Course Overview

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

Course Description

This course is designed as a study of how beliefs and values shape Aboriginal peoples’ history, culture, and aspirations. Students examine how Aboriginal individuals, families, communities, and nations rely upon knowledge and spirituality shaped by their relationships to the land, living things, and powers and forces of nature, which evolve throughout the cycle of the seasons. Students examine how Aboriginal peoples understand their natural and cosmological environment and how traditional beliefs and practices have been sustained through the teachings of elders, culture carriers, clan mothers, hereditary chiefs, healers, artists, women, and modern Aboriginal leaders. The key topics of the 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.

Students examine how and why it is critically important for Aboriginal peoples to represent their own values and beliefs. Historically there have been many attempts by governments - French, British, American, and later Canadian - to impose laws and ban spiritual practices. Missionaries from various Christian denominations established churches and schools; their structure and teachings often downgraded and ridiculed the importance of Aboriginal traditional spiritual beliefs and practices and the significance of maintaining community health and well-being. Students examine how native beliefs and values have endured in different cultural settings despite strong pressures of assimilation from a variety of institutions, laws, and economic forces. Through Aboriginal peoples’ own voices, students learn of significant contributions that Aboriginal people have made not only to their own cultures but also to Canada as a whole. Students understand how Aboriginal people’s collective experiences have shaped 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. Exploration of Aboriginal women’s historical roles, as well as their contemporary reality, is critical to the study of Aboriginal peoples, given their unique experiences as women in this country. Examination of the impact the Indian Act has had and continues to have on women allows for a richer understanding of the gender issues relevant to Aboriginal peoples. The subtext of the course is understanding the historical background of Aboriginal Peoples in their attempt to self-determine their future goals and aspirations.

Course Notes

Developing a methodology to teach students about Aboriginal beliefs, values, and aspirations in contemporary society requires establishing clear parameters for investigation by students and structured preparation by teachers. The diversity of cultural, linguistic, racial, and religious groups is a valued characteristic of Canadian society, and of Aboriginal people within Canadian society. Teachers may 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 Nations’ communities, on Inuit beliefs and experiences, or on the Métis people. Individuals and organizations who represent Aboriginal people, 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. The course is organized into five units of study, which weave traditional, historical, and contemporary beliefs and experiences into a structured examination of Aboriginal worldviews. The learning expectations contained within the strands of Identity, Relationships, Sovereignty, and Challenges are clustered for a clear approach to the exploration of beliefs, thoughts, and practices. The grade 9 and 10 Native Studies courses provide useful background information (see The Ontario Curriculum, Grades 9-10, Native Studies, 1999). The Grade 9 and 10 Canadian and World Studies programs in geography and history introduce students to regional, historical, and contemporary Aboriginal issues.

The first three units allow for an investigation of traditional, historical, and contemporary practices, which have sustained Aboriginal peoples’ strong sense of identity in spite of serious challenges from explorers, fur traders, missionaries, churches, settlers, industrial development, and government policies that evolved over the past 500 years. Unit 4: Pride, Power, and Accomplishments and Unit 5: Renewal and Reconciliation focus on achievements that Aboriginal people are celebrating and current challenges they are overcoming within contemporary Canadian society.

Units: Titles and Times

* Unit 1	Aboriginal Identity: Perceptions and Realities	25 hours
Unit 2	Aboriginal Beliefs and Value Systems	20 hours
* Unit 3	Leadership, Responsibilities, and Aboriginal Knowledge	20 hours
Unit 4	Pride, Power, and Accomplishments	20 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: 25 hours

Unit Description

Students examine themes and issues of identity that emerge in Aboriginal works of popular culture; they make relevant links between their own lives and the lyrics, themes, and images presented by Aboriginal individuals. Students examine the identities of tribes and nations in the territories and provinces of Canada. Students also explore stereotypes and how to confront them. Students investigate the relationships of Aboriginal people to the land and explore current challenges to Aboriginal identity.

