focusing on
accuracy of information and clear expression.
Specific
Expectations
ID1.02 -
identify the changing nature of Aboriginal identity portrayed in contemporary
writings (e.g., article 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);
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;
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).
Students
should be familiar with generating ideas and gathering information from
magazines, newspapers, and the Internet.
Teachers
should review contents of current Aboriginal magazines and newspapers and check
that electronic resources are updated. They should review terms and conditions
of student access to the Internet and appropriate use in the classroom.
Teachers should meet with the school library staff prior to class visit.
1. Explain that perceptions of Aboriginal
identity are constantly changing. Even the term used to describe the first peoples
has gone through many changes: Indian, Native, First Nations, and Aboriginal.
2. Review aspects of Aboriginal identity as it
relates to Aboriginal world view from chart paper (i.e., connection of the
individual to their family, their community, their language group, the land,
and the world around them). Ask: What are some of the influences that have
resulted in changing Aboriginal identity? (These influences may include
religion, schooling, government, and popular Western culture.)
In
small groups, students locate contemporary writings on Aboriginal identity in
print (magazines and newspapers) and in electronic form (Internet). Assign or
have each group choose one aspect or characteristic of Aboriginal identity.
Students gather information on the particular aspect and factors influencing
change (e.g., loss of connection to extended family due to residential
schooling). Students select and analyse the information for relevance and for
suitability for responding and summarizing. The selected information may
consist of one or more articles or stories based on the particular aspect of
Aboriginal identity. Ensure that each member of the group receives a copy of
the selected information.
3. Students silently read the selected
information twice. They share thoughts and responses to the information with a
partner. Individually, students summarize the main points of the articles in
two or three paragraphs. Summaries describe the aspect of Aboriginal identity,
identify the changing nature of the aspect, and the influences affecting the
change. Have students compare summaries with a partner.
4. Discuss the reasons for revising drafts.
Examine reasons for strengthening content and improving organization by adding
details; deleting irrelevant information; and reordering to clarify, order, or
connect ideas in detail. Distribute checklist for revising drafts.
5. In pairs, students collaboratively revise
their written work, paying specific attention to strengthening content and
improving organization using the checklist for revising drafts.
6. With permission, display work on a bulletin
board or have students present their summaries orally.
|
Purpose (why) |
Strategy (what) |
Connection To Achievement Chart |
Evaluator (who) |
Tool (how) |
|
formative
assessment of small group on identifying the changing nature of Aboriginal
identity portrayed in contemporary writings |
newspaper
or magazine articles or Internet stories |
Knowledge/ |
teacher |
anecdotal
comments |
|
diagnostic
assessment on analysing information, gathered from a variety of print and
electronic sources, to determine whether the information is sufficient,
relevant, and suitable for responding and summarizing |
draft
summary of newspaper or magazine article or Internet story |
Thinking/
Inquiry Application |
teacher |
anecdotal
comments |
|
formative
assessment on revising drafts to strengthen content and improve organization by
adding details; deleting irrelevant information; and reordering to clarify,
order, or connect ideas |
published
summary of newspaper, magazine article, or Internet story |
Communication |
self peer |
checklist
for revising drafts |
Student
achievement for Thinking/Inquiry may be demonstrated by having draft summaries
written collaboratively in small groups or pairs, depending on the needs of
students. Students may be given opportunities to present their work orally for
communication.
Print
Anishinabek News, The First Perspective,
Tekawanake News, Turtle Island News, Wawatay News, Windspeaker
Internet
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/
Time: 180 minutes
Students
describe traditional forms of oral communication. They begin by listening to a
variety of oral forms, including music, addresses, legends or traditional
stories. Then students examine traditional stories for purpose, intended
audience, and conventions. Finally, students create their own legendary tale or
story using the conventions outlined.
Strand(s): Identity, Writing
Overall
Expectations
IDV.03 -
describe how a variety of informational and literary texts communicate ideas
about Aboriginal identity clearly and accurately;
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.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
ID2.01 -
identify a variety of oral communication forms used by Aboriginal peoples
(e.g., storytelling, music, speeches, songs) to reflect Aboriginal identity;
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);
WR5.04 -
edit and proofread their own and other’s writing, identifying and correcting
errors according to the requirements of grammar, usage, spelling, and
punctuation listed.
