Course Overview

Aboriginal Beliefs, Values, and Aspirations in Contemporary Society,
Grade 11, College Preparation, NBV3C

Course Description

This course is designed as a study of how beliefs and values shape Aboriginal peoples’ history, culture, and aspirations. This course elaborates on how values, beliefs, and spirituality form Aboriginal peoples’ identity and how colonial experiences have threatened and impacted on Aboriginal peoples. Students examine how Aboriginal peoples understand their natural and cosmological environment and explore how their world views and philosophies have had an impact on relationships with EuroCanadian society both historically and in the present. The relevant topics of this course are representation, colonialism, world views, accomplishment, renewal, reconciliation, and revitalization. The question “Who defines Aboriginal identity?” is rigorously explored for the purpose of understanding how identity is related to colonialism.

The history of the relationships among the Aboriginal peoples themselves, then later with Canadian society, provides insight into issues of ethnocentrically-biased representation of another culture and the response of Aboriginal peoples to reclaim their voices in matters of representation. Through this process, students examine how and why it is critically important for Aboriginal peoples to represent their own values and beliefs. Through Aboriginal peoples’ own voices, students learn of significant contributions that Aboriginal peoples have made not only to their own cultures, but also to Canada as a whole. Students understand how collective peoples’ experiences have shaped their beliefs, values, and aspirations. Knowledge about Aboriginal peoples promotes student understanding of contemporary renewal and reconciliation initiatives that Aboriginal peoples are currently engaged in with the governments and people of Canada. By redefining their relationship to the country as a whole, and to their own communities, students learn how Aboriginal peoples are pursuing new ways to articulate historical aspirations of self-reliance, self-determination, and self-governance.

While the priority is given to local Aboriginal peoples, it is expected that students explore beliefs, values, and aspirations of Aboriginal peoples throughout Canada. This course also pays special consideration to the unique experiences, contributions, and aspirations of Aboriginal women. The exploration of Aboriginal women’s historical role as well as their contemporary realities is critical in the study of Aboriginal peoples given Aboriginal women’s unique experiences as women in this country. Examination of the impact that the Indian Act has had and continues to have on Aboriginal women allows for a richer understanding of gender issues relevant to Aboriginal peoples. The subtext of the course is an understanding of the historical and contemporary aspirations of Aboriginal peoples in their attempt to self-determine their future goals and aspirations.

Course Notes

Developing a methodology to teach about Aboriginal beliefs, values, and aspirations in contemporary society requires structured preparation by teachers and establishing clear parameters for investigation by students. The diversity of cultural, linguistic, racial, and religious groups is a valuable characteristic of Canadian society, and indeed of Aboriginal people within Canadian society. Teachers may wish to focus on local cultural groups, on regional studies of Aboriginal peoples, or on case studies of specific cultural and spiritual practices within Canada. Focus could be on First Nation communities, on Inuit beliefs and experiences, or on Métis. Individuals and organizations who represent Aboriginal peoples, elders within communities, grandmothers, aunts, healers, writers, artists, and performers who exemplify and celebrate Aboriginal identity, beliefs, values, and aspirations provide sources of information and inspiration for students and teachers.

The course is organized into five units of study that weave traditional, historical, and contemporary beliefs and experiences into a structured examination of Aboriginal world views. The learning expectations contained within the strands of identity, relationships, sovereignty, and challenges are clustered for a clear approach to exploration of beliefs, thoughts, and practices. Prior knowledge for the course is contained in The Ontario Curriculum, Grades 9 and 10, Native Studies (Grade 9 Expressing Aboriginal Cultures and Grade 10 Aboriginal Peoples in Canada).

The Grades 9 and 10 Canadian and World Studies programs in geography and history introduce students to regional, historical, and contemporary Aboriginal issues.

Each unit allows for an investigation of traditional, historical, and contemporary practices, which have sustained Aboriginal peoples’ strong sense of identity, in spite of serious challenges from European explorers, fur traders, missionaries, churches, settlers, industrial development, and government policies that evolved over the past 500 years. The culminating units, Pride, Power and Accomplishments and Renewal and Reconciliation, focus on achievement and current challenges that Aboriginal people are celebrating and overcoming within contemporary Canadian society.

Units: Titles and Times

Unit 1	Aboriginal Identity: Perceptions and Realities	10 hours
* Unit 2	Aboriginal Beliefs and Value Systems: The Impact of Colonialism	25 hours
Unit 3	Leadership, Responsibilities, and Aboriginal Knowledge	25 hours
* Unit 4	Pride, Power, and Accomplishments	25 hours
Unit 5	Renewal and Reconciliation	25 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Aboriginal Identity: Perceptions and Realities

Time: 10 hours

Unit Description

Students investigate the meaning and significance of ways Aboriginal peoples identify themselves. Students also explore their own ancestry. The significance of such terms as First People, Founding Nations, First Nations, “Indian,” Inuit, Métis, nations, communities, and clans are investigated by students. This unit promotes cross-cultural awareness and examines important concepts, such as values, beliefs, culture, spiritual values, and Aboriginal world views. Statistical data are introduced to show where Aboriginal Peoples are located, and demographic data is examined. The diversity of cultures and the challenges facing Aboriginal peoples to maintain their identities within Canada and a global economy are explored. Students are encouraged to probe into their own family and community history in order to recognize their origins and roots within the context of Aboriginal and Canadian society.

Unit 1 Overview Chart

Activity

Expectations

Assessment

Focus/Tasks/Activities

180 minutes

IDV.01, IDV.02, IDV.03, IDV.04, CH1.04, CH2.03

- mapping (K/U, T/I)

- group investigation (T/I, C, A)

Aboriginal Identity

Students:

- trace their family roots by constructing a family tree;

- map regions of Canada and Ontario to show where First Nation communities, Inuit communities, and Métis are located;

- investigate ways an individual can establish an identity within the context of family, community, school, province, and nation.