Unit 1 Overview Chart

Activity

Expectations

Assessment

Focus/Task/Activities

200 min

ID2.01, CH3.01, ID2.03, ID3.02

- oral response (C)

- evaluate creative design (T/I, C, A)

- written assignment
(K/U, T/I, C, A)

Expressions of Identity in a Modern Context

- listen to lyrics

- design a CD cover

- write short promotional article

175 min

IDV.01, ID1.03, ID1.04, ID1.02

- group analysis
(K/U, C)

- short oral reports
(T/I, C, A)

A Traditional Context for Identity and Community

- listen to and read traditional stories

- compare stories from different Aboriginal cultures

- discuss concepts

300 min

REV.04, CH1.03, CHV.03, CH2.02, CH1.01

- character/situation analysis (T/I, A)

- scenarios and role play (K/U, C, A)

- reading (K/U, T/I)

- development of Aboriginal Charter of Workplace Rights and Freedoms
(K/U, T/I, C, A)

Confronting Stereotypes and Racism: The Challenges to Identify

- view video segments from Smoke Signals

- define terms, such as prejudice, stereotypes, and racism

- analyse portions of Charter of Rights and Freedoms

375 min

IDV.03, RE1.03, ID3.01, SO3.02, REV.04

- journal responses
(K/U, C)

- group discussion
(T/I, A)

- plans for written stages of assignments (T/I, A)

- oral or written report (K/U, T/I, C, A)

Researching your Family Tree: The Communal Roots of Identity

- explore concepts of individual family identity, clan, community, and nation

- view video Totem Talk (NFB, 54 min)

- develop appropriate questions and procedures for interviewing an elder

450 min

ID3.02, RE3.02, REV.04, SOV.04, RE1.03, SO1.03, SO3.02

- oral discussion through teacher-led question and answer (K, I, C)

- read, role play, debrief (I, C, A)

- worksheet (K, I, A)

- group oral responses (K, C)

- video presentation to family, teaching and with permission to class (K, I, C, A)

An Identity in Progress Documenting the Journey

- examine “Rites of Passage” leading toward adulthood

- read orally Drew Hayden Taylor’s play “Toronto at Dreamers Rock”

- view video Beating the Streets (NFB)

- analyse roles depicted in video

- apply concepts of growth to personal video production

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Aboriginal Beliefs and Value Systems

Time: 20 hours

Unit Description

In order to examine the question “Who Am I?”, students explore the meaning 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. Students identify characteristics of language, artistic symbols, and spiritual beliefs of Aboriginal communities and nations that relate to the natural environment. Students compare practices, behaviours, beliefs, and symbols found among Aboriginal cultures and other cultural groups within Canada. Contemporary practices that support renewal and reconciliation for individuals, families, and communities are examined. Students investigate how beliefs and values influence the personal decisions that Aboriginal women and men make as to their choice of occupation and place of residence.

Unit 2 Overview Chart

Activity

Expectations

Assessment

Focus/Task/Activities

180 min

IDV.02, ID1.02, ID2.02, RE1.01, RE1.03, SO3.04

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

- analysis of model behaviour and value system (T/I, A)

Creation Stories in Different Cultures

- explore meaning and significance of creation stories in different Aboriginal cultures

- compare symbols, beliefs, concepts

- identify how stories can shape and sustain values and beliefs

240 min

ID1.01, ID1.03, ID2.02, RE1.02, SO3.04

- mapping (K/U, T/I)

- visual display (poster, collage) (C, A)

- written comparison of then and now
(T/I, C, A)

The Seasonal Cycle of the Natural Environment

- explore environmental influences in different Canadian geographical regions

- link beliefs, symbols, and concepts of well-being in specific regions and within cultural contexts

- examine past and present seasonal practices

300 min

IDV.01, ID1.02, ID1.04, ID3.01, RE1.02, RE1.02, SOV.01, SO2.03, SO3.04

- comparison of perspectives, values, actions (T/I, C, A)