Students
should be familiar with editing and proofreading their own and others’ writing.
Teachers
should review the editing and proofreading processes and requirements for
grammar, usage, spelling, and punctuation. They should obtain several examples
of storytelling (legends) from the Library/Resource Centre (e.g., Nanabush,
Wasakychak, Coyote, and Raven). Teachers should also ensure that examples of
recorded materials (CDs) and a CD player are available.
1. Play a traditional Aboriginal dance song. Ask
students what they feel when they hear this kind of traditional music and the
aspects of Aboriginal identity it represents. One possible source for music is
listed in Resources below.
2. Orally read “Letter” to whole class. Ask the
following: Why do you think Shinguaconse wrote this letter or addressed the
governor at Montreal in 1849? Have students discuss how they feel about this
letter and the aspects of Aboriginal identity it reflects.
3. Review the aspects of Aboriginal Identity.
4. Read “Night Flying Woman” aloud.
5. Ask the following: Why did Night Flying Woman’s
grandmother tell this story? What aspects of Aboriginal identity does the
opening letter or address and story portray?
6. Ask students if they know any Trickster
legends or characters. List examples on the board.
7. Orally read “The Origin of Stories.” Ask the
following: What was the purpose (s) for telling these kinds of stories?
Purposes may include teaching values or lessons on behaviour, explaining the
nature of the world and our place in it, helping comprehend the wonder and
mystery of the universe, and entertaining through humour. Who were these
stories told to? (all age groups)
8. Discuss conventions of story or legend form:
(a) an introduction where the culture figure is presented; (b) a two-part story
line where the culture figure tricks or persuades someone or something, and
where the Trickster is in turn tricked or meets his match; and (c) a conclusion
where a lesson in behaviour or values, a natural occurrence in the world, or a
wonder or mystery is explained. Add this form of story telling/writing, with
purpose, intended audience, and conventions, to chart paper (legend). Have
students add this information to their notebooks with other forms of
writing/story telling.
9. In small groups, students examine one of the
following stories: “The Beginning of the Cree World,” “Wesakaychak Rides the
Moon,” “The Thunders and Mosquito,” and “The Shivering Tree”. Students discuss
the purpose of story, intended audience, and conventions used.
10. Show students other legends available from the
Library/Resource Centre.
11. Students individually write another legendary
tale or story about Nanabush, Wasakychak, Coyote, Raven, etc., using the legend
conventions outlined.
12. Discuss the importance of editing and
proofreading and requirements for grammar, usage, spelling, and punctuation.
Examine requirements for grammar, usage, spelling, and punctuation. Distribute
the checklist for editing and proofreading.
13. Students revise their written work
independently using the checklist.
14. In pairs, students collaboratively revise
their written work, paying specific attention to requirements for grammar,
usage, spelling, and punctuation.
15. Have students present their stories orally.
|
Purpose (why) |
Strategy (what) |
Connection to Achievement Chart |
Evaluator (who) |
Tool (how) |
|
diagnostic assessment of large group on
identifying a variety of oral communication forms used by Aboriginal peoples |
question and answer |
Knowledge/ |
teacher |
anecdotal comments |
|
formative
assessment on selecting and using appropriate organizational patterns in written
communications |
draft
legendary tale or story |
Knowledge/ Application |
teacher |
anecdotal
comments |
|
formative
assessment on editing and proofreading their own and other’s writing |
published
legendary tale or story |
Communication |
self |
checklist
for editing and proofreading |
|
Formative
assessment of presentation of the legend or story |
oral
presentation |
Communication |
peer
and teacher |
checklist
or rubric |
Reading
materials of varying levels of difficulty can be selected to meet student
needs. Also, students may, in conjunction with the teacher, choose the
requirements for grammar, usage, spelling, and punctuation for achievement in
Communication.
Print
Ahenakew,
Re. E. “Wesakaychak Rides the Moon.” In Ahenakew, Freda, Brenda Gardipy, and
Barbara Lafond, eds. Native Voices.
Toronto: McGraw-Hill Ryerson, 1993, pp. 10-11.
Broker,
Ignatia. “Night Flying Woman.” In Ahenakew, Freda, Brenda Gardipy, and Barbara
Lafond, eds. Voices of the First Nations.