180 minutes

RE1.02, RE3.02, SOV.01, SOV.02

- construct an organizer (K/U, T/I)

- write description of roles (K/U, C, A)

Cultural Identity

Students examine traditional roles that hunting, gathering cultures demanded.

240 minutes

CHV.03, CH1.01, CH3.01, IDV.03, SO2.01

- group investigations of different contact periods with different Aboriginal cultures
(K/U, T/I)

- oral reports (C, A)

Challenges to Cultural Identity

Students investigate how roles were challenged by non-Aboriginal society in different regions and different time frames (e.g., 1600s, 1700s, 1800s, 1970s).

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Aboriginal Beliefs and Value Systems: The Impact of Colonialism

Time: 25 hours

Unit Description

In order to examine the question “Who Am I?” students explore the meanings and significance of creation stories in both Aboriginal and non-Aboriginal contexts. Students examine how beliefs and value systems are formed and reinforced through traditional learning and spiritual practices passed from generation to generation through stories, ceremonies, and celebrations.

The impact of European and non-Aboriginal contacts, which have placed layers and layers of influence on traditional beliefs and practices, is another focus of the unit. The experiences of communities, clans, tribes, and nations are examined in an historical context. Students investigate how explorers, fur traders, missionaries, churches, land agents, government agencies, and government policies came into conflict with Aboriginal communities who were forced to re-adjust to contrasting notions of progress and prosperity. The need for knowledge, self-awareness, support, and growth to restore balance for Aboriginal peoples is examined through investigation of healing initiatives and traditional practices. Roles of men, women, and children are examined historically and in a contemporary context.

Unit 2 Overview Chart

Activity

Expectations

Assessment

Focus/Tasks/Activities

120 minutes

IDV.01, ID1.01, ID1.02, ID3.01, SO1.01

- identification of key symbols and beliefs (K/U, T/I)

- formative checklist by peers

- analysis of model behaviours and value systems (T/I, A)

Comparing Creation Stories

Students:

- examine creation stories in different Aboriginal cultural traditions;

- compare symbols, beliefs, and concepts;

- identify how stories can shape and sustain values and beliefs.

120 minutes

ID1.03, IDV.01, ID3.02, RE1.01, RE1.04, SO1.02

- summative assessment of video review by teacher using rubric (C, A)

Unpacking the Teachings

Students:

- examine significance of stories in sustaining values and practices;

- probe qualities associated with beaver, raven, bear, etc.

360 minutes

IDV.02, IDV.03, ID2.04, RE1.01, RE3.03, CHV.01, SO2.04, SO3.01

- peer assessment of organizer using checklist (K/U, A)

- teacher assessment of written product using marking scheme (K/U, A, C)

Impact of Colonialism

Students:

- review historical realities facing Aboriginal cultures at time of contact with Europeans;

- define meaning and significance of colonialism;

- explore impact of European colonialism on female gender identity.

540 minutes

IDV.01, IDV.04, CH1.03, CH1.04, CHV.01, RE.304, SO2.03, SO3.03, CH3.01, CH3.05

- summative evaluation by teacher of group reports using marking scheme (K/U, C, A)

- anecdotal assessment of worksheet by teacher
(K/U, T/I, A)

Social, Economic, and Political Implications of Colonial Beliefs and Practices

Students:

- describe suppression of beliefs and values by church practices in residential school settings;

- investigate changes in health, beliefs, and social structures within the Aboriginal cultures;

- probe how behaviours and attitudes toward land, living things, and environment alter and adapt over time.

360 minutes

CHV.01, CH2.01, CH3.04, ID2.01, REV.04, RE3.01

- student evaluation quiz (K/U)

- formative anecdotal assessment of journal entries by teacher (C)

Renewal and Reconciliation Models

Students:

- examine and clarify their own value systems;

- compare and contrast individual values with those held by communities and corporations.

Unit 3: Leadership, Responsibilities, and Aboriginal Knowledge

Time: 24 hours

Unit Description

In this unit, students investigate how relationships among Aboriginal peoples were structured by kinship terms, such as Mother Earth, Grandmother Moon, and Father Sky. Students learn how these relationships are integral to the respect shown towards the natural environment. Students explore how concern for the natural environment is being challenged by industrial and technological practices associated with fishing, logging, mining, and resource development. The responsibility that elders, grandmothers, traditional chiefs, cultural carriers, spiritual leaders, and Aboriginal organizations take to promote Aboriginal knowledge, respect, and dialogue is examined by students, through analysis of video documentaries, biographies, autobiographies, traditional stories, and news events. Positive achievement and leadership models are investigated so that students can see how traditional Aboriginal values provide strength, endurance, and a basis for healing, reconciliation, and renewal.