- interview, journal entry (K/U, T/I, C)

- short research assignment
(K/U, T/I, A)

- oral report (C)

Beliefs, Customs, and Ceremonies

- probe reasons for celebrations, such as birthdays, festivals, pow-wows, and ceremonial gatherings

- compare celebrations in different cultures

- examine significance of rituals, medicines, healing practices, and condolence ceremonies within different Aboriginal cultures

- explore and investigate practices associated with the potlatch, the Sun Dance, harvests, hunting, and fishing

240 min

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

- group tasks and oral reports (T/I, C)

- interview and brief written report
(K/U, I, C)

- worksheet from video (K/U, A)

- research and short written report
(K/U, T/I, C, A)

Establishing Behaviour Codes Using Belief and Value Systems

- distinguish aspects of acceptable and unacceptable behaviour for children, adolescents, young adults, married couples, and single parents in both traditional and contemporary contexts

- explore the notion of responsibility of different age groups

- explain how customs, rituals, and ceremonies reinforce value systems

240 min

IDV.01, ID1.03, ID2.02, RE1.01, SOV.01, SO3.05, CHV.02, CHV.04

- video worksheet
(K/U, T/I)

- written response to text or report
(T/I, C, A)

- visitation, interview, and oral report (C, A)

- positive paper on an issue (K/U, T/I, C, A)

Current Practices and Challenges

- view ceremonial practices in different cultural contexts

- examine the importance of ceremonial practices in prisons and healing centres

- explore support groups for youth, abused women, and alcohol/drug rehabilitation

- investigate media role in presenting issues of significance to Aboriginal peoples

Unit 3: Leadership, Responsibilities, and Aboriginal Knowledge

Time: 20 hours

Unit Description

In this unit, students examine how traditional knowledge, languages, and cultural practices were altered by the imposition of the Indian Act. Government regulations, laws, and modern economic practices placed severe pressures on First Nations, Métis, and Inuit communities. Students explore how concern for the natural environment is being challenged by individual 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 Indigenous 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, renewal, and success in the workplace.

Unit 3 Overview Chart

Activity

Expectations

Assessment

Focus/Task/Activities

240 min

IDV.01, IDV.04, ID1.02, RE2.01, ID3.01, SOV.01, SOV.05, SO3.02

- worksheet completion (K/U)

- oral responses
(K/U, T/I, C)

- short written assignment (T/I, C, A)

Aboriginal Knowledge

- view cultural practices of Inuit, West Coast fishermen, and Northern Cree of Quebec

- identify strong economic links to the land

- compare practices and values of traditional past with those of today

240 min

IDV.01, RE2.01, SOV.03, SO1.03, SO3.05

- listen and learn
(K/U, C)

- library research
(K/U, T/I)

- oral reports and preparation of charts
(C, A)

- group discussion
(C, T/I)

Individual Responsibilities Associated with Aboriginal Knowledge

- listen to a Thanksgiving address

- research and examine roles of women, men, children, and family responsibilities within communities

- examine the concept of a work ethic

240 min

IDV.01, IDV.03, IDV.04, REV.02, SOV.02, SOV.04, SOV.03, SO2.02, CH1.04, CHV.04, ID2.01, RE2.02, SO2.02

- outline research
(K/U, T/I)

- response to guest speaker (C)

- research and short report (K/U, T/I)

- response to questions (K/U, A)

Responsibility in the Urban Workplace

- investigate work opportunities in First Nations communities and opportunities in urban centres

- examine Aboriginal living conditions in major urban centres

- examine relevant sections of the Indian Act regarding taxation, support systems

240 min

IDV.01, IDV.02, IDV.03, ID1.01, ID1.02, RE3.01, RE3.03, SO3.01, SO3.02

- video representations worksheet (K/U, T/I)

- analysis of newspaper and magazine articles
(T/I, A)

- oral or written report on a visitation to Healing Centre or listening to guest speaker (K/U, T/I, C)

