Course Profile Current
Aboriginal Issues in
University/College Preparation, Public
Unit
5: Education and Community Development
Time: 20 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4
In this
unit, students examine the challenges of social, political, and economic
development within Aboriginal 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 school boards, 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.
Strand(s): Identity,
Relationships, Sovereignty, Challenges
IDV.01 -
describe the relationships among language, culture, and identity;
REV.01 -
describe the historical basis for the contemporary relationship between Aboriginal
peoples and Canadian society;
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.
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;
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;
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);
RE2.05 -
demonstrate an understanding of the need to initiate and sustain cross-cultural
dialogue among Aboriginal and Canadian students;
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);
RE3.04 -
describe community service projects (e.g., sports camps, habitat restoration
projects) that would promote a positive relationship between Aboriginal peoples
and other Canadians;
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);
CH1.01 - identify models of economic
growth that reflect Aboriginal values and traditions (e.g., the Cape Dorset
artists’ cooperatives);
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);
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;
CH3.02 -
assess the effectiveness of attempts to improve the relationships among
Aboriginal peoples, the Canadian government, and Canadian society as a whole;
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.
|
Activity
1 |
Development
of a Timeline |
200
minutes |
|
Activity
2 |
Residential
Schools |
300
minutes |
|
Activity
3 |
Aboriginal
Models of Economic Growth |
300
minutes |
|
Activity
4 |
Model
School for Aboriginal Students – Culminating Activity |
400
minutes |
Time: 200 minutes
In this
activity, students are introduced to the history of Aboriginal education since
the arrival of Europeans. They develop a timeline indicating the major
political events and changes in philosophy, which have characterized the
relationships between the Aboriginal peoples and the governments (both federal
and provincial) with whom they have dealt. As students work through and discuss
educational issues, they come to understand that education is more than formal
schooling; it also involves powerful ideas about communities and how they
thrive and grow. Following this activity, students have a deeper understanding
of the assimilationist and colonialist attitudes of some previous Canadian
governments and their effects on Aboriginal peoples.
Strand(s): Relationships, Challenges
Overall
Expectations
REV.01 -
describe the historical basis for the contemporary relationship between
Aboriginal peoples and Canadian society;
CHV.02 -
demonstrate an understanding of the active involvement of Aboriginal peoples in
legal and political agreements with the provincial and federal governments.
Specific
Expectations
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;
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;
CH3.02 -
assess the effectiveness of attempts to improve the relationships among
Aboriginal peoples, the Canadian government, and Canadian society as a whole;
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.
Students
need to be familiar with the outline of Canadian history, from either the Grade
10 course Aboriginal Peoples in Canada, or the Grade 10 course, Canadian
History in the Twentieth Century. Students also need the ability to research
and extract relevant data from a variety of texts and reference books. These
texts need not be recently published.
·
The
teacher needs to be acquainted with not only the broad events of Canadian
history that had an impact on Aboriginal peoples (e.g., Proclamation of 1763,
War of 1812, Confederation,
World War II, Charter of Rights, creation of Nunavut), but also of general
policies affecting relations between governments and Aboriginal peoples (e.g.,
Indian Act, Royal Commission on Aboriginal Affairs, White Paper of 1969).
·
A
large roll of chart paper and markers are needed. The chart paper could ideally
be attached to one wall of the classroom and be pre-divided into ten-year segments.
The timeline should run from
1500-2000.
1. There are three suggested ways to organize
the group assignments:
a. Each
group is free to post any event from the period 1500-2000;
b. Each
group is given a specific chronological period;
c. The
group is restricted to using texts and reference books published in a certain
period of time (e.g., 1990s, 1980s, 1970s, 1960s).
This
may lead to a discussion of changing attitudes toward Aboriginal peoples. In
general, earlier texts tend to be less sensitive to Aboriginal aspirations and
more Euro-centric. For an extreme example, see George M. Wrong’s
2. In small groups, students research reference
texts, listing significant events relating to the relationships between
Aboriginal and non-Aboriginal peoples of Canada. The groups decide which of
these are important enough to be posted on the timeline.
3. Students post their chosen events on the
timeline using markers. Political events should be posted on top of the line in
one colour, and social and economic events and trends should be posted below
the line in other colours
4. Show part of the film, Duncan Campbell Scott: The Poet and the Indians, to the class.
Because the film is quite long, a short excerpt, well chosen, should provide
stimulus for the discussion to follow.