Toronto: McGraw-Hill Ryerson, 1995, pp. 34-42.
Clark,
Ella Elizabeth. “The Origin of Stories.” In Native
Voices, pp. 1-5.
Clark,
Ella Elizabeth. “The Beginning of the Cree World.” In Native Voices, pp. 6-9.
McLeod,
John. “The Shivering Tree.” In Native
Voices, pp. 19-29.
Shinguaconse.
“Letter.” In Voices of the First Nations,
pp. 46-47.
Whitehead,
Ruth Holmes. “The Thunders and Mosquito.” In Native Voices, pp. 14-15.
Audio
Whitetail
Singers. “Drum Theme (James Bay),” in Forever
Dancing. Sioux Lookout, ON: First Nations Music Inc., 1994.
Time: 180 minutes
In this
activity, students identify changes to oral forms of communication. They begin
by listening to a variety of contemporary musical recordings. Then, they
examine the recordings for aspects of Aboriginal identity and influences
mentioned or evident in them. Finally, students create their own lyrics and CD
cover using standard publishing conventions.
Strand(s): Identity, Writing
Overall
Expectations
IDV.03 -
describe how a variety of informational and literary texts communicate ideas
about Aboriginal identity clearly and accurately;
WRV.02 - identify the informational and
literary forms suited to various purposes and audiences and use the forms
appropriately in their own writing.
Specific
Expectations
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);
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);
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).
Students
should be familiar with word-processing and graphics programs and, if possible,
be given elementary instruction on graphics programs.
Teachers
should review production, formatting, and publishing written work, using
computer applications and technology. They should also ensure that examples of
recordings (CDs) and a CD player are available. Teachers should encourage
students to bring in CDs of their favourite Aboriginal artists. Teachers should
collaborate with Art and Computer Technology Departments to develop
cross-curricular activities.
1. Review traditional oral forms of
communication with the class. Explain that traditional oral forms of
communication (i.e., the oral tradition) are still being practised, but some
have been altered by many influences which may include religion, schooling,
government, and popular Western culture.
2. Play another dance song.
3. Ask the class: Who are some of the Aboriginal
musicians you are familiar with? List these on the board. Encourage students to
bring CDs to class.
4. Have
students listen to various selections of the Robbie Robertson and the Red Road
Ensemble CD. Ask: What aspects of this music reflect Aboriginal identity? Are
the influences of religion, schooling, government, or popular Western culture
mentioned or evident in these recordings? Continue with other musicians. Some
suggested audio resources are listed in Resources below. If possible, arrange a
visit by a local Aboriginal performer.
5. In small groups, students complete one of the
following: (a) classify and organize classroom songs under headings showing
aspects of Aboriginal identity reflected on chart paper (i.e., connection of
the individual to their family, their community, their language group, the
land, and the world around them), or (b) visit websites to gather lyrics by
other Aboriginal musicians and classify and organize these songs under headings
showing aspects of Aboriginal identity.
6. Show students examples of lyrics and CD
covers. Examine requirements for lyrics and CD covers (e.g., selecting the most
effective typefaces, type styles, type sizes, and artwork or images).
7. Discuss purpose, intended audience, and
conventions of lyric form. Add this form of writing, with purpose, intended
audience, and conventions, to chart paper (lyric). Have students add this
information to their notebooks with other forms of writing.
8. Discuss the importance of producing,
formatting, and publishing written work, using appropriate technology, to share
writing with intended audiences. Distribute the checklist for producing,
formatting, and publishing written work. Discuss the possible career
applications of this skill.
9. Students individually write a lyric using
conventional format that reflects their perception of Aboriginal identity and
create a CD cover that expresses this perception.
10. Students revise their written work
independently using the checklist.
11. With permission, display work on a bulletin
board or have students present their lyrics orally.
|
Purpose (why) |
Strategy (what) |
Connection to Achievement Chart |
Evaluator (who) |
Tool (how) |
|
formative
assessment of large group on identifying how the Aboriginal oral tradition
has been altered within Canadian society |
question
and answer |
Knowledge/ |
teacher |
anecdotal
comments |
|
formative
assessment of small groups on classifying and organizing information to suit
forms and purposes for writing |
chart |
Knowledge/ |
teacher |
anecdotal
comments |
|
formative
assessment on producing, formatting, and publishing written work, using
appropriate technology, to share writing with intended audiences |
lyric
and CD cover |
Communication |
self |
checklist |
For
achievement in Communication, students with exceptional needs may choose either
published lyric or CD cover. Furthermore, these may be produced by computer
word processor and graphics programs or by conventional pen and pencil means.