Unit 3 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 240 minutes	IDV.01, IDV.02, REV.01, RE1.01, ID1.01	- formative anecdotal assessment by teacher (K/U, T/I, A)	Traditional Life Patterns Students: - read, listen to, and analyse a Thanksgiving Address; - analyse traditional hunting patterns of Inuit people; - list skills needed for Arctic survival.
2 300 minutes	IDV.01, IDV.02, REV.02, RE1.04, ID1.01, SOV.03, ID3.02, CH3.01, CH3.04	- peer assessment of short answer quiz using marking scheme (K/U, T/I, A)	Modern Aboriginals on the Land Students: - compare customs and practices of hunting, fishing, and trapping communities (Northern Quebec Cree, Plains, West Coast); - list and compare beliefs and values of each community.
3 360 minutes	ID2.01, ID2.04, CHV.01, CHV.02, RE3.01, SO2.03, SO2.04	- oral formative assessment by teacher using checklist (K/U, T/I, A)	The Challenges of Development Students: - read recent news stories on logging, fishing, and mining controversies; - list customs and beliefs that are threatened by economic development; - view video, Hunters and Bombers, NFB.
4 300 minutes	REV.04, RE2.01, RE3.04, SO2.05	- diagnostic self-assessment by students using checklist (T/I, A)	The Response of the Royal Commission on Aboriginal Peoples (RCAP) Students: - read and analyse selections from RCAP; - view video on RCAP; - predict recommendations of RCAP and compare to actual recommendations.
5 240 minutes	IDV.01, ID1.02, RE2.04, SO2.02, SO3.04, CH2.03, CH3.05, REV.03	- summative assessment of written product by teacher using rubric (T/I, A, C)	Re-emergence of Aboriginal Leadership Students: - list quality of a good leader; - analyse impact of Indian Act revisions on Aboriginal women; - analyse case studies of events at Oka and Kahnawake, 1990; - view video, Acts of Defiance, NFB; - write a response evaluating quality of leadership at Oka.

Unit 4: Pride, Power, and Accomplishments

Time: 25 hours

Unit Description

This unit examines the agricultural, architectural, ecological, medicinal, ceremonial, and philosophical beliefs and practices of Aboriginal peoples. Students should understand significant ways that Aboriginal peoples have influenced development and thought within and beyond North America. Students examine the historical and contemporary roles Aboriginal peoples played and continue to play within their communities in sharing knowledge, beliefs, practices, and world views. Achievements, such as the upholding of peace by the Haudenosaunne people through the Great Law and their philosophy surrounding their Two Row wampum agreement, the western sun dance, potlatch traditions, and seasonal ceremonies, have provided a spiritual foundation for the thoughts and actions of Aboriginal peoples. Students investigate agricultural and harvesting practices and the cultivation of a number of medicines, and they learn of the significance of Aboriginal peoples’ respect and understanding of the natural environment.

Students examine how the guiding principles of equality, respect, spirituality, and peace are being conveyed by contemporary speakers, writers, healers, leaders, and elders. The central focus of this unit is how the validity of Aboriginal knowledge is serving to enhance a renewed sense of identity, pride, and power among Aboriginal peoples.

Unit 4 Overview Chart

Activity

Expectations

Assessment

Focus/Tasks/Activities

300 minutes

IDV.01, ID3.01, RE3.02, CH3.05

- formative teacher assessment of observations in journal
(K/U, T/I, C)

- teacher assessment of oral reports using rubric
(K/U, T/I, C)

Relationships, Symbols, and Ceremonies

Students:

- observe and react to experiences associated with traditional cultural practices;

- analyse and compare responses.

300 minutes

RE2.01, CHV.04, RE3.02, CHV.05, SOV.04, CHV.01

- formative anecdotal assessment by teacher of journal entry (C, A)

- summative assessment of written product by teacher using marking scheme (A, C)

Meeting the Challenges of History and Today

Students:

-explore the importance of “place” in Aboriginal world views;

- focus on the cultural importance of the salmon to West Coast peoples.

180 minutes

IDV.04, CHV.01, ID3.02, SO3.03, SOV.01, CH3.05, SO1.02, SO2.02

- teacher assessment of response to storytelling using worksheet checklist (C, A)

Oral Traditions: Maintaining a Culture

Students:

- listen to oral histories;

- read and compare stories.

320 minutes

ID3.03, RE1.03, RE2.02, SO3.01, SO3.03, CH3.05

- poster or display-summative teacher assessment using poster rubrics (K/U, C, A)

Relationships with Natural Environment

Students:

- view or experience traditional hunting, planting, and harvesting practices;

- listen to elders’ wisdom surrounding healing practices.

400 minutes

ID2.02, ID2.03, ID2.05, ID3.03, RE1.02, REV.04, RE3.04, CH3.02, CH3.03, SO2.02

- short research paper assessed by teacher using marking scheme (K/U, T/I, C, A)

- peer evaluation of rant using checklist (A, C)

Traditional Cultural Practices: A Revisitation in Contemporary Setting

Students complete:

- individual research and visitation;

- biographical studies.

Unit 5: Renewal and Reconciliation

Time: 25 hours

Unit Description

Students examine a variety of strategies used by Aboriginal communities, individuals, and organizations to promote renewal, reconciliation, recovery, and healing after many years of policies of assimilation now considered abusive and paternalistic. Students examine how First Nation communities, Inuit communities, and Métis are responding to actions in which attitudes of racial and cultural superiority led to a suppression of Aboriginal cultures and values. Students explore the significance of the recent re-introduction of language programs, cultural centres, and healing centres, as well as developments in the arts and educational initiatives, which are critical to cultural survival. They examine the affirmation of Aboriginal rights in Canada’s Charter of Rights and Freedoms and explore how individuals, communities, and Aboriginal organizations have re-affirmed their rights. Recent reconciliation between Canada and Aboriginal peoples can be examined through the Royal Commission on Aboriginal Peoples, the Church’s apologies to residential school victims and families, and the response to the federal government’s Gathering Strength - Canada’s Aboriginal Action Plan. Students assess current challenges and developments involving First Nations, Inuit, and Métis and examine new roles and contributions these groups are making to the overall character of Canada.