5. Using Socratic questioning and brainstorming,
the teacher briefly summarizes Scott’s attitudes toward Aboriginal education
and Aboriginal communities.
6. Scott’s chronological position on the
timeline should be pointed out, with emphasis on the length and the influence
of his career.
7. The
teacher might have the class consider the history of government policy toward
Aboriginal peoples with questions such as:
·
Was
Scott’s attitude typical of the attitudes of his time?
·
Speculate
about what government attitudes towards Aboriginal peoples would have been like
100 years before Scott?
·
Does
Scott deserve the label “colonialist”?
·
What
is the connection between the government’s (i.e., Scott’s) ideas on Aboriginal
education and the existence of the reserve system?
·
Do
many people today share Scott’s attitudes?
·
How
would your local Aboriginal community (or you personally) react to Scott’s
policies and ideas if he were alive today?
For
evaluation of student achievement in the construction of the wall chart;
consider using a peer assessment checklist, such as:
|
Appropriate
selection of important events |
|
|
Effort
– consulting a variety of resources |
|
|
Neatness
and legibility |
|
·
The
teacher could preview specific text or reference books and assign them, with
appropriate page numbers, to students with limited research skills.
·
Similarly,
the teacher could provide a list of essential laws or events to be entered on
the timeline.
·
Students
who require enrichment could be assigned to do social and economic trends.
Print
Abbott,
E., ed. Chronicle of Canada.
Raincoast Books.
Fielding,
J. and R. Evans. Canada: Our Century, Our
Story. Toronto: Nelson, 2000.
Hundey,
I. and M. Magarrey. Canadian History:
1900-2000. Irwin, 2000.
Ray,
Arthur J. I Have Lived Here Since the
World Began. Toronto: Lester Publishing Ltd., 1996.
Reed,
K. Aboriginal Peoples: Building for the
Future. Toronto: Oxford, 1999.
Report of the Royal Commission on
Aboriginal Peoples.
Ottawa: Minister of Supply and Services, 1996.
Steckley,
John and B. Cummins. Full Circle:
Canada’s First Nations. Toronto: Prentice-Hall, 2001.
Video
Duncan Campbell Scott: The Poet and the Indians. NFB, 56 min. 106C0195002
Internet
Bill’s
Aboriginal Links
–
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)
Time: 300 minutes
Students conduct research into the
characteristics and practices of Indian residential schools, as they operated
in Canada during the twentieth century. In initial cooperative research groups,
each individual agrees to cover a specific area. Following consolidation of
this research through meeting in an expert group, the individual rejoins the group
and shares information. Students then create a “docu-poster” that organizes,
analyses, and evaluates the research in visual and textual form.
Strand(s): Identity, Relationships, Sovereignty, Challenges
Overall
Expectations
IDV.03 -
demonstrate an understanding of the influences on Aboriginal societies that
have an impact on their sense of identity.
Specific
Expectations
ID1.03 -
identify the intellectual, physical, emotional, and spiritual impact of the
residential school experience on Aboriginal language, culture, and identity;
RE2.01 -
demonstrate an understanding of contemporary Aboriginal perspectives on
Aboriginal-Canadian relations;
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);
CH2.04 -
describe the impacts and implications of provincial and federal health and
education policies on Aboriginal peoples.
The
evaluative “docu-poster” product developed by students is organized using the
integrative, four-part concept of self, suggested by the teachings of the
Medicine Wheel. Students should be familiar with the holistic, balanced
approach to self-development derived from the Medicine Wheel’s teachings.
·
Prior
to teaching this activity, the teacher makes an informal pre-assessment of the
degree of personal knowledge or connections (e.g., elders in their lives)
students may have on the topic of residential schools. This topic is
emotionally charged and the memories may be painfully fresh for some families
or communities. A thoughtful teacher proceeds with care and respect when
dealing with this issue in the classroom. For the above reason, the teacher is
advised to be careful before inviting members of the local Aboriginal community
to speak of these experiences in the classroom. Local Aboriginal community
leaders can often provide informed guidance on whether this type of classroom
visit would be appropriate.
·
A
structured group research effort of the type described in the teaching/learning
strategies is dependent on the quality of research materials available to the
student. The teacher gathers research materials (see Resources) and prepares to
share information regarding both dependable and promising lines of inquiry.
1. Provide
an outline of the task to students, using Strategies 2-6. At this initial
stage, the teacher should ensure that students are clear about the steps in
this particular inquiry process. This would also be an appropriate time to
share (or co-develop with student input) the expected components of and the
manner in which the “docu-poster” is to be evaluated.