Student achievement in Knowledge/Understanding and Application can be
accomplished through placement of students of varying abilities in small
groups.
Audio
Aglukark, Susan. “Shamaya”“O Siem,” “Dreams for
You,” in This Child. Mississauga, ON:
EMI, 1995.
Robertson,
Robbie and the Red Road Ensemble. “Golden Feather,” “Akua Tuta,” “Words of
Fire, Deed of Blood,”“Ancestor Song,” in Music
For The Native Americans. Mississauga, ON: Capitol, 1994.
Tudjaat.
“Kajusita (My Ship Comes In),” in Tudjaat.
North York, ON: Columbia, 1995.
Wapistan.
“Born Again Pagan,” “Anishinabe Child,” “Turtle Island,” “Mushkeego,” “Time to
Get Together,” in Message. Sioux
Lookout, ON: First Nations Music Inc., 1995.
Whitetail
Singers. “Women’s Fancy Dance Song,” “ Men’s Fancy Dance Song,” in Forever Dancing. Sioux Lookout, ON:
First Nations Music Inc., 1994.
Multimedia
and Computer Software
Microsoft Word, Corel WordPerfect,
CorelDraw, AppleWorks
Internet
http://member.tripod.com/nativemuscianlinks/
Time: 180 minutes
Students
describe past images of Aboriginal identity. They begin by responding to an
essay on images of Aboriginal identity. Then, they locate a variety of
Aboriginal images, found in anthologies or materials containing Aboriginal art,
to produce a montage of Aboriginal images. Finally, students write an essay
describing an important Aboriginal image or symbol and what it represents to
them.
Strand(s): Identity, Writing
Overall
Expectations
IDV.05 -
describe images in media works related to Aboriginal identity;
WRV.02 -
identify the informational and literary forms suited to various purposes and
audiences and use the forms appropriately in their own writing.
Specific
Expectations
ID3.01 -
identify images (e.g., the circle, an eagle feather) that reflects Aboriginal
identity and Aboriginal world views in media works by Aboriginal creators;
WR2.01 -
select and use an appropriate form to produce written work for a specific
audience and a specific purpose (e.g., 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);
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).
Students
should be familiar with locating, organizing, and summarizing information.
Teachers
should review production, formatting, and publishing written work using
appropriate computer applications and technology. They should also obtain a
variety of anthologies or materials containing Aboriginal art from
Library/Resource Centre for class reference.
1. Have students examine CD cover artwork and
ask: Do the covers contain images that reflect Aboriginal identity? What are
they? Do you know any other images of Aboriginal Identity? Place responses on
the board.
2. In small groups, students locate materials
containing artwork by Aboriginal creators that reflects Aboriginal identity and
world views, in the classroom or Library/Resource Centre. Each group presents
several pieces of Aboriginal artwork to the class, showing the images or
symbols used in each. Groups create a montage of images showing their
understanding of Aboriginal identity and world views.
3. Students read “Elders Share Perspectives on
Traditions, Spirituality.” Have students summarize the main points of this
essay in two or three paragraphs in their notebook.
4. Discuss purpose, intended audience, and
conventions of non-fiction essay form. Add this form of writing, with purpose,
intended audience, and conventions, to chart paper (non-fiction essay). Have
students add this information to their notebooks with other forms of writing.
5. Discuss the importance of producing,
formatting, and publishing written work, using appropriate technology, to share
writing with intended audiences. Distribute the checklist for producing,
formatting, and publishing written work.
6. Students select an appropriate form of for
describing an important Aboriginal image or symbol and what it represents to
them.
7. Students write an essay on the topic and
revise their written work independently using the checklist.
