Course Overview

Current Aboriginal Issues in Canada, Grade 11,
University/College Preparation, NDA3M

Course Description

This course examines the current state of the relationships between Aboriginal peoples and non-Aboriginal Canadians, within the evolving nature of Aboriginal and Canadian society. Students examine Aboriginal world-views, actions, and practices and compare and contrast them with the assumptions, actions, and views of the larger society. Specific issues, such as legal agreements and their conflicting interpretations, land claims, health, and education, are examined as they currently exist and as areas of mutual understanding and growth in the future. Skill development focuses on the framing of suitable research questions; research skills, using print resources, electronic media, and personal contacts; assembling and evaluating information; and presenting in a variety of formats.

This course profile represents only one of many possible approaches to meeting the learning expectations stated in The Ontario Curriculum, Grades 11 and 12, Native Studies, 2000 for Current Aboriginal Issues in Canada. Four strands are woven throughout the course: Identity, Relationships, Sovereignty, and Challenges. The profile is designed as a six-unit course of study in which the first and last units are examinations of what it means to be an Aboriginal in modern Canadian society. A variety of contemporary challenges to traditional Aboriginal life and beliefs – the Canadian legal system, differing attitudes to resource management and land claims, health, education and community development – are examined in Units 2-5.

Course Notes

This course engages students in a wide-ranging examination of current Aboriginal issues. If students are to attain a deep and comprehensive understanding of these issues they must also become aware of how these issues, at their core, can frequently be understood as differences in world views, beliefs, and values.

A course, Aboriginal Peoples in Canada, in The Ontario Curriculum, Grades 9 and 10, Native Studies, 1999, document provides useful background for this course. Students who have taken that course have examined Aboriginal and non-Aboriginal concepts of nationhood in twentieth-century Canada. Students have completed Grade 10 Canadian History in the Twentieth Century, (either Academic or Applied) which provides a general background against which Aboriginal issues have developed. Additionally, students have been introduced to Aboriginal issues in the Grade 9 compulsory geography course, Geography of Canada. Students should also be aware of how the records of historical and current interaction between Aboriginal and non-Aboriginal inhabitants of Canada, as they are reflected in oral history, treaties, historical texts, Aboriginal newspapers and media, and mainstream media, all contribute to an understanding of the issues under study.

The approach suggested by the unit organization is one that encourages the student first to examine what it means to be an Aboriginal person in Canada today. The issues of identity raised in this first unit help to frame the student’s subsequent inquiries into such areas as Aboriginal viewpoints and Canadian law, resource management and land claims, health and wellness, and education and community development. Respecting the principles of circularity often evident in Aboriginal thought and belief, the final unit uses independent study models to examine how Aboriginal identities in the 21st century are currently being shaped, and will continue to be shaped, by the issues examined in this course.

Aboriginal and First Nation realities within Ontario and Canada are diverse and complex. Thus it is critical that issues be examined from a variety of perspectives (individual, local, provincial, national). The inclusion of speakers from the local Aboriginal community can help personalize and “put a human face on” the issues being examined. Local Aboriginal Cultural Centres, Band offices, and Urban Friendship centres could be used as effective resources in locating a variety of suitable speakers. This practice is an important element in the adaptation of course content and instruction to the local context.

Units: Titles and Times

Unit 1	Who is an Aboriginal Person?	10 hours
Unit 2	Aboriginal Viewpoints and Canadian Law	25 hours
Unit 3	Land Claims and Resource Management	20 hours
* Unit 4	Health and Wellness: Contemporary Challenges	20 hours
* Unit 5	Education and Community Development	20 hours
Unit 6	The Contemporary Aboriginal: Maintaining Identity in the Modern World	15 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Who is an Aboriginal Person?

Time: 10 hours

Unit Description

This unit explores various definitions often used to identify Aboriginal peoples in Canada. The terms, Aboriginal, Indian, Métis, Inuit, indigenous, Native, status, non-status, Ojibwe, Cree, Iroquois, clan, First Nations, reserve, and others, are introduced and defined in both legal and cultural context. The different perspectives of Aboriginal and non-Aboriginal people are explored using examples from personal experience, literature, and popular culture. Students use mapping, webbing, and charting to identify collective identities of Aboriginal peoples, their communities, and their political organizations. Issues that relate to the survival of culture and language are investigated using websites and Statistics Canada census results. Students critically examine selected readings from sources, such as the Report of the Royal Commission on Aboriginal Peoples, to assist them in clarifying aspects of Aboriginal identity, such as culture, traditions, language, health, and educational experiences.