Unit 5 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 300 minutes	RE2.01, RE2.05, RE2.06, SOV.01, SOV.02, SO1.03, CH1.01	- peer assessment of poster using rubric (A, T/I, C)	Cultural Identity: Its Significance within Canada Students: - identify regional and cultural characteristics of specific First Nations peoples; - identify issues and leadership in Nunavut and Northwest Canada; - identify Métis aspirations;- develop a promotional tourist poster.
2 240 minutes	SO3.02, CH3.01, RE2.03, RE3.01, SOV.02, SOV.03	- peer assessment of quiz using marking scheme (K/U)	Aboriginal Organizations, Agencies, and Leadership Students: - identify services provided in First Nations communities; - identify urban services for Aboriginal peoples; - examine purpose and roles of Aboriginal organizations at local, provincial, and national levels.
3 300 minutes	SO3.01, SO3.03, CH2.02, CH3.04, RE3.02, SOV.03	- writing responses - short descriptive papers (K/U, T/I, C)	Renewal of Traditional Beliefs and Practices Students: - explore teachings of elders; - read selections from Aboriginal autobiographies and biographies; - investigate goals and purposes of healing practices and ceremonies.
4 360 minutes	RE3.03	- debate pros and cons of issues (K/U, T/I, C, A)	Case Studies and Oral Reports Students examine: - Charter of Rights and Freedoms; - Royal Commission on Aboriginal Peoples; - apologies to residential school victims; - Gathering Strength - Canada’s Aboriginal Action Plan.
5 300 minutes	CHV.02, CH1.02, CH2.01	- independent study project (K/U, T/I, C, A)	Challenge and Change Students: - read biographical studies and community studies; - examine Aboriginal cultural achievements; - examine art, sculpture quilting, and beadwork.

Teaching/Learning Strategies

The teaching and learning strategies of Aboriginal Beliefs, Values, and Aspiration support Aboriginal education principles of holistic teaching and life-long learning. The process of holistic teaching addresses the individual’s intellectual, physical, spiritual, and emotional development. The use of elders and/or knowledgeable community members provides the knowledge and skill acquisition to effectively apply course content to other areas. The following creative teaching and learning activities reflect various approaches to meeting student needs and course expectations:

· oral presentations from knowledgeable community members and elders;

· direct instruction-whole class and individual;

· inquiry to generate questions and communicate understanding;

· problem solving through case studies;

· groups-cooperative and small discussion;

· Internet searches;

· visual representation through multimedia presentations;

· self-assessment and reflection journals;

· interviews;

· oral presentations;

· student projects;

· graphic organizers (mind maps, tables, charts, etc.);

· informational technologies (video production, digital cameras, scanners, etc.);

· field trips.

Assessment & Evaluation of Student Achievement

Assessing, evaluating, and communicating student achievement are essential elements of course planning and implementation. The Achievement Chart for Native Studies provides a good foundation for structuring assessment practices and measuring degrees of understanding. The four categories of knowledge and skills – (Knowledge/Understanding, Thinking/Inquiry, Communication, and Application) present a structure for assessment and evaluation that measures the level of achievement of the expectations accomplished by the student.

Directing individual students to explore Aboriginal values, beliefs, and aspirations from a variety of perspectives requires a clear context for students to conduct their studies. Due to the nature of the subject material addressed, teachers need to be sensitive and aware of experiences, beliefs, and values that are significant to individual students and Aboriginal communities. Teachers must employ a variety of assessment methods, including paper-and-pencil assessment (e.g., short-answer tests involving constructed responses, quizzes, opinion papers), performance-based assessments (e.g., essays, posters, artistic representations, videotaping), and personal communication-based assessments (e.g., oral presentations by individual and groups). The Ministry of Education’s policy on assessment and evaluation requires that 70% of students final mark be based on term work and 30% on a final evaluation or culminating activity.

Resources

Note Concerning Permissions

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

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.

The first text listed is especially recommended as it is useful for all units of the course.

Ahenakew, Freda and H.C. Wolfart, eds. Our Grandmothers’ Lives As Told in Their Own Words. Saskatoon: Fifth House Publishers, 1992. (Cree - stories, life history)

Alfred, Taiake. Peace, Power, Righteousness – an indigenous manifesto. Canada: Oxford University Press, 1999. (Haudenosaunne - philosophy/political)

Anderson, Kim. A Recognition of Being: Reconstructing Native Womanhood. Second Story Press, 2000. (Cree/Métis-woman/identity-social issues)

Armstrong, Jeanette. “The Disempowerment of First North American Peoples and Empowerment Through Their Writing.” In Moses and Goldie, T. Anthology of Canadian Native Literature in English. Oxford University Press, 1992. (Okanagan woman-giving voice to oppression)

Asch, Michael. “Aboriginal Rights and the Canadian Constitution.” In Home and Native Land. Toronto: Methuen, 1984. (Anthropologist’s discussion of self-determination- appendix includes idea of inherent rights)

Barkwell, Lawrence J. Claiming Our Inheritance: Métis Youth Labour Market Awareness Conference. Ottawa: Human Resources Development Canada, 1997.

Barnes, Barbara, et al. Traditional Teachings. R.R. 3 Cornwall Island, ON K6H 5R7: North American Indian Travelling College.

Barreiro, Jose, ed. Indian Roots of American Democracy. Ithaca: Akwe: kon Press, 1992. (Various authors/Haudensaunne/non-Native writing on the Confederacy as model for US constitution).

Berger, Thomas. “Northern Frontier Northern Homeland.” Report on the McKenzie Valley Pipeline Inquiry: Vol. 1., 1977. (Dene use of the land)

Berger, Thomas R. A Long and Terrible Shadow: White Values, Native Rights in the Americas 1492-1992. Toronto: Douglas & McIntyre, 1991. (How the Western world dehumanized Natives from Columbus to today.)

Berry, T. The Dream of the Earth. San Francisco: Sierra Club, 1988.

Bopp, J., M. Bopp, L. Brown, and P. Lane. The Sacred Tree Book. Lethbridge: Four Worlds Development Press, 1984. ISBN 1-896905-00-05

Bringhurst, Robert, translator. A Story as Sharp as a Knife. The Classical Haida Mythtellers and Their World. Vancouver/Toronto: Douglas & McIntyre, 1999.