2. The teacher should inform students that there
is a lot of research information available on the topic of residential schools
and their impact. Conduct a short lecture-style “mini-lesson” on the variety of
residential school information available. Bring the materials into the
classroom, read select portions from them, show short video clips, etc. Pose
questions to students regarding the value of obtaining information from a
variety of sources when researching a topic.
3. To enable each student to get a comprehensive
understanding of the issue, given the amount of material available, a
cooperative jigsaw approach to research might work best. Students form groups
of four (the size of the group can vary depending on individual classroom
circumstances). Suggest to students that they split the potential research
materials into parts for individual study. A suggested way of dividing-up the
collected resources might be; video resources, websites, first-hand text
accounts, other text (e.g., Report of Royal Commission on Aboriginal Peoples,
poetry, etc.). One individual in each group picks one of the potential research
material types and becomes acquainted with the material.
4. Expert groups are formed; four to five
students who have all examined the same type of research material (e.g., video
resources) form groups. The expert groups should be given a specific task to
structure their activity. Given the organizational structure suggested for the
ultimate “docu-poster” product (Strategy 6), have each expert group organize
their research into the categories Intellectual Impact, Emotional Impact,
Physical Impact, and Spiritual Impact. Organizing the student group response in
this way reflects the four aspects of self as articulated in the Medicine
Wheel, a teaching and communication tool derived from the traditions of the
Aboriginal nations in the west. The Four Worlds Development Press (see
Resources) has classroom accessible materials, should students (or the teacher)
not have sufficient knowledge of the Medicine Wheel teachings as they relate to
self-development. A chart should be developed to record the information. Care
should be taken to identify the source of the observation noted on the chart.
All members of the expert group should prepare a chart with the information.
5. Students reform into the original cooperative
groups from Strategy 2. Each group member takes turns presenting the chart
developed in the expert groups (Strategy 3). At the conclusion of the
presentations, each student has access to a compilation of materials (via the
expert group charts) that should be of sufficient quantity and quality so that
he/she can begin to develop the individual “docu-poster” on the impact of
residential schools.
6. The “docu-poster” developed by each student
is organized as a large circle or wheel, divided into four quarters. The wheel
should have quadrants devoted to the intellectual, emotional, physical, and
spiritual impact of the residential school on Aboriginal peoples and culture.
·
A
formative, process-oriented assessment opportunity exists at the end of
Strategy 4. In this step, “expert groups” are asked to categorize the research
using a chart with pre-selected organizers. Appropriate formative assessment is
an important part of the instructional cycle and can greatly assist student
demonstration of expectations.
·
The
summative demonstration of expectations (e.g., the “docu-poster”) may be best
evaluated using a rubric. (See Appendix F, Unit 5, Activity 2.)
·
Students
who find it difficult to read and organize text-based information can be given
the responsibility to gather information from non-text (e.g., video) resources.
The final product for these students can be more visual and pictorial.
·
Students
who require enrichment can be given opportunities to “develop expertise” in an
area related to residential schools, that may not be covered in the group
oriented expert groups (e.g., school experiences of indigenous children outside
Canada). Make provision for these students to do more in-depth research and
also allow them a vehicle to share this research with their peers.
Print
Bopp,
J., M. Bopp, L. Brown, and P. Lane. The
Sacred Tree Book. Lethbridge: Four Worlds Development Press, 1984. ISBN
1-896905-00-5. Available from The Four Worlds Development Project website
(http://home.uleth.ca/~4worlds/resourcecatalogue/)
Bull,
L.R. “Indian residential schooling: the Native perspective.” Canadian Journal of Native Education,
Vol. 18, No. Supplement, 1991, pp. 1-63.
Dyck,
N. Differing Visions: administering
Indian residential schooling in Prince Albert, 1867-1967. Halifax: Fernwood
Publishing, 1997.
Graham,
E. The Mush Hole: Life at Two Indian
Residential Schools. Waterloo: Heffle Publishing, 1997.
Grant,
A. No End of Grief: Indian Residential
Schools in Canada. Winnipeg: Pemmican Press, 1996.
Haig-Brown,
C. Resistance and Renewal: Surviving the
Indian Residential School. Vancouver: Tillacum Library, 1988.
Hodgson,
M. Impact of residential schools and other
root causes of poor mental health. Edmonton: Nechi Institute, 1990.