Unit 1 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 225 minutes	IDV.03, ID2.03, REV.01	Formative quiz by teacher using rubric (K/U)	- definition of terms - review the Indian Act - map the locations of Aboriginal peoples in Canada
2 225 minutes	IDV.01, CHV.01, CH3.03	Anecdotal assessment by teacher using checklist (K/U, T/I)	- investigate recent news stories on Aboriginal issues - compare regional perspectives
3 150 minutes	ID1.01, ID1.02, ID1.03, ID3.03, SO1.02, RE1.01	Formative assessment by teacher using rubric (K/U, A)	- introduce roles and purpose of Aboriginal organizations - read excerpt from autobiography of Aboriginal leader

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Aboriginal Viewpoints and Canadian Law

Time: 25 hours

Unit Description

This unit gives the student an overview of the differences between the world views of Aboriginal communities and that of the larger Canadian society as reflected in Canadian law. Students examine the Aboriginal concepts of community, sovereignty, and decision-making and contrast these concepts with the meanings and interpretations of these terms in non-Aboriginal society. A key aspect of the unit is the examination, from an Aboriginal point of view, of the interactions with non-Aboriginal people in such areas as treaty-making, the Indian Act, and the justice system. Contemporary Aboriginal viewpoints on the relationships between Aboriginal peoples and the larger society are explored, as are the legal and political processes used by Aboriginal peoples to achieve their current goals.

Unit 2 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 225 minutes	ID1.04, SO1.01, RE1.02	Formative quiz by teacher using marking scheme (K/U, T/I)	- brainstorm and analyse concepts: community, sovereignty, consensus, etc. - summarize government role and powers of legislation
2 25 minutes	REV.01, SO2.03, SOV.04, SO2.04, CHV.02, RE2.02, ID2.01, SO1.03, CH1.02, CH2.02	Self-assessment by students using checklists (K/U, T/I, A)	- list significant historical treaties
3 300 minutes	RE2.03, REV.05, RE2.05	Formative anecdotal assessment by teacher (T/I)	- examine impact of justice system on Aboriginal peoples - compare justice issues in northern and southern Ontario - complete a case study of Donald Marshall video: Justice Denied (NFB, 98 min.)
4 300 minutes	REV.05, SOV.02, SO2.01, SO2.02, SO3.01, CH3.01	Peer assessment using checklist (K/U, T/I, C, A)	- discuss traditional Aboriginal concepts of community, justice, decision-making, governance - investigate influence of various Aboriginal organizations
5 225 minutes	REV.02, SOV.02, CH2.01	Anecdotal assessment by teacher (T/I, C)	- list and rank order legal issues facing Aboriginal communities - complete a detailed case study of recent Aboriginal/Canadian issue
6 225 minutes	SOV.01, RE2.01, SO3.04	Summative evaluation by teacher using marking scheme (T/I, C)	- discover and analyse viewpoints of selected Aboriginal leaders (e.g., Matthew Coon-Come, Frank Calder, Elijah Harper)

Unit 3: Land Claims and Resource Management

Time: 20 hours

Unit Description

This unit explores Aboriginal perspectives on current issues in the areas of spiritual connections to the land, land use, fisheries, and environmental protection, as well as the interpretation and implications of treaties and other political agreements. By using guest speakers and print sources, students identify Aboriginal communities’ positions on the web of relationships and connections between the people and the land, and the implications of these relationships for Aboriginal identity. They also examine current environmental issues, such as logging, fishing, and land claims, which have forced a re-examination of Aboriginal rights and responsibilities. This includes an analysis of the manner in which treaties create an interpretive framework for present and future generations of Aboriginal and non-Aboriginal Canadians in the context of the Charter of Rights, the Indian Act, and recent court decisions.

Unit 3 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 150 minutes	IDV.02, IDV.04, RE1.02	Oral formative assessment by teacher (K/U)	- oral presentations by elders or community leaders on the spiritual links to the land - video: Strange Case of Bunny Weequod (NFB, 24 min.)
2 600 minutes	REV.03, RE1.03, RE2.04	Peer assessment using rubric (T/I, C, A)	- research projects on local resource issues affecting Aboriginal peoples: logging, mining, fishing, garbage, parks, hydro development, etc. - oral presentation and discussions
3 150 minutes	RE3.03, RE3.04, RE1.03	Peer assessment using checklist (A)	- brainstorming and small-group discussion on “sustainable resource use”
4 300 minutes	REV.04, RE2.05, RE3.02	Short-answer quiz using marking scheme (K, A)	- examine recent court decisions on resource issues and predict their impact on the future of local Aboriginal peoples

Unit 4: Health and Wellness: Contemporary Challenges

Time: 20 hours

Unit Description

Students investigate how current issues in the areas of Aboriginal health and wellness are reflections of the living conditions in Aboriginal communities. These conditions in turn are rooted in historical relationships, which have evolved between Aboriginal and non-Aboriginal people. Students explore how traditional Aboriginal wellness concepts, such as the Medicine Wheel, were challenged by the diseases and economic dislocations that followed European contact. The unit includes an investigation of current statistical information and news stories relating to birth rates, diet, use of alcohol, high incarceration rate of Aboriginal people, and other community health issues and their treatment. As traditional Aboriginal views and practices reinvigorate the face of health care in Aboriginal communities, students have an opportunity to examine the needs and opportunities presented by these challenges as modern Aboriginal peoples strive to maintain wellness and health.