- interview elder, family member, or representative from Friendship Centre
(K/U, T/I, C, A)

Responsibilities to the Environment

- investigate traditional teachings within Aboriginal cultures of different regions (e.g., Ojibway, Inuit, Plains, Cree)

- research environmental concerns in different regions of Canada, and in local community

- explore medicinal and healing practices associated with knowledge of natural environment

- investigate how individuals benefit from traditional knowledge and practices in rural and urban settings

240 min

IDV.03, IDV.04, ID1.01, ID1.05, REV.02, RE2.02, RE3.03, SOV.02, SOV.03, SO2.05, SO3.01, SO3.02, SO3.03

- workbook exercises (K/U)

- career centre worksheets
(K/U, T/I, A)

- summarizing issues
(K/U, T/I)

- interview and research report (T/I, C, A)

Coping: Choosing a Path

- develop a tentative personal timeline for the next 15-25 years speculating on future job and family responsibilities

- analyse potential career paths and responsibilities for people on reserves/off reserves

- view video Doctor Lawyer Indian Chief (NFB, 50 min)

- investigate responsibilities of jobs, families, grandparents

Unit 4: Pride, Power, and Accomplishments

Time: 20 hours

Unit Description

Students investigate the meanings and implications of the concepts of pride, power, and accomplishment from individual, community, institutional, and ‘natural’ perspectives. Cultural expressions of achievement, through music, art, sculpture, drama, literature, buildings, and architecture, are examined. Contemporary practices exemplified through jobs, services, and responsibilities that support Aboriginal community, economic, and social well-being are explored. Businesses and services that incorporate traditional values and beliefs with modern-day challenges and realities are investigated. Students investigate agricultural and harvesting practices, including the cultivation of a number of plants for medicines, and also learn of the significance of Aboriginal peoples’ respect and understanding of the natural environment.

Students examine how the founding principles of equality, respect, spirituality, and peace are conveyed by contemporary speakers, writers, healers, leaders, and elders. The 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/Task/Activities

240 min

IDV.01, IDV.04, ID1.03, ID2.01, ID2.03, REV.03, RE2.02, CH1.02

- poster or collage depicting cultural accomplishments
(K/U, T/I, C)

- comparison chart depicting two distinct eras (T/I, A)

- written report with clear criteria pre-established
(K/U, T/I, C, A)

Indications of Pride and Power within Aboriginal Nations and Communities

- examine symbols and stories of Aboriginal accomplishments from regional perspectives

- compare perceptions of cultural pride and accomplishments from pre-contact periods to contemporary times

- investigate roots of community celebrations

- prepare a biographical profile of a community member or an Aboriginal performing artist, sports or business contributor, or service provider

360 min

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

- video analysis worksheet (K/U, T/I)

- comparison chart (T/I, C)

- brief written report, reflective journal entry
(T/I, C)

- case study of Aboriginal individual (K/U, T/I, A)

- short oral report based on research or video presentations (K/U, C, A)

Success Stories: Past and Present

- examine the implication of survival in the north, in the bush, on rivers, lakes, and oceans

- compare skills required of individuals in the past to skills required today

- examine schooling practices of today, compared with learning in the past practices

- analyse how individuals adapt to change

- describe projects of communities, individuals, and nations to reassert autonomy

300 min

ID1.01, ID1.02, ID1.03, ID3.04, RE1.02, RE2.05, SO3.04, CHV.05

- poster display
(K/U, C)

- short research assignment with clear time frame parameters for investigations (K/U, T/I, C, A)

- video analysis and comparison
(K/U, T/I, C, A)

Relationships with the Natural Environment

- examine technological achievements of Aboriginal peoples that ensured survival

- investigate the impact of European technology on Aboriginal relationships to the natural environment

- identify Aboriginal businesses that link to the environment

- identify and examine customs, ceremonies, and spiritual beliefs that connect Aboriginal peoples to the natural environment and one another