Bringhurst, Robert. Ghandl of the Qayahl Llaanas: Nine Visits to the Mythworld. Vancouver/Toronto: Douglas & McIntyre, 2000.

Brody, Hugh. Maps and Dreams: A Journey into the Lives and Lands of the Beaver Indians of Northwest Canada. Penguin Books, 1981. (BC Beaver Natives’ use of the land, relationship to land)

Brody, Hugh. The Other Side of Eden. Vancouver/Toronto: Douglas & McIntyre, 2000.

Bruchac, J. Iroquois Stories. Freedom, California: The Gossip Press, 1985. ISBN 0-89594-167-8

Bruchac, J. and D. Landau, ed. Singing of the Earth. A Native American Anthology. Berkley: Nature Company, 1993.

Bull, L. R. “Indian Residential Schooling: The Native Perspective” in Canadian Journal of Native Education, Vol. 18, supplement 1999.

Cajete, G. Look to the Mountain: An Ecology of Indigenous Education. Durango: Kivaki Press, 1994.

Campbell, Maria. Halfbreed. Toronto: McLelland and Stewart, 1973.

Cardinal, Harold. The Unjust Society, The Tragedy of Canada’s Indians. M.G. Ltd., Publishers. (Cree author, a critical look at Canada’s treatment of Natives).

Colorado, Pam. “Bridging Western and Native Science” Convergence, Vol. 21, no. 2/3 1988. (Indigenous knowledge is discussed).

Cork, Ella. The Worst of the Bargain. Foundation for Social Research, 1962. (An account of broken promises)

Deloria, Vine Jr. Indians and Anthropologists. The University of Arizona Press, 1997. (Sioux scholar’s critical account of representation of Native people)

Dyck, Noel. “Negotiating the Indian Problem.” Culture, 6(1): 31-41. (The depiction of Natives as problems, good case study of Six Nations, Indian Affairs)

Fagan, Brian. Clash of Cultures. New York: W.H. Freeman and Company, 1984. (The cultural conflict that erupts between two value systems)

French, Alice. My Name is Masak. Winnipeg: Peguis Publishers, 1997. ISBN 0-919-566-56-1

Frideres, James S. Native Peoples in Canada: Contemporary Conflicts, 4th ed. Scarborough: Prentice Hall Canada Inc., 1993. (Good demographics, statistics, and framing of current issues)

Gerber, P. Indians of the Northwest Coast. New York: Facts on File, 1987.

Gisday, Wa and Delgam Uukw. The Spirit of the Land. Vancouver, BC: Reflection, 1992. (How coastal peoples use the land and their relationship with their land)

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

Grant, A. No End of Grief: Indian Residential Schools in Canada. Winnipeg: Pemmican Press, 1996.

Gunn Allen, Paula. “Recovering the Feminine in American Indian Traditions” in The Sacred Hoop. Boston: Beacon Press, 1986. (An examination of creation/historical stories of Natives and the role/respect for female)

Haig-Brown, C. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Tillacum Library, 1988.

Hodgson, M. Impact of Residential Schools and Others Root Causes of Poor Mental Health. Edmonton: Nechi Institute, 1990.

Ing, N.R. “The Effects of Residential Schools on Native child-rearing practices.” Canadian Journal of Native Education, Vol. 18, No Supplement 1991. pp. 65-118.

Jamieson, Kathleen. Citizens Minus.

Joe, Rita. Song of Rita Joe: Autobiography of a Mi’Kmaq Poet. Charlottetown: Ragweed Press, 1996. ISBN 0-921556-59-4

Johnson, Basil. Indian School Days. Toronto: Key Porter, 1988.

Johnson, Basil. The Manitous: The Supernatural World of the Ojibway. Toronto: Key Porter, 1995.
ISBN 1-55-013-992-4

Knockwood, I. Out of the Depths: The experiences of Mi’kmaw Children at the Indian Residential School at Scabenaccdie, Nova Scotia. Lockport, NS: Roseway Publishing, 1992.

Knudtson, P. and D. Suzuki. Wisdom of the Elders. Toronto: Stoddard, 1992.

Lyons, Oren and John Mohawk. Exiled in the Land of the Free: Democracy, Indian Nations and, the U.S. Constitution. Clear Light Publishers, 1992. (Articles by Haudenosaunne- their constitution and right to self-governance)

Maracle, Brian. Back on the Rez: Finding the Way Home. Toronto: Penguin, 1997. ISBN 0-14-024361-5

Meili, Dianne. Those Who Know: Profiles of Alberta’s Elders. NewWest Press, 1991. (Mostly Cree elders’ stories and teachings about values and beliefs)

Miller, J.P. The Holistic Teacher. Toronto: OISE Press, 1993.

Monture-Angus, Patricia. Journeying Forward: Dreaming First Nations Independence. Fernwood. (Mohawk woman’s/law professor account of loss of rights and bid for self-determination)

Platiel, R. “Natives Take to Business with Zeal.” In Ahenakew, F., B. Gardepy, and B. Lanford, eds. Voices of the First Nations. Toronto: McGraw-Hill-Ryerson, 1995.

Porter, Tom. Clanology. Cornwall Island: North American Indian Travelling College, 1993.

Ray, Arthur. I Have Lived Here Since the World Began. Toronto: Key Porter, 1996.

Reed, K. Aboriginal Peoples: Building for the Future. Toronto: Key Porter, 1996.

“Records Reveal: State of Residential Schools.” The Nation. Chisasibi, QC: Beesum Communications, Vol. 5, 1998.