Ing,
N. Rosalyn. “The effects of residential schools on Native child-rearing
practices.” Canadian Journal of Native
Education, Vol. 18, No. Supplement, 1991, pp. 65-118.
Johnson,
B. Indian School Days. Toronto: Key
Porter Books, 1988.
Knockwood,
I. Out of the Depths: The Experiences of
Mi’kmaw Children at the Indian Residential School at Shubenacadie, Nova Scotia.
Lockeport, NS: Roseway Publishing, 1992.
“Records
Reveal: State of Residential Schools”, (highlights of Superintendents’ reports
for Bishop Horden School in Moose Factory and St. Philip’s School in Fort
George, 1949-69). The Nation,
Chisasibi, QC: Beesum Communications, Vol. 5, No. 7, February 27, pp. 10-17,
1998.
Wassaykeesic,
T. “Residential School: A Personal Perspective.” In Ahenakew, F., et al, eds. Voices of the First Nations: The Senior
Issues Collection. Toronto: McGraw-Hill Ryerson, 1995.
Video
Beyond the Shadows. NFB 1993, 28 min.
Healing the Hurts. Four Worlds Development Project,
59 min. ISBN 1-896905-41-2 (http://home.uleth.ca/~4worlds/resourcecatalogue/)
Kuper Island: Return to the Healing
Circle. NFB, 1998,
44 min.
Where the Spirit Lives. CBC Educational Sales, 55 min.
Websites
Aboriginal People and Residential Schools in
Canada (a website of the University of Saskatchewan)
–
http://www.usask.ca/nativelaw/rsbib.html
Contemporary Aboriginal Issues: Residential
Schools / Schoolnet
– http://www.schoolnet.ca/aboriginal/issues/schools-e.html)
The
Residential School Experience: One Nation’s Story
– www.socserv2.mcmaster.ca/soc/courses/soc3k3e/stuweb/burnha04.htm
Time: 300 minutes
As
students consider the ties between education and community development, they
need to examine positive economic models, which are consistent with Aboriginal
value structures. Some models are available in the local Aboriginal community,
while other worthwhile avenues of investigation lie in the use of video, print,
and Internet resources. In examining a variety of Aboriginal-controlled
businesses, students are exposed to both traditional and non-traditional
occupations and are able to broaden their horizons in terms of future work.
Strand(s): Identity, Relationships, Challenges
Overall
Expectations
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.
Specific
Expectations
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;
CH1.01 -
identify social, political, and economic issues currently being addressed by
Aboriginal individuals and communities in Canada;
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);
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;
CH3.02 -
assess the effectiveness of attempts to improve the relationships among
Aboriginal peoples, the Canadian government, and Canadian society as a whole.
Students
may have knowledge of some Aboriginal community enterprises, which they can use
as a basis for in-depth research, although this is not essential. If computer
research is used, students need to be able to use search engines.
A major emphasis of this activity is to
encourage students to expand their horizons in considering non-traditional
activities as a basis for a future career and to demonstrate how
non-traditional occupations can be integrated with Aboriginal values. Doing
this is difficult, and is likely to pose a problem for many students. The teacher
should begin planning for this activity in advance.
·
Consulting
with Aboriginal elders, community leaders, and band councils is useful in
arranging field trips or guest speakers or identifying local economic
initiatives worth exploring.
·
Locating,
ordering, and previewing video resources are best done well in advance. Since
the NFB alone has quite a number of these, the teacher may wish to consult the
NFB website (www.nfb.ca) where a short abstract of each film’s contents can be
found.
·
Locating
interesting and suitable Aboriginal businesses on the Internet may require
booking computer time, and providing the web addresses of a few examples would
be useful to students.
·
The
teacher decides whether the class would benefit from a field trip to a local
Aboriginal community enterprise. If so, student assistance in organizing the
trip would be appropriate.
1. The teacher and class brainstorm a list of
occupations consistent with Aboriginal values. The teacher may need to point
out that this will of necessity be only a partial list. These occupations can
then be divided into two major groups: traditional (trapping, childcare,
fishing, forestry, farming, ranching, crafts, etc.) and non-traditional.
2. The class then attempts to predict what
future employment trends will be for each of the occupations listed. In the
discussion that ensues, the teacher might point out:
a) employment prospects in non-traditional
occupations are better;
b) employment in non-traditional occupations
usually requires higher education levels.
3. The class, working either individually or in
pairs, proceeds to investigate as broad a spectrum of careers as is
practicable. In this quest, they use a) local community resources; b) video; c)
newspapers and magazines; d) the Internet. For sample suggestions of videos,
see Resources.