Unit 4 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 150 minutes	REV.03, REV.05, CHV.01, CHV.03, RE1.02, SO1.02, SO3.02, CH1.03, CH2.04	Diagnostic self-assessment by students using checklists (T/I, A)	- introduce Medicine Wheel as a traditional Aboriginal approach to good health - brainstorm and analyse factors that influence development - examine origins of emotional maturity - assess the importance of diet
2 150 minutes	CH3.04, REV.01, CHV.03, RE2.02, CH3.02, SO3.03	- Formative anecdotal assessment by teacher - Poster assessment (K/U, A)	- historical overview: the impact of disease and changes in environment, economy, society, and lifestyle on Aboriginal life - videos: Last Days of Okak (NFB, 1985, 33 min.) and Uranium (NFB, 1990, 47 min.) - poster illustrating a relationship between “environment” and “health”
3 300 minutes	CHV.04, CHV.01, REV.02, REV.03, ID1.05, ID2.04, ID3.04	- Assessment of written report by teacher using marking scheme (C, A)	- small-group investigation and written report of statistical information on Aboriginal health issues (e.g., diet, disease, birth rates, etc.) - use of computers to assist and improve research skills
4 300 minutes	CH3.04, CHV.03, CHV.04	- Anecdotal assessment by teacher using rubric for role play (C, A)	- focus on fetal alcohol syndrome; drama production and video - video: David With FAS (NFB, 88 min)
5 300 minutes	ID3.02, SO3.02, CH1.04, ID1.05, CH2.04, SO1.02	- Formative anecdotal assessment on journal writing by teacher - Summative assessment of display board by teacher using poster rubric (T/I, A)	- examination of traditional healing practices - research health and wellness careers incorporating traditional Aboriginal principles

Unit 5: Education and Community Development

Time: 20 hours

Unit Description

In this unit, students examine the challenges of social, political, and economic development within First Nation communities. As educational practices evolved from traditional learning experiences to the forcible removal of children to residential schools, to busing to provincially-run schools, and now to locally-controlled schools, students examine the implications of government education policies on First Nation communities and investigate the impact of local control and educational partnerships. Students also come to understand the necessity for the continued development of community services, such as healing centres and outreach programs. Using small group collaboration, debate, and self-directed study, students explore the issues surrounding education, community services, language programs, economic growth, self-government, and the need for cross-cultural dialogue.

Unit 5 Overview Chart

Activity

Expectations

Assessment

Focus/Tasks/Activities

200 minutes

RE2.02, CH3.02, CHV.02, REV.01, CH2.03, CH3.04

- Peer assessment using checklist of worksheet questions (K/U)

- Self-assessment of timeline contributions using student-developed criteria (T/I, A)

- develop a timeline for the evolution of education and community development in First Nation communities

- compare and contrast traditional Aboriginal viewpoints with Canadian government ideas on education by using video: Duncan Campbell Scott
(NFB, 50 min.)

300 minutes

ID1.03, IDV.03, RE2.01, SO3.03, CH2.04

- Anecdotal teacher assessment (K/U, C, A)

- Summative evaluation of poster using rubric (Appendix F)
(K, T/I, A)

Jigsaw on Aboriginal experiences in various residential schools

- develop a docu-poster recording residential school problems and their consequences

300 minutes

CHV.03, CH1.01, CH1.03, CH2.03, CH3.02, RE3.04

- Summative teacher assessment using rubric (T/I, C, A)

- Anecdotal assessment of student notes by teacher (K)

- research models of economic growth which reflect Aboriginal values

- personal interviews and Internet research on local community enterprises

- produce a written project profiling an Aboriginal-controlled business

400 minutes

ID3.01, ID1.01, RE2.05, CH1.04, CH1.03, RE3.04, REV.01, CH3.04, CHV.03, IDV.01, IDV.02, IDV.03

- Self-assessment using checklist

- Teacher assessment using rubric for role play (K/U, T/I, C, A)

- develop educational portfolios of First Nation-controlled schools and college/university programs in Indigenous Studies

- design a model school- press conference/debate of Aboriginal/non-Aboriginal views on a model school

- discussion: government responsibility regarding Native languages and Aboriginal identity

Unit 6: The Contemporary Aboriginal Person: Maintaining Identity in the Modern World

Time: 15 hours

Unit Description

This unit assesses the impact of mainstream society and the resilience of Aboriginal peoples and their cultures in the face of these powerful forces. Students re-evaluate earlier considerations relating to Aboriginal identities through independent study projects. The student focus is the impact of media, popular culture, and assimilationist attitudes balanced against the survival of traditional beliefs, language use, and practices. Biographical studies, Aboriginal leadership, the role of women, and the role of elders, musicians, architects, and visual artists are the focus of investigation for students exploring how positive Aboriginal identity is maintained and celebrated. Differing images of Aboriginal identity are redeveloped using both Aboriginal and non-Aboriginal perspectives, and the teacher may give scope for creativity, as images are developed by students.