Report of the Royal Commission on Aboriginal Peoples Perspectives and Realities: Volume 4. Ottawa. Minister of Supply and Services, 1996.

Roberts, E. and E. Arnidon. Earth Prayers from Around the World. San Francisco: Harper Collins, 1991.

Roman, T.F. Voices Under One Sky: Contemporary Native Literature. Toronto: Nelson, 1994.
ISBN 017-603877-1

Ross, A.C. Mitakuye Oyasin “We Are All Related.” Denver, Colorado: Bear Publishing, 1989. (Lakota-philosophy and values of spirituality)

Scofield, Gregory. Thunder Through My Veins: Memories of A Métis Childhood. Toronto: Harper, 1999. ISBN 0-00-200025-3

Spielman, Roger. You’re So Fat! Exploring Ojibwe Discourse. Toronto: University of Toronto Press, 1998. ISBN 0-80204958-x

Steckley, John and Bryan Cummins. Full Circle-Canada’s First Nations. Toronto: Prentice-Hall, 2001.

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

Thomas, Jake. Teachings of the Longhouse. 1993. (Cayuga Confederacy Chief’s translation/interpretation of the Code of Handsome Lake)

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

Wachowich, Nancy. Saqiyuk: Stories from the Lives of Three Inuit Women. Montreal and Kingston: McGill-Queen’s University Press, 1999.

Wassaykeesie, T. “Residential Schools: A Personal Perspective.” In Ahenakew, F., et al, eds. Voices of the First Nations. Toronto: McGraw-Hill-Ryerson, 1995.

Williams, Paul, et al. The Words That Come Before All Else: Philosophies of the Haudensaunee. Cornwall: North American Indian Travelling College.

Wright, Ronald. Stolen Continents: The New World Through Indian Eyes. Toronto: Penguin Books, 1993. (The contributions Natives made through their knowledge to the West)

Note: For Métis Resource List, contact:

Gabriel Dumont Institute of Métis Studies and Applied Research

505 - 23rd Street East,

Saskatoon, Saskatchewan S7K 4K7

1-306-249-9400 OR www.gdins.org/ecom

Video

As Long as the Rivers Flow. NFB, 1993. 193C 9191 167

Flooding Job’s Garden (Cree use/views of the land), 59 min.

Learning Path (innovative Aboriginal education), 56 min.

Starting Fire with Gunpowder (Inuit uses of television), 56 min.

Tikinagan (Native innovations in child services), 56 min.

Time Immemorial (Nisga’a land claims), 59 min.

Beyond the Shadows. NFB, 1993, 28 min. 113 C0193 112 (effects of residential schools)

Broken Promises: High Arctic Relocation. NFB, 1995, 52 min. 106C0194 099) (impact of residential schools)

Daughters of the Country. NFB, 1987. 111 C0186 138

Part I: Two historical dramatizations of problems in Aboriginal/European intermarriages

Part II: Struggle of Métis women in 1930s - love story of Métis woman and RCMP officer

Denial, Healing and Hope (Nishnawbe-Aski Youth Forum on Suicide).

The Gift. NFB, 1998, 48 min. 119C 9198 507 (origin of corn and its relationships to Native beliefs)

In the White Man’s Image. PBS. (influence of residential school in USA)

Keepers of the Fire. NFB, 1952. 54 min. 106C 0194 085 (role of First Nations women in resisting assimilation)

Mi’Kmoa Family Miqmaoei Otjiosog. NFB, 1995, 32 min. 106C 0194 086

Our Land, Our Truth. NFB, 1983, 54 min. 106C 0183 040 (traditional Inuit refuse the James Bay agreement)

P.O.W.E.R. NFB, 1996, 76 min. 119C 0196 089 (Cree battle to save the Great Whale River)

The Raven. (Haida series)

The Spirit of the Mask. (Northwest Coast peoples’ struggle to save their identity)

Accommodations

This course requires significant student interaction with peers and good communication skills. The teacher should take into account strengths, needs, and learning expectations as per exceptional students’ Individual Education Plans. Suggested modifications for instruction, assessment, and evaluation are:

· simplify tasks;

· use teacher-developed charts to record information;

· extend learning time and completion of tasks;

· use teacher-developed mind map to present events and concepts;

· modify workloads;

· modify recording, reporting, and presentation of tasks to include visual aids;

· use videos, computers, and magazines for visual representation of course content.

Students who require enrichment can be assigned independent activities to reflect their greater understanding and application of events and concepts.

OSS Considerations

This college preparation course emphasizes concrete applications of the theoretical material covered in the course and the development of critical-thinking and problem-solving skills. The curriculum expectations emphasize the development of both independent research skills and independent learning skills. OSS, Section 7.13, Anti-discrimination Education states: “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.” With regard to Native education, this course “encourages all students to work to high standards, affirms the worth of all students and helps them strengthens their sense of identity and develop a positive self-image” (OSS, 1999, p. 58).

Coded Expectations, Aboriginal Beliefs, Values, and Aspirations in Contemporary Society, Grade 11, Workplace Preparation, NBV3E

Identity

Overall Expectations

IDV.01 · describe how traditional and contemporary beliefs and values of Aboriginal cultures influence present-day activities and behaviours;

IDV.02 · identify aspects of cultural identity related to specific Aboriginal peoples;

IDV.03 · describe Aboriginal and non-Aboriginal perspectives on the contemporary cultural identities of Aboriginal peoples;

IDV.04 · describe the efforts and successes of Aboriginal peoples to protect and maintain their cultures and languages.