8. With permission, display artwork and essays
on a bulletin board or have students present essays orally.
|
Purpose (why) |
Strategy (what) |
Connection to Achievement Chart |
Evaluator (who) |
Tool (how) |
|
formative
assessment of small groups on identifying images that reflect Aboriginal identity
and Aboriginal world views in media |
montage
of images essay
summary |
Knowledge/ |
teacher |
anecdotal
comments |
|
formative
assessment of small group on selecting and using an appropriate form to
produce written work for a specific audience and a specific purpose |
essay |
Knowledge/ |
teacher |
anecdotal
comments |
|
formative
assessment on producing, formatting, and publishing written work, using
appropriate technology, to share writing with intended audiences |
essay |
Communication,
Application |
self |
checklist
for producing, formatting, publishing written work |
For
achievement in Application and Communication, students may describe an
Aboriginal image and what it represents to them through an oral or visual
presentation instead of an essay.
Print
Starr,
Noel Archie. “Elders Share Perspectives on Traditions, Spirituality.” In
Ahenakew, F., B. Gardipy, and B. Lafond, eds. Voices of the First Nations. Toronto: McGraw-Hill Ryerson, 1995,
pp. 141-143.
Time: 180 minutes
Students
describe present-day images of Aboriginal identity in media works. They begin
by responding to an oral reading of an essay on images of Aboriginal identity.
Then, they view a video and, in a large group, write an essay about the use or
misuse of images of Aboriginal identity. Finally, they locate images in
non-Aboriginal magazines and newspapers, on the Internet, or on television, and
write an editorial or letter commenting on these images.
Strand(s): Identity, Writing
Overall
Expectations
IDV.05 -
describe images in media works related to Aboriginal identity;
WRV.02 -
identify the informational and literary forms suited to various purposes and
audiences and use the forms appropriately in their own writing.
Specific
Expectations
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);
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 issues in the
workplace; use the gender-neutral third person to compare information and ideas
from two texts; use first person to state an opinion).
Students
should be familiar with locating, organizing, and summarizing information.
Teachers
should ensure that recorded material (video) is available and confirm the
availability of current and back issues of magazines and newspapers in the
Library/Resource Centre.
1. Present several pieces of Aboriginal artwork
from Activity 5 showing the images or symbols used in each. Ask students: Do
you know any images of Aboriginal identity that are used in non-Aboriginal
society? Where do you find them? How do these images make you feel? List
responses on the board.
2. Read “Marketing the Imaginary Indian” aloud,
one section at a time. Allow students to comment on author’s arguments after
each section. After the concluding section, ask students whether or not they
agree with the author’s position and why.
3. Explain the use of appropriate person and
level of language for the form, purpose, and audience to communicate
information and ideas about use or misuse of images of Aboriginal identity in
the media.
4. Show
portions or all of If Only I Were An
Indian. Ask students the following: Where did the Czechs in this film
obtain these images of Aboriginal identity? How realistic are they with regard
to the lives of Aboriginal people today? What’s your reaction to these
Europeans adopting Indian traditions?
5. In small groups, students write a short essay
about the use or misuse of images of Aboriginal identity for a reader in
another country.
6. Discuss purpose, intended audience, and
conventions of two types of editorial form and letter form. Add this form of
writing, with purpose, intended audience, and conventions, to the chart paper
(non-fiction editorial and letter). Have students add this information to their
notebooks.
7. Students choose one of the following: (a)
locate images of Aboriginal identity that appear in magazine articles,
newspaper clippings, or Internet websites from non-Aboriginal sources, and
organize and summarize this information to write an opinion editorial piece for
a local community newspaper about the use or misuse of images of Aboriginal
identity portrayed; or (b) locate images of Aboriginal identity that appear on
television and advertising, and organize and summarize this information to
write a letter to the local community television manager about the use or
misuse of images of Aboriginal identity.
8. With permission, display published work on a
bulletin board or have students present their work orally.
|
Purpose (why) |
Strategy (what) |
Connection to Achievement Chart |
Evaluator (who) |
Tool (how) |
|
formative
assessment of large and small groups on description of images of Aboriginal
identity in the media |
in-class
discussion, short
essay |
Knowledge/ |
teacher |
anecdotal
comments |
|
formative
assessment on selecting the appropriate person and level of language for
form, purpose, and audience to communicate information and ideas about the use
or misuse of images of Aboriginal identity |
editorial
or letter |
Application |
teacher
and self |
marking
scheme |
Achievement
in application and communication may be demonstrated either orally or in
written form.