300 min

IDV.01, IDV.04, ID2.01, ID2.03, ID3.07, RE3.01, SO2.03, SO2.04, SO3.04, CH1.02, CH1.03, CH2.01, CH2.02

- worksheet from video presentation (K, I, C)

- brief written report, response to directed questions (I, C, A)

- written report
(K, I, C, A)

- oral or written report (K, I, C, A)

Traditional Cultural Practices: A Revisitation in Contemporary Setting

- investigate impact of media in portraying cultural accomplishments

- visit an Aboriginal-run service, Friendship Centre, or Aboriginal-managed business

- explore website links and distance communication

- analyse a case study

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 social strategies of renewal, reconciliation, recovery, and healing after years of policies of assimilation now considered to be abusive and paternalistic. Students examine how First Nations communities, Inuit communities, and Métis people 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 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.

From an individual perspective, students investigate job and career opportunities and explore possible educational directions so that options can be considered for future career pathways. Students examine issues facing Aboriginal youth in their interactions with Canadian society and explore the importance of developing and achieving personal goals, maintaining health and wellness, and establishing a positive place and role in their own community and in the larger society.

Unit 5 Overview Chart

Activity

Expectations

Assessment

Focus/Task/Activities

240 min

IDV.04, ID3.02, ID3.03, REV.05, SOV.01, SOV.02, SO3.04

- list of link to jobs
(K/U, T/I)

- worksheet
(K/U, T/I)

- interview visitation, short written questionnaire
(K/U, T/I, C, A)

Local Initiatives for Community Growth and Development

- identify essential services needed in First Nations communities in towns and urban communities where Aboriginal people live

- examine government responsibilities for funding

- examine agencies and institutions that support renewal and reconciliation

240 min

IDV.04, ID1.01, ID3.04, REV.04, RE3.02, RE3.02, CH3.03

- development of chart of jobs for males and females and educational requirements
(K/U, T/I)

- development of poster from examination of employment opportunities in newspapers
(T/I, C, A)

- oral or group report

Job Opportunities and Aboriginal Support Agencies

- analyse qualifications for full-time, part-time, and seasonal work

- investigate pros and cons of steady employment on and off reserves

- examine jobs and workplace realities in towns and cities

- visit local support agency serving Aboriginal peoples’ needs

300 min

ID1.01, ID3.04, REV.04, RE1.03, RE3.02, RE3.03, SOV.01, SOV.02, SO2.01, CHV.05, CH2.03

- worksheets
(K/U, T/I)

- library research task (C, A)

- written responses to issues raised in videos and journal report
(T/I, C, A)

- oral and group reports

Jobs, Development, and Environmental Concerns

- form groups to investigate jobs in logging, mining, fishing traditional ways, and in such services as health education, and social work

- investigate implications of development on the well-being of Aboriginal communities, from internal and external perspectives

360 min

IDV.04, ID1.01, ID3.03, REV.05, RE2.04, RE3.03, SOV.02, SO2.01, SO3.03, CHV.05, CH2.03, CH3.03

- research and test
(K/U, I)

- research and written report
(K/U, T/I, C, A)

- comparison of local and national situations, oral report (C, A)

Case Studies and Oral Reports

- examine treaty realities in specific regions

- examine legal and political implications of treaty interpretations, and impact on job creation

- individual research and case study reports on regional issues across Canada

- investigate regional local and urban job opportunities and qualifications required

360 min

IDV.04, ID3.03, REV.04, REV.05, RE1.03, RE3.02, SOV.02, SO3.03, SO3.04, CHV.05, CH2.03, CH3.03

- chart, list, and comparisons
(K/U, T/I)

- worksheet and interview questionnaire
(T/I, C, A)

- research and report
(T/I, C, A)

- written report based on personal research
(K/U, T/I, C, A)

Personal Decision Making and Contemporary Realities

- compare short-term and long-term goals for individuals in various settings (e.g., school, family, jobs)

- investigate purpose, role, and functions of service providers in communities and qualifications needed