Specific Expectations

Aboriginal World View

ID1.01 – identify specific environmental influences (e.g., salmon migration on the Northwest Coast; caribou migration for the Dene people; utilization of forests and lakes by the Ojibway and Cree communities) on the social and cultural identity of Aboriginal peoples;

ID1.02 – describe the importance of aspects of the environment (e.g., animals, fish, plants) to the identity of Aboriginal cultures;

ID1.03 – identify characteristics of language, artistic symbols, and the spiritual beliefs of Aboriginal nations that relate to the natural environment (e.g., the language of the Iroquoian thanksgiving address, West Coast totem poles, Inuit stone carvings);

ID1.04 – describe the importance of Aboriginal customs inside and outside of Aboriginal communities (e.g., smudging, ceremonial uses of tobacco, naming ceremonies, walking out ceremonies, marriage ceremonies, burial ceremonies);

ID1.05 – identify the qualities required of leaders within Aboriginal communities (e.g., the political leader of the Cree nation in northern Quebec, a confederacy chief of an Iroquoian nation, the premier of Nunavut).

Aboriginal and Canadian Relations

ID2.01 – describe the role that individuals, organizations, and events play in promoting an understanding of Aboriginal cultural identity both inside and outside of Aboriginal communities (e.g., the role of elders, storytellers, Native Friendship Centres, the Métis Nation of Ontario, traditionalists within Iroquoian communities, the Wikwemikong Annual Powwow, and the pilgrimage to the sacred waters of Lac Ste Anne);

ID2.02 – compare practices, behaviours, beliefs, and symbols found among Aboriginal cultures and other cultural groups in Canada;

ID2.03 – describe the achievements of Aboriginal individuals in Canada that contribute to the cultural identity of Canada (e.g., Susan Aglukark, Buffy Sainte-Marie, Drew Hayden Taylor, Tomson Highway, Douglas Cardinal).

Renewal and Reconciliation

ID3.01 – demonstrate an understanding of the significance and impact of elders on individuals and on communities (e.g., the role of grandparents, elders’ roles in Cree and Inuit hunting practices, clan responsibilities);

ID3.02 – demonstrate an understanding of Aboriginal communities’ and individuals’ efforts to maintain their cultural identity (e.g., participation in reclaiming Native languages);

ID3.03 – describe how Aboriginal communities sustain their continued survival and growth (e.g., Inuit Broadcasting Association, Wawatay Television Services, Nunavut Circuit Court, Anishnawbe Health Toronto);

ID3.04 – identify Aboriginal businesses that incorporate traditional beliefs, values, and aspirations (e.g., ecotourism projects, wild rice marketing, Air Creebec).

Relationships

Overall Expectations

REV.01 · explain how Aboriginal peoples’ relationship to the land traditionally sustained Aboriginal life in various environments across Canada and continues to be evident in the cultural practices of Aboriginal peoples today;

REV.02 · explain how legal definitions of Aboriginal identity in Canada affect relationships within and among Aboriginal communities;

REV.03 · describe contributions made by Aboriginal peoples to Canadian society;

REV.04 · demonstrate an understanding of the issues facing Aboriginal youth in their interaction with Canadian society;

REV.05 · describe relationships between Aboriginal and non-Aboriginal peoples as a result of actions taken by the federal and provincial governments.

Specific Expectations

Aboriginal World View

RE1.01 – describe the physical, intellectual, emotional, and spiritual beliefs of Aboriginal peoples related to the land;

RE1.02 – identify customs, ceremonies, and spiritual beliefs (e.g., respect for animal bones and spirits, uses of songs and drums, creation stories) that connect Aboriginal peoples to the natural environment and to one another;

RE1.03 – identify the importance of the extended family in Aboriginal relationships and individual responsibilities.

Aboriginal and Canadian Relations

RE2.01 – explain how traditional roles and responsibilities of people within different cultural communities of Aboriginal peoples have been altered because of the Indian Act (e.g., customs of the potlatch, the buffalo hunt, federal fishing regulations);

RE2.02 – identify significant contemporary Aboriginal individuals who, and events that, promote cross-cultural understanding between Aboriginal peoples and non-Aboriginal peoples (e.g., John Kim Bell, Ovide Mercredi, powwows, the televised National Aboriginal Achievement Awards ceremony);

RE2.03 – identify how provincial laws and developments such as hydro-electric dams may restrict Aboriginal harvesting, hunting, and fishing practices (e.g., Northern Manitoba Flood Agreement);

RE2.04 – demonstrate an understanding of the impact of Bill C-31 on First Nation communities;

RE2.05 – describe how the products of Aboriginal technology (e.g., canoes, snowshoes, York boats) have contributed to Canadian society.

Renewal and Reconciliation

RE3.01 – describe how the aspirations of Aboriginal peoples have been a driving force in pressing for recognition in their negotiations with governments and institutions (e.g., during the relocation of Innu people at Davis Inlet, when the Lubicon Cree asserted Aboriginal title in their land issue in Alberta, in the repatriation of sacred objects from museums);

RE3.02 – explain issues, problems, and changes that young Aboriginal peoples must deal with in their relationships with Canadian society (e.g., the maintenance or reestablishment of individual status, coping with alcohol and substance abuse, acquiring parenting skills, developing future job prospects);

RE3.03 – determine whether reconciliation is possible given the differing views of the federal government and Aboriginal peoples on the interpretation of treaties that have repercussions today (e.g., the Jay Treaty of 1794, the Robinson treaties of 1850, the Maritimes Treaty of 1752);

RE3.04 – demonstrate an understanding of areas of concern to Aboriginal women (e.g., sex discrimination, discrimination against children) that have arisen in spite of the reconciliation efforts by the federal government through the revisions to the Indian Act in 1985.