Print
Francis,
Daniel. “Marketing the Imaginary Indian.” In Ahenakew, Freda, Brenda Gardipy,
and Barbara Lafond, eds. Voices of the
First Nations. Toronto: McGraw-Hill Ryerson, 1995, pp. 48-58.
MacLean’s, The Toronto Star, The Globe and
Mail, The National Post
Video
Paskievich,
John. If Only I Were An Indian.
Montreal, QC: NFB, 1996. 81 min. C9195 050/EC009, p. 45.
Internet
www.macleans.ca,
www.thestar.com, www.theglobeandmail.com, and www.nationalpost.com
Time:
120
minutes
Students describe areas where aspects of
Aboriginal identity and values are used in contemporary life. They begin by
responding to an oral reading of an article or television program that deals
with attempts by the First Nations to determine their way life in the area of
justice. Then, they investigate an area where Aboriginal people are attempting
to include aspects of Aboriginal identity and values. Finally, they choose two
or three pieces of information on the selected area or on specific topics.
Strand(s): Identity, Writing
Overall
Expectations
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;
WRV.01 -
use a variety of print and electronic resources to gather information and
develop ideas for personal, school, and workplace-related writing.
Specific
Expectations
ID3.03 -
identify contemporary events within media works that reflect the values of
Aboriginal communities (e.g., healing circles, sentencing circles, gatherings);
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).
Students
are familiar with generating ideas and gathering information from print and
electronic sources. They are familiar with the purpose, intended audience, and
conventions of different forms of writing.
Teachers
should ensure that recorded material (video) and overhead equipment are
available and confirm that print and electronic resources on Aboriginal
self-government, justice, education, socio-economic development, land rights,
and natural resource development are available in the Library/Resource Centre.
1. Ask students the following: How do past and
present Aboriginal images affect Aboriginal identity and values? Read “Two
Teens Banished to Remote Islands” aloud. Ask students the following: What is
this article about? What do you think about this form of sentencing? How do you
think the teenagers felt? What aspects of Aboriginal identity and values does
it deal with?
2. Show CHRO-TV program Justice to the class. Ask students the following: Do you think the
justice system successfully rehabilitates offenders for their return to
society? Explain.
3. Explain
that the article and television program deal with attempts by the First Nations
to determine their way of life in the area of justice. Brainstorm other areas
where Aboriginal peoples are attempting to include aspects of Aboriginal
identity and values in contemporary life. (Note: Values can be described as the
general beliefs people have about their lives that explain why they choose to
act in certain ways.) Place responses on an overhead transparency. Responses
may include self-government, education, health, socio-economic development,
land rights, natural resource development, etc.
4. Describe initial steps in investigating a
topic: (a) investigating potential topics, by formulating questions and by
narrowing them to a question or issue; (b) identifying informational needs and
purposes for writing; and (c) developing research plans to gather data from
print and electronic sources, using a visual representation, chart, or organizer.
Use the area of justice as an example.
(a) Students brainstorm questions to determine
potential topics.
What is Aboriginal justice? What is
non-Aboriginal justice? Are offenders successfully rehabilitated? What are the
differences between Aboriginal and non-Aboriginal justice systems? Why have
separate justice systems? How are Aboriginal identity and values maintained?
(b) Ask students the following:
What kind of information do we need?
(information on Aboriginal and non-Aboriginal justice, rehabilitation,
differences contemporary examples, etc.).
What is the purpose for this writing? (personal
response or summary for culminating activity).
(c) How
will this information be gathered? (through an information search of library
resources (e.g., books, magazines, newspapers, video), on-line search engines,
and websites (e.g., www.bloorstreet.com/300block/aborcan.htm), using a
flowchart).
Place
responses on the overhead transparency.
5. In small groups, students follow initial
steps to investigate an area (self-government, education, justice, health,
socio-economic development, land rights, natural resource development) where
Aboriginal people are attempting to include aspects of Aboriginal identity and
values. Have them choose two or three pieces of information on selected area or
specific topics.
|
Purpose (why) |
Strategy (what) |
Connection to Achievement Chart |
Evaluator (who) |
Tool (how) |
|
identify
contemporary events within media works that reflect the values of Aboriginal
communities |
question
and answer |
Knowledge/ |
teacher |
anecdotal
comments |
|
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 |
two or
three pieces of information on selected area or specific topics |
Thinking/Inquiry Application |
teacher |
anecdotal
comments |
Achievement
in thinking/inquiry and application for students with exceptional needs can be
met through placement in small groups of students of varying abilities.