- examine business models of success that relate to local economy situations

- examine job opportunities and the training and educational qualifications needed

Teaching/Learning Strategies

The teaching and learning strategies 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. Elders and community resources provide the knowledge and skill acquisition to apply course content effectively to other areas. The following creative teaching and learning activities reflect various approaches to meet student needs and course expectations:

· oral presentations from 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.);

· information 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 (Appendix 4). The four categories of knowledge and skills (Knowledge/Understanding, Thinking/Inquiry, Communication, and Application) present a structure for assessment and evaluation, which measure the level of the achievement of expectations accomplished by the student.

Teachers, in directing individual students to explore Aboriginal values, beliefs, and aspirations from a variety of perspectives, should provide a clear context for students to conduct their studies. Due to the nature of the subject material, teachers need to be sensitive and aware of experiences, beliefs, and values that are significant to individual students and Aboriginal communities. Teachers should 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 individuals and groups).

A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher. The final grade for each course in Grades 9-12 will be determined as follows:

· Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

· Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

In all of their courses, students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of knowledge and skills.

Resources

There is no single text that addresses all areas of this course. Each activity contains recommended 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.

Print

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, Taiaiake. Peace, Power, Righteousness – an Indigenous Manifesto. Oxford University Press, Canada, 1999. (Haudenosaunne – philosophy/political)

Anderson, Kim. A Recognition of Being: Reconstructing Native Womenhood. 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. 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)

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 MacKenzie 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)

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

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

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

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

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

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

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 how Native people have been portrayed)

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)

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

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

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

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)

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

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)

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

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

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

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

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

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

Video

As Long as the Rivers Flow: Flooding Jobs Garden: Canadian (Cree use/views of the land). NFB,
C9191 044/EC009, 52 min

Beyond the Shadows: In their own voice, residential schools impact and the ways people are healing. NFB, 099/EC009, 52 min

Broken Promises: The High Arctic Relocation (impact of removal from homelands). NFB, C9194.

Daughters of the Country: Part II (Métis Women’s history/disenfranchised as Canadians/Indians).

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

The Gift. (Haudenosaunne views/beliefs about agriculture. NFB, C9198 057/EC009, 49 min

In the White Man’s Image. US: PBS. (First Residential school, military influence)

Keepers of the Fire: Canadian (The strength of women – Oka/Haida blockade/Bill C-31/Abuse). NFB, C9194 085/EC009, 55 min

Mi’kmaq Family Migmaoe (Urban women returning home to explore identity and tradition). NFB,
C9194 086/EC009, 32 min

Our Land, Our Truth (Inuit/Cree’s relationship to land and animals). NFB.

P.O.W.E.R: One River. Two Nations (An update of James Bay Crees’ struggle to fight the James Bay II hydroelectric project and the Cree fight for the land). NFB, 119 V0196089, 29 min

The Raven (Haida Stories).

Richard Cardinal: Cry from a Diary of a Métis Child (the sixties scoop – identity issues and suicide). NFB, C0185 050, 76 min

The Spirit of the Mask (Northwest Coast peoples’ struggle to preserve their sacred stories and masks).

Native Newsletters

American Indian Science & Engineering Society
P.O. Box 9828, Albuquerque, NM 87119
Tel: 505-765-1052/Fax: 505-765-5608

Anishnabek News
Union of Ontario Indians

Circles of Light
Indian and Northern Affairs Canada
Communications Branch, Room 1901
Les Terrasses de la Chaudiere, Ottawa, ON K1A 0H4
Tel: 819-953-9349/Website: www.inac.gc.ca

Haudenosaunee Runner
Tonawanda Seneca Nation Office
Meadville Road, via Basom, NY 14013

Native Investment & Trade Association
508 - 100 Park Royal S., West Vancouver, BC V7T 1A2
Tel: 604-925-6677/Fax: 604-925-6694/E-mail: nita@telus.net