Unit 6 Overview Chart

Activity	Expectations	Assessment	Focus/Tasks/Activities
1 150 minutes	IDV.05, ID2.04, IDV.03, ID2.01	Teacher assessment using rubric (T/I, C, A)	- design, administer, analyse, and present results of survey on “Influence of Pop Culture on Aboriginal Youth”
2 150 minutes	ID3.04, RE1.01, SO1.04, RE2.01, ID2.03, ID1.05	Short answer quiz assessed by teacher (K/U)	- compare coverage in mainstream media with that in Aboriginal media (e.g., Windspeaker) on several current issues
3 225 minutes	SOV.05, ID1.05, ID2.03, SO1.02, SO1.04	Anecdotal assessment by teacher using checklist (T/I)	- survey Aboriginal uses of mass media and art - videos: Bill Reid (NFB, 26 min.); Yuxwelepton (NFB, 21 min.); and Hands of History (NFB, 48 min.) - field trip (gallery, artist’s workshop, radio station, Aboriginal newspaper)
4 375 minutes	IDV.03, IDV.05, REV.05, SO1.02, RE1.02, CHV.03	Summative assessment by teacher using rubric and marking scheme (C, A)	- produce independent study on The Contemporary Aboriginal person (essay, video, dramatic presentation, etc.) - development of clear thesis statement - rough draft and editing - production of final product

Teaching/Learning Strategies

The teaching and learning strategies recommended for the course Current Aboriginal Issues in Canada, support the Aboriginal principles of holistic and life-long learning. Holistic teaching methods address the student’s intellectual, spiritual, physical, and emotional development. By using elders and community resources, course content provides knowledge and skills, which can be used in other areas of the student’s life. The following teaching and learning activities reflect various approaches to meet student needs and course expectations:

· Direct instruction: whole class and individual;

· Inquiry to generate questions and communicate understanding;

· Problem solving through case studies;

· Cooperative groups – small and large;

· Oral presentations;

· Student projects;

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

· Oral presentations from elders and community members;

· Internet searches;

· Visual representations through multimedia presentations;

· Journals and self-assessment;

· Interviews;

· Information technologies (video productions, digital cameras, scanners, etc.);

· Field trips.

Assessment & Evaluation of Student Achievement

The purpose of assessment is to improve student learning. In order to gauge student achievement effectively, teachers must employ a variety of assessment methods, including paper and pencil assignments (e.g., multiple-choice or short-answer tests), performance-based assessments (e.g., models, essays, or filming a documentary), and personal communication-based assessment (e.g., oral presentations, debates, or student conferencing). Rubrics, checklists, and a variety of other assessment tools should be employed in evaluating student achievement.

The basis for assessment and evaluation centres on the Achievement Chart, pp. 84-5 of The Ontario Curriculum, Grades 11 and 12, Native Studies. The chart identifies four major categories of knowledge and skills: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.

At the end of the course, students must be given a formal opportunity to assess and evaluate the effectiveness of the course in meeting their needs as learners. The Ministry of Education’s policy on assessment and evaluation requires that 70% of a student’s final mark be based on term work and 30% be based on a final evaluation, which may take a variety of forms (e.g., written examination, the creation of a product, or performance) and may be divided to include one or more activities. While recognizing the validity and necessity of a final examination, it is suggested that greater weight be given to a culminating activity than to an exam.

Accommodations

This course requires significant student interaction and good communication skills. The following suggested modifications in instruction, assessment, and evaluation may be required for students with specific needs:

· Simplify tasks;

· Adjust workload;

· Extend time for learning and for completion of tasks;

· Adapt recording, reporting, and presentation of tasks to include visual component;

· Use videos, computers, and magazines for visual representation of course content;

· Use teacher-developed organizers to record information;

· Use teacher-developed mind maps to present events or concepts.

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

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.

The resources cited below provide support for teaching and learning in this course. The electronic media and the websites of Aboriginal organizations are invaluable sources of current and diverse perspectives on issues studied in the course. Teachers must remember that it is the nature of electronic media to be fluid and changing. It is important that the teacher review the contents of suggested resources before introducing them into the classroom or recommending them to students.

Teachers are unlikely to find a single text that can meet the content needs of this course. It is recommended that, prior to implementation, teachers begin to familiarize themselves with the myriad sources of information that can be profitably used. Newspapers, newsmagazines (e.g., Maclean’s), and educationally oriented magazines (e.g., Canadian Geographic, Aboriginal Voices) are often sources of information and opinion on current Aboriginal issues. Use of these types of media, as well as film and speakers can greatly augment standard texts.

Print

“Abuse of Trust.” Maclean’s, June 26, 2000.