Many
examples of non-traditional businesses were available on the Internet at the
time of printing:
·
Aboriginal
Business Graphics
·
Batchewana
Band Industries (manufacturers of wind turbines)
·
Brantco
Technologies
·
Casino
Rama
·
Cree
Tech (GIS based forest management)
·
Donna
Conna (an IT provider)
·
Envision
Consulting
·
Jalburn
Lodge Spiritual Retreat
·
First
Nations Bank of Canada
·
Northern
Cree Singers
·
Sweet
Grass Records
·
Wabigoon
Anishnaabe Tree Nursery
·
Wasaya
Airways Ltd.
Many
other enterprises may be found using Resources, especially the following sites:
·
Aboriginal
Business Canada (see Business Success Stories)
·
ARC
net (Aboriginal Resource Centre)
·
Bill’s
Aboriginal Links
·
Turtle
Island Native Network (has current Aboriginal business news stories)
4. After
researching three enterprises, each group should consult with the teacher who
checks the quality of the research and makes anecdotal comments and suggestions
about which of the three is best for development as a poster.
5. After investigating at least three Aboriginal
businesses, students individually or in pairs produce a poster. The poster
should include: location (or map), main product or service, intended purchasers
or users of the product or service, number of employees, education or training
of employees, other related economic activities, and pictures.
The
teacher uses a formative anecdotal assessment on the student notes made in
Strategy 3. This should assist students in choosing the most suitable business
to profile in the project. The teacher can evaluate the project with an
evaluation rubric. (See Appendix G, Unit 5, Activity 3.)
Students
whose computer and print research skills are not strong, may be assigned a
project theme based on one or more of the videos listed in Resources.
Alternatively, students with a strong interest in health-related careers might
review themes from Unit 4: Health and Wellness: Contemporary Challenges and develop
a project on an occupation in the health services field.
Internet
Bill’s
Aboriginal Links (a source for all aspects of the 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)
Aboriginal
Business Canada
ARC
net (Aboriginal Resources Canada)
First
Peoples net
Turtle
Island Native News
Canada
First Nation Directory
Print
Quebec Aboriginal Business and Communities
Directory. Wendake,
QC: Indiana Marketing, Phone (418) 842-0230
Videos
Hunting,
fishing and trapping: The Little Trapper
(1999, 25 min.); The Man Who Chooses the
Bush (1975, 28 min.); Bella Bella
(1975, 27 min.)
Farming,
ranching, etc: Gift of the Grandfathers
(1997, 44 min.); Rice Harvest (1980,
11 min.); The Gift (1998, 48 min.)
Arts
and crafts: Story of the Coast Salish Knitters
(2000, 52 min.); Hands of History
(1994, 51 min.); Kwa’nu’te’ (1991, 41
min.)
Traditional
vs. modern: Kevin Alec (1977, 16
min.); Kainai (1973, 26 min.);
It’s Our Move (1974, 24 min.)
Economic
initiatives by women: Doctor, Lawyer,
Indian Chief (1986, 28 min.)
Other
Video
The Spirit Lives: Aboriginal Entrepreneurs in
Canada. Canadian
Foundation for Economic Education. (416) 968-8836 (sixteen videos and user’s
guides)
Time: 400 minutes
Students
use the knowledge that they have developed in this unit on education and
community development to create a model school for Aboriginal students. The
school addresses problems faced by Aboriginal students and seeks to provide
solutions that would encourage students to remain in school. The model school
stresses the importance of Native language instruction and its importance in
maintaining the identity of Aboriginal peoples. Students present their
proposals for their model school to the class in a news conference.
Strand(s): Identity, Relationships, Sovereignty, Challenges
Overall
Expectations
REV.01 -
describe the historical basis for the contemporary relationship between
Aboriginal peoples and Canadian society;
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 impact on their sense of identity;
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.
Specific
Expectations
RE2.05 -
demonstrate an understanding of the need to initiate and sustain cross-cultural
dialogue, among Aboriginal and Canadian students;
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;
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
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);
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;
ID1.01 -
describe the ways in which Aboriginal languages contribute to Aboriginal
peoples’ sense of identity;
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).
·
Students
should be familiar with the historical development of Aboriginal education. As
well, students should have discussed residential schools and the consequences
of these schools on Aboriginal peoples.
·
Students
may be familiar with community development programs that are currently being
developed at the local