Ojibway & Cree Cultural Centre News
210 Spruce Street South - Suite 306, Timmins ON P4N 2M5
Tel: 705-267-7911/Fax: 705-268-4988
Head Office: Mattagami First Nation
E-mail: ojccc@onlink.net/Website: www.schoolnet.ca/aboriginal/occc/index-e.html
Publishing Editor: Diane Riopel

Southern First Nations Secretariat: News views and information
536 Queens Avenue, London, ON N6B 1Y8
Tel: 519-660-6090/Fax: 519-660-6690

Tekawennake: Two Voices: Six Nations & New Credit News
White Pines Business Complex
Chiefswood Road, Ohsweken, ON N0A 1M0
Tel: 519-445-2238/Fax: 519-445-2434

The First Perspective: Canada’s Source for Aboriginal News and Events
Taiga Communications Inc., Brokenhead First Nation
Scanterbury, MN R0E 1W0
Tel: 1-800-322-0718/Website: www.firstperspective.ca

Turtle Island News
PO Box 329, Ohsweken, ON N0A 1M0
Website: www.turtleislandnews.com

Windspeaker/AMMSA
Aboriginal Multi-Media Society
15001 - 112 Avenue, Edmonton, AB T5M 2V6
Tel: 1-800-661-5469/Fax: 780-455-7639/Website: http://www.ammsa.com

First Nations Cultural Centres in Ontario

Contact Person	Address	Telephone	Fax
Ms. Judy Harbour, Office Manager	Lake of the Woods Ojibway Cultural Centre PO Box 159, Kenora, ON P9N 3X3 Ojibwaycc@voyager.com	807-548-5744	807-548-1591
Ms. Barbara Barnes, Executive Director	Native North American Travelling College R.R. 3, Cornwall Island, ON K6H 5R7 nnatc@glen-net.govwww.peactree.com/nnate	613-932-9452	613-932-0092
Ms. Diane Riopel, Director	Ojibway and Cree Cultural Centre 210 Spruce Street South, Suite 101 Timmins, ON P4N 2M5 ojee@onlink.net	705-267-7911	705-267-4988
Mr. Paul Nadjiwan, Executive Director	Ojibwe Cultural Foundation PO Box 278, M’Chigeeng First Nation, M’Chigeeng, ON P0P 1G0	705-377-4902	705-377-5460
Ms. Mary Elijah, Executive Director	Oneida Language and Cultural Centre R.R. 2, Southwold, ON N0L 2G0 elij.olee@sympatico.ca	519-658-6227	519-652-6397
Ms. Doris Peltier, Interpretive/Heritage Centre Coordinator	Wikwemikong Interpretive/Heritage Centre PO Box 112, Wikwemikong, ON P0P 2J0 wikyher@kanscrvu.ca	705-859-2385	705-859-2980
Mr. Amos Key, Executive Director	Woodland Cultural Centre PO Box 1506, Brantford, ON N3T 3V6	519-759-2653	519-759-8912

Accommodations

This course requires good communication skills and significant student interaction with peers. The following suggested adaptations can be applied to instruction, assessment, and evaluation:

· simplify tasks;

· provide teacher-developed charts to record information;

· extend learning time and completion of tasks;

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

· adjust workloads;

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

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

Teachers should review the IEPs for exceptional students to ensure that recommendations for accommodation(s) are followed. Students who require enrichment can be assigned independent activities to reflect their greater understanding or skills of application.

OSS Considerations

This workplace preparation course emphasizes concrete applications of the theoretical material covered in the course and the development of critical-thinking and problem-solving skills. The 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).

Unit 1 | Unit 3 | Course Profiles Main Menu

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

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

Print

Video

Native Newsletters

First Nations Cultural Centres in Ontario

Accommodations

OSS Considerations

Identity

Overall Expectations

Specific Expectations

Relationships

Overall Expectations

Specific Expectations

Sovereignty

Overall Expectations

Specific Expectations

Challenges

Overall Expectations

Specific Expectations