Alfred, T. Peace, Power, Righteousness: An Indigenous Manifesto. Don Mills: Oxford University Press, 1999.

Battiste, M., ed. Reclaiming Indigenous Voice and Vision. Vancouver: UBC Press, 2000.

Brizinski, P. Knots in A String. Saskatoon: University of Saskatchewan, 1993.

Graham, E. The Mush Hole: Life at Two Indian Residential Schools. Waterloo: Heffle Publishing, 1999.

McNabb, D. Circles of Time: Aboriginal Land Rights and Resistance in Ontario. Waterloo: Wilfred Laurier University Press, 1999.

Miller, J.R. Shingwauk’s Vision: A History of Native Residential Schools. Toronto: University of Toronto Press, 1996.

Morriseau, Calvin. Into the Daylight: A Wholistic Approach to Healing. Toronto: University of Toronto Press, 1996.

Morrison, R.B. and C.R. Wilson, eds. Native Peoples: The Canadian Experience. Don Mills: Oxford University Press, 1995.

“Move Over.” Maclean’s, September 27, 1999.

Ponting, J.R. First Nations in Canada: Perspectives on Opportunity, Empowerment and Self-Determination. Toronto: McGraw-Hill-Ryerson, 1997.

Reed, K. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.

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

Smart, S.B. and M. Coyle. Aboriginal Issues Today: A Legal and Business Guide. North Vancouver: Self-Counsel Press, 1997.

Smith, G. “Protecting and Respecting Indigenous Knowledge.” In Basttite, M., ed. Reclaiming Indigenous Voice and Vision. Vancouver: UBC Press, 2000.

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

Williamson, Pamela. First Nations People. Toronto: Emond Montgomery, 1999.

Websites

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.

Bill’s Aboriginal Links (a site for teachers of this course)

– http://polisci.nelson.com/aboriginal.html

– http://dailynews.yahoo.com/full_coverage/canada/first_nations

– http://ammsa.com/windspeaker/

– http://cbc.ca/news/indepth/aboriginals/

– http://www.ayn.ca/ (the Aboriginal Youth Network)

– http://www.schoolnet.ca/aboriginals/ (First Peoples on Schoolnet)

– http://www.goodminds.com

Video

The National Film Board website (www.nfb.ca) has a huge list of films; over 300 are indexed under First Nations. A representative sample, including order numbers, is listed below.

Acts of Defiance. NFB, 104 min. C9192016

Band Aid. NFB, 1999, 41 min. 119C9199116

Battle for the Trees. NFB, 1994, 57 min. 111C9193040

Beauty of Our People. NFB, 1987, 67 min. 111C0182173

Before Columbus: Invasion. NFB, 1993, 50 min. 117C0192136

Rebellion. NFB, 1993, 50 min. 117C0192138

Conversion. NFB, 1993, 28 min. 117C0192137

Bill Reid. NFB, 1979, 26 min. 106C0179094

Blockade: Algonquians Defend the Forest. NFB, 29 min. 106C0190092

Children of the Eagle. NFB, 1990, 57 min. 113C0190193

Dancing Around the Table, Parts 1 and II. NFB, 50 min. and 44 min. C0187040 and C0187077)

David With FAS. NFB, 1997, 88 min. 119C9196039

Deep Inside Clint Star. NFB, 1999, 60 min. 149C0198115

Duncan Campbell Scott: The Poet and the Indians. NFB, 56 min. C9195 002/EC009

First Nations: The Circle Unbroken (1-4 and 5-7). NFB, 60 min. and 57 min. 193C9193003 and 193C9198067