Sovereignty

Overall Expectations

SOV.01 · identify traditional teachings and contemporary beliefs that promote Aboriginal self-determination;

SOV.02 · describe the efforts of Aboriginal peoples to attain autonomy in their lives;

SOV.03 · describe how contemporary Aboriginal communities assert their autonomy through a blend of traditional and modern practices;

SOV.04 · demonstrate an understanding of the concept of Aboriginal nationhood and of the ways it is being transmitted to Canadian society;

SOV.05 · identify the Aboriginal beliefs and values that provide or have provided a foundation for the negotiation of treaties and land claims.

Specific Expectations

Aboriginal World View

SO1.01 – demonstrate an understanding of a traditional story that imparts a message of self-determination (e.g., the Sedna story of the Inuit, the hermit thrush tale of the Iroquois);

SO1.02 – describe the Aboriginal beliefs and values (e.g., the importance of family relationships, the seven generations concept of sustainability) that influence the personal decisions that Aboriginal women and men make as to their choice of occupation or place of residence;

SO1.03 – identify how children in Aboriginal families develop or increase their autonomy (e.g., through parenting practices, experiential learning, the sharing of responsibilities).

Aboriginal and Canadian Relations

SO2.01 – demonstrate an understanding of the characteristics of Aboriginal nationhood and how the concept is transmitted within and beyond Aboriginal society;

SO2.02 – identify places, people, and events that are associated with success in maintaining the autonomy of Aboriginal peoples (e.g., First Nation schools, the Confederacy Council in Iroquoian communities);

SO2.03 – describe contemporary practices undertaken by Aboriginal communities in which traditional and modern beliefs and values are blended to create an alternative to services in Canadian society (e.g., birthing centres, sentencing circles, Native Child and Family Services agencies, holistic healing);

SO2.04 – identify the Aboriginal beliefs and values that provided a foundation for the negotiations leading to the James Bay agreement;

SO2.05 – identify the responsibilities of a self-governing Aboriginal nation in Canada.

Renewal and Reconciliation

SO3.01 – identify how the beliefs and teachings of contemporary elders support political, social, and economic growth (e.g., environmental protection to ensure survival of future generations) as a framework for Aboriginal self-determination;

SO3.02 – identify values of Aboriginal peoples (e.g., respect, sharing, honesty, harmony) that enhance identity and self-confidence and that promote self-determination;

SO3.03 – describe examples of initiatives and projects that reflect Aboriginal beliefs, values, and aspirations, and also provide Aboriginal peoples with some personal autonomy (e.g., Voyage of Odeyak, EAGLE Project, Aboriginal Bank of Canada, Native Child and Family Services agencies);

SO3.04 – describe the importance of customs, rituals, and ceremonies (e.g., the role of sweat lodges and ceremonial dances, traditional hunting practices) in renewing and reaffirming Aboriginal cultures and thereby promoting self-esteem;

SO3.05 – describe Aboriginal beliefs and values (e.g., relationship to the land) that may affect future directions of treaties and agreements.

Challenges

Overall Expectations

CHV.01 · identify the obstacles that Aboriginal peoples must overcome to protect and maintain their cultures and languages;

CHV.02 · describe how the values and beliefs of Aboriginal cultures are affected by the media and information technology;

CHV.03 · describe how Aboriginal peoples are attempting to rectify the stereotypical images of themselves that are portrayed in print and other media and how they use the media to their advantage;

CHV.04 · demonstrate an understanding of the challenges facing Aboriginal youth;

CHV.05 · describe competing values between Aboriginal and non-Aboriginal societies on issues of ecological sustainability.

Specific Expectations

Aboriginal World View

CH1.01 – demonstrate an understanding of how the cultural heritage of Aboriginal peoples is being challenged (e.g., continued use of the assimilative policies of the past, the failure of public institutions to reflect to Aboriginal peoples positive images of themselves and their cultures);

CH1.02 – identify how Aboriginal peoples promote their beliefs and values through technology (e.g., CD-ROMs, websites, Kids from Kanata Project, Aboriginal television and radio stations);

CH1.03 – demonstrate an understanding of how Aboriginal peoples use the media to inform Canadian society about challenges facing their communities;

CH1.04 – describe how cross-cultural experiences can have an impact on the maintenance of Aboriginal values, attitudes, and beliefs.

Aboriginal and Canadian Relations

CH2.01 – describe the challenges of accommodating both Aboriginal and business corporation values concerning ecological sustainability in such areas as logging, mining, and the production of hydro-electric power);

CH2.02 – identify the challenges presented by Canadian perceptions of Aboriginal beliefs and values as portrayed through various media;

CH2.03 – demonstrate an understanding of some of the challenges to Aboriginal self- government in the twenty-first century.

Renewal and Reconciliation

CH3.01 – identify cultural achievements (e.g., in art, architecture, music) of Aboriginal peoples that could be used to correct stereotypical images of them held by Canadian society;

CH3.02 – identify how challenges to traditional values (e.g., kinship relations expressed through the use of terms such as "brothers" and "sisters", spiritual aspects of Aboriginal world views) are addressed by Aboriginal artists, athletes, writers, healers, and elders in print and other media;

CH3.03 – understand the challenges facing Aboriginal youth in Canadian society (e.g., developing and achieving personal goals, maintaining health and wellness, establishing a role both in their own community and in the larger society).

Acknowledgments

Course Description

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Aboriginal Identity: Perceptions and Realities

Unit 2: Aboriginal Beliefs and Value Systems: The Impact of Colonialism

Unit 3: Leadership, Responsibilities, and Aboriginal Knowledge

Unit 4: Pride, Power, and Accomplishments

Unit 5: Renewal and Reconciliation

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Resources

Video

Accommodations

OSS Considerations

Identity

Overall Expectations

Specific Expectations

Relationships

Overall Expectations

Specific Expectations

Sovereignty

Overall Expectations

Specific Expectations

Challenges

Overall Expectations

Specific Expectations