Print
Saskatoon
Star Phoenix. “Two Teens Banished to Remote Islands.” In Ahenakew, Freda,
Brenda Gardipy, and Barbara Lafond, eds. Voices
of the First Nations. Toronto: McGraw-Hill Ryerson, 1995, pp. 217-218.
Video
CHRO-TV. Justice. Magic Lantern Communications Ltd.,
1992. 30 min. 137-31-159, p. 24.
Internet
www.bloorstreet.com/300block/aborcan.htm,
www.nativeweb.org/, www.afn.ca/,
www.servtech.com/public/mvarl/nativeamerican.html
Time: 240 minutes
In this
activity, students complete two pieces of writing, based on information chosen
in the previous activity and experiences and activities presented throughout
the unit. In the writing, students describe their perceptions of Aboriginal
identity through (1) a journal response or summary on a selected area where
Aboriginal peoples are attempting to include aspects of Aboriginal identity and
values in contemporary life; and (2) a short story, poem, lyric, non-fiction
narrative, essay, editorial, or letter on efforts of Aboriginal peoples to
maintain their identity and world views. Finally, students assess their efforts
using checklists for editing and proofreading and for producing, formatting,
and publishing written work.
Strand(s): Identity, Writing
Overall
Expectations
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;
WRV.02 -
identify the informational and literary forms suited for various purposes and
audiences and use the forms appropriately in their own writing;
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
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);
WR1.04 -
use information and ideas from prior knowledge, personal experiences, and
research and 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);
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);
WR5.04 -
edit and proofread their own writing, identifying and correcting errors
according to the requirements of grammar, usage, spelling, and punctuation.
Students
should be familiar with the use of checklists for editing and proofreading and
for producing, formatting, and publishing written work. In addition, they
should be familiar with the purpose, intended audience, and conventions of
various forms of writing.
Teachers
develop a rubric for the writing piece.
Teachers
should have a checklist for editing and proofreading and a checklist for
producing, formatting, and publishing written work available for student use
and review.
1. Explain the nature of the culminating
activity.
2. Review checklists with students. Comment on
concerns identified from previous use of the checklists.
3. Students choose one piece of writing from two
or three pieces of information on a selected area where Aboriginal peoples are
attempting to include aspects of Aboriginal identity and values in contemporary
life (self-government, education, justice, health, socio-economic development,
land rights, natural resource development) or specific topics from the previous
activity. They complete one of the following: (a) respond to the selection in
two or three paragraphs with impressions of what they have read; or (b) summarize
the main points of the selection in two or three paragraphs.
4. Students describe the efforts of Aboriginal
peoples to maintain their identity and world views in selected area listed in
Strategy 3, using one of the following forms of writing: short story, poem,
lyric, non-fiction narrative, essay, editorial, or letter.
5. Each student submits two pieces of writing.
Ensure both pieces of writing are self-assessed, using the checklists for
editing and proofreading and for producing, formatting, and publishing written
work.
|
Purpose (why) |
Strategy (what) |
Connection To Achievement Chart |
Evaluator (who) |
Tool (how) |
|
formative assessment on identifying efforts
by Aboriginal peoples to maintain their world views through various forms of
expression |
selected materials and response journal or
summary |
Knowledge/ |
teacher |
anecdotal comments |
|
formative assessment on using information and
ideas from prior knowledge, personal experiences, and research and develop
content for personal writing |
selected materials and short story, poem,
lyric, essay, editorial, or letter |
Thinking/Inquiry Application |
teacher |
anecdotal comments |
|
formative assessment on editing and
proofreading their own writing, identifying and correcting errors according
to requirements of grammar, usage, spelling, punctuation |
short story, poem, lyric, non-fiction
narrative, essay, editorial, or letter |
Communication |
teacher self |
checklist for editing and proofreading |
|
summative
assessment of writing product |
short
story, poem, lyric, non-fiction narrative, essay, editorial, or letter |
Communication |
teacher self |
rubric |
Students
may demonstrate achievement in Communication by selecting the written form or
by making an oral presentation.
Print
Student-selected
information
Course
Overview | Unit 2 | Course Profiles Main
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