Flooding Job’s Garden. NFB, 21 min. c9191044

For Angela. NFB, 60 min. 9193044

From Time Immemorial. NFB, 1991, 52 min. 111C0190113

The Gift. NFB, 1998, 150 min. 106C0197122

Half A World Apart. NFB, 1996, 51 min. 119C0196140

Hands of History. NFB, 1994, 48 min. 106C0194001

Hollow Water. NFB, 2000, 53 min. 119C0100013

Hunters and Bombers. NFB, 1991, 43 min. 106C9190130

In Celebration of Nunavut (series). NFB, 44 min. 193C0199201

It’s Hard to Get It Here. NFB, 98 min. 0184042

Justice Denied. NFB, 1989, 26 min. 105C0189100

Keep the Circle Strong. NFB, 1990, 44 min. 113C0190149

Kuper Island: Return to the Healing Centre. NFB, 1998, 54 min. 113C0197174

Kwekanamand: The Wind is Changing. NFB, 1999, 55 min. 119C9199222

Last Days of Okak. NFB, 1985, 23 min. 106C0185112

The Learning Path. NFB, 49 min. c9191065

The Little Trapper. NFB, 1999, 48 min. 119C0199027

Long Lance. NFB, 1986, 20 min. 106C0186040

The Long Walk. NFB, 1998, 29 min. 449C0198120

Moccasin Flats. NFB, 24 min. 113C0191148

My Name is Kahentiiosta. NFB, 1995, 25 min. 106C0195100

Native Legends. NFB, 68 min. 113C9186182

Native Reflections. NFB, 55 min. 0186187

Netsilik Eskimos I. NFB, 47 min. C0172133

The Nitinaht Chronicles. NFB, 1997, 24 min. 106C0197122

No Address. NFB, 1988, 26 min. 106C0188057

No Turning Back. 58 min. 9196118

Ojigkwanong: Encounter With an Algonquian Sage. NFB, 2000, 24 min. 119C0100054

Oka: Behind the Barricades. NFB, 1998, 26 min. 193C9198082

Patrick’s Story. NFB, 1999, 58 min. 119C9199286

Place of the Boss: Utshimassits. NFB, 1996, 24 min. 119C0196112

Poundmaker’s Lodge: A Healing Place. NFB, 1987, 48 min. 106C0187011

Power. NFB, 1996, 29 min. 119C0196089

Richard Cardinal: Cry From the Diary of a Métis Child. NFB, 76 min. C0186056

Riding the Great Whale. NFB, 1994, 29 min. 117C0193082

Riel Country. NFB, 1996, 57 min. 117C0196013

Rocks at Whiskey Trench. NFB, 2000, 49 min. 119C0100062

School in the Bush. NFB, 1986, 105 min. 106C0186008

Silent Tears. NFB, 1997, 28 min. C9198 058/E2103

Singing Our Stories. NFB, 1998, 28 min. 119C0198028

Spudwrench: Kahnawake Man. NFB, 1995, 48 min. 106C0197134

Starting Fire with Gunpowder. NFB, 57 min. C9191096

Strange Case of Bunny Weequod. NFB, 1999, 56 min. 119C0199227

Tikinigan. NFB, 56 min. c9191069

Time Immemorial. NFB, 56 min. c9191054

Uranium. NFB, 1990, 47 min. 106C0190053

Walker. NFB, 1991, 13 min. 111C9191109

Yuxwelupton: Man of Masks. NFB, 1998, 21 min. 119C0198101

Video from Other Sources

Human Rights. Magic Lantern. Tel: 1 800 263 1717

Mission School Syndrome. Filmwest Ass. Tel: 1 604 769 3399

First Nations, First Athletes. TSN Inside Sports.

Diary of an Innu Child. Cine Fete, 1586 rue Fleury est, Bureau 210, Montreal, QC, H2C 1C6

The Loon’s Necklace. Britannica Learning. Tel: 1 416 691 1054

“Native Rights: Sharing Resources,” CBC News in Review, November 1999

“The Nisga’a Settlement,” CBC News in Review, May 1996

OSS Considerations

OSS policies that impact on the delivery of this course include the policy statements on anti-discrimination education and on exceptional students. The content and learning activities of the course, Aboriginal Peoples in Canada must consider diverse points of view, contributions of a variety of peoples, and the need for sensitivity to the experiences and perceptions of others (OSS, pp. 58-9). Secondly, OSS Sect. 7.12 provides for modification and alternative expectations for exceptional students – both in terms of learning abilities and language skills.

Coded Expectations, Current Aboriginal Issues in Canada, Grade 11, University/College Preparation, NDA3M

Identity

Overall Expectations

IDV.01 · describe the relationships among language, culture, and identity;

IDV.02 · demonstrate an understanding of how Aboriginal identity is linked to the physical environment;

IDV.03 · demonstrate an understanding of the influences on Aboriginal societies that have an impact on their sense of identity;

IDV.04 · describe Aboriginal perspectives related to issues of identity and sovereignty;

IDV.05 · describe the impact of media, literature, and popular culture on contemporary Aboriginal society.

Specific Expectations

Aboriginal World View

ID1.01 – describe the ways in which Aboriginal languages contribute to Aboriginal peoples’ sense of identity;

ID1.02 – explain how the continued use of Aboriginal languages is crucial to the continuity of the customs and cultural practices of Aboriginal peoples;

ID1.03 – identify the intellectual, physical, emotional, and spiritual impact of the residential school experience on Aboriginal language, culture, and identity;

ID1.04 – explain how Aboriginal people find their identity in the larger community (e.g., in the extended family) as well as in themselves;

ID1.05 – identify ways in which Aboriginal elders, healers, leaders, artists, and writers promote cultural perspectives and identities.

Aboriginal and Canadian Relations

ID2.01 – identify measures taken by non-Aboriginal society that affect Aboriginal identity, particularly the use, maintenance, and preservation of Aboriginal languages (e.g., the Indian Act, residential schools);

ID2.02 – explain how Aboriginal languages, as a key element of identity, have survived despite attempts to assimilate Aboriginal peoples;

ID2.03 – compare Aboriginal people’s definitions of their identity (e.g., in the autobiographies of Aboriginal individuals) with those of non-Aboriginal society (e.g., in court decisions on Aboriginal rights);

ID2.04 – evaluate the ways in which the identities of contemporary Aboriginal people are influenced by media, literature, and popular culture.

Renewal and Reconciliation

ID3.01 – identify specific strategies used to preserve or re-introduce Aboriginal languages in a community (e.g., on local radio programs, in language programs in school);

ID3.02 – describe how Aboriginal languages are kept alive through the observance of customs, ceremonies, and healing practices;

ID3.03 – identify how the political and cultural activities and organizations of Aboriginal peoples affect their collective identity (e.g., Aboriginal gatherings, Ontario Native Women’s Association);

ID3.04 – demonstrate an understanding of the different perspectives of Aboriginal issues reflected in the media coverage from within Aboriginal communities and from mainstream society.

Relationships

Overall Expectations

REV.01 · describe the historical basis for the contemporary relationship between Aboriginal peoples and Canadian society;

REV.02 · describe the social, legal, and political environments in which Aboriginal peoples and non-Aboriginal peoples are constructing new relationships;

REV.03 · demonstrate an understanding of Aboriginal peoples’ strong relationship to the land;

REV.04 · explain the need to promote dialogue and reconciliation in the relationship between Aboriginal peoples and Canadian society;

REV.05 · demonstrate an understanding of the interrelationships that characterize an Aboriginal world view.

Specific Expectations

Aboriginal World View

RE1.01 – identify, through analysis, how the goals and strategies of Aboriginal organizations and communities (e.g., in their philosophy and their collective and individual behaviour) reflect an Aboriginal world view;

RE1.02 – describe how an Aboriginal world view defines and promotes close relationships (e.g., to the land, family, community, and culture);

RE1.03 – explain how Aboriginal peoples’ relationship with the land affects their perspectives on environmental issues (e.g., resource management), and compare the perspectives of non-Aboriginal society on these issues.

Aboriginal and Canadian Relations

RE2.01 – demonstrate an understanding of contemporary Aboriginal perspectives on Aboriginal-Canadian relations (e.g., as expressed in the Red Paper, the response of the Indian Association of Alberta to the federal government’s 1969 white paper on Indian policy; the Assembly of First Nations Declaration, 1980; and selections of testimonies before the Royal Commission on Aboriginal Peoples);

RE2.02 – demonstrate an understanding of the interactions between Aboriginal and non-Aboriginal peoples in the past (e.g., in terms of the role and function of the Indian Act) and how these interactions will influence future relationships;

RE2.03 – assess the degree to which the needs of Aboriginal peoples are being addressed by Canadian laws and the justice system (e.g., by the use of sentencing circles, by circuit court judges);

RE2.04 – identify current land-use issues that involve Aboriginal peoples, non-Aboriginal society, and Canadian governments (e.g., issues relating to mining and logging);

RE2.05 – demonstrate an understanding of the need to initiate and sustain cross-cultural dialogue among Aboriginal and Canadian students.

Renewal and Reconciliation

RE3.01 – identify ways in which Aboriginal peoples and non-Aboriginal peoples could cooperate to achieve a common economic, political, or social objective (e.g., through World Earth Day; by jointly providing ecotourism tours);

RE3.02 – predict how global trends (e.g., increasing scarcity of water, changes in economic opportunity) will impact on the relationship between Aboriginal peoples and Canadian society;

RE3.03 – describe sustainable land-use plans appropriate to local environments (e.g., the Porcupine Caribou Management Board) and resource megaprojects (e.g., the Mackenzie Valley pipeline);

RE3.04 – describe community service projects (e.g., sports camps, habitat restoration projects) that would promote a positive relationship between Aboriginal peoples and other Canadians.

Sovereignty

Overall Expectations

SOV.01 · describe sovereignty and self-determination in terms of the political assertions of Aboriginal peoples;

SOV.02 · describe the principles required for the establishment of Aboriginal self-government;

SOV.03 · describe the relationship of principles of respect and mutual interdependence to the exercise of self-government in contemporary Aboriginal societies;

SOV.04 · describe the historical relationships between Aboriginal peoples and the Canadian government, as reflected in specific treaties and agreements and the intent behind them;

SOV.05 · describe how Aboriginal peoples adapt to external forces.

Specific Expectations

Aboriginal World View

SO1.01 – describe how Aboriginal peoples have defined “sovereignty” in their arguments for self-determination (e.g., the Assembly of First Nations Declaration, 1980);

SO1.02 – describe how Aboriginal women and men maintain their traditions, customs, and practices despite the external forces exerted by modern society;

SO1.03 – demonstrate an understanding of the historical experience of Aboriginal peoples in asserting their sovereignty through treaties, negotiated agreements, and other formalized processes (e.g., Two Row Wampum Belt, the Nisga’a Treaty, the Delgamuukw case);

SO1.04 – describe the development and maintenance of an Aboriginal world view to deal with the future impacts of globalization (i.e., the emergence of internationalism both politically and in the world of business).

Aboriginal and Canadian Relations

SO2.01 – demonstrate an understanding of the expressions “inherent sovereignty” and “jurisdiction” as used by Aboriginal peoples in current negotiations with the Canadian government (e.g., the Assembly of First Nations Declaration, 1980);

SO2.02 – demonstrate an understanding of the role of the principle of respect in Aboriginal government (e.g., decision by consensus, the role of the extended family) and determine whether this same principle is utilized by Canadian governments;

SO2.03 – explain the significance of the negotiations between Aboriginal peoples and the government of Canada on such contemporary issues as political relationships and decision making by Aboriginal communities;

SO2.04 – demonstrate an understanding that in making treaties, both Aboriginal peoples and the Canadian government recognized and affirmed each other’s authority to enter into and make binding commitments in treaties (e.g., “numbered treaties” 1 to 11).

Renewal and Reconciliation

SO3.01 – describe the impact of the concept of Aboriginal self-government on nation building;

SO3.02 – explain how Aboriginal peoples are reviving customs and traditions (e.g., birthing centres, potlatches);

SO3.03 – identify the ways in which Aboriginal peoples and other Canadians are attempting to resolve disputes over the past treatment of Aboriginal peoples (e.g., in the ongoing dialogue regarding residential schools, through negotiations about land title);

SO3.04 – describe examples of Aboriginal peoples’ commitment to sovereignty in the context of contemporary Canada.

Challenges

Overall Expectations

CHV.01 · identify social, political, and economic issues currently being addressed by Aboriginal individuals and communities in Canada;

CHV.02 · demonstrate an understanding of the active involvement of Aboriginal peoples in legal and political agreements with the provincial and federal governments;

CHV.03 · identify the challenges facing Aboriginal youth in Canada and suggest how these challenges can be addressed at a personal, community, and governmental level;

CHV.04 · demonstrate an understanding of contemporary Aboriginal education and health issues.

Specific Expectations

Aboriginal World View

CH1.01 – identify models of economic growth that reflect Aboriginal values and traditions (e.g., the Cape Dorset artists’ cooperatives);

CH1.02 – explain Aboriginal and non-Aboriginal perspectives on a specific treaty right (e.g., fishing rights, hunting rights, logging rights);

CH1.03 – identify how Aboriginal youth are using their understanding of an Aboriginal world view to meet contemporary challenges (e.g., through the Nishnawbe Aski Nation Forum on Youth Suicide);

CH1.04 – assess ways in which an Aboriginal world view has invigorated and transformed health care and educational practices (e.g., holistic healing, medicines from plants, Native language instruction).

Aboriginal and Canadian Relations

CH2.01 – identify areas of conflict between Aboriginal peoples and the government of Canada with respect to treaty interpretation (e.g., the Jay Treaty of 1794, funding for education, health care);

CH2.02 – identify significant legal and political agreements between Aboriginal peoples and the governments of Canada (e.g., the Sechelt Agreement, the James Bay and Northern Quebec Agreement);

CH2.03 – describe projects and programs that celebrate Aboriginal youth achievements, foster communication among Aboriginal and non-Aboriginal youth, and promote a positive self-image in Aboriginal peoples enrolled in contemporary educational institutions;

CH2.04 – describe the impacts and implications of provincial and federal health and education policies on Aboriginal peoples (e.g., the AIDS awareness programs, the Aboriginal Head Start Program).

Renewal and Reconciliation

CH3.01 – identify ways in which Aboriginal peoples use the legal and political processes to achieve their goals (e.g., Guerin, 1985; at Meech Lake, 1990; Delgamuukw, 1991; the role of Elijah Harper in the ratification process of the Charlottetown Accord in the 1992 constitutional discussions);

CH3.02 – assess the effectiveness of attempts to improve the relationships among Aboriginal peoples, the Canadian government, and Canadian society as a whole;

CH3.03 – demonstrate an understanding of the different perspectives of Aboriginal and Canadian youth on their historical and cultural roots;

CH3.04 – describe how health and education issues relevant to the quality of life of Aboriginal peoples on and off reserves (e.g., the prevalence of diabetes, alcohol and substance abuse, teen pregnancy) are a mutual responsibility of Aboriginal peoples and Canadian society.

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Acknowledgments

Course Description

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Who is an Aboriginal Person?

Unit 2: Aboriginal Viewpoints and Canadian Law

Unit 3: Land Claims and Resource Management

Unit 4: Health and Wellness: Contemporary Challenges

Unit 5: Education and Community Development

Unit 6: The Contemporary Aboriginal Person: Maintaining Identity in the Modern World

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Print

Websites

Video

OSS Considerations

Identity

Overall Expectations

Specific Expectations

Relationships

Overall Expectations

Specific Expectations

Sovereignty

Overall Expectations

Specific Expectations

Challenges

Overall Expectations

Specific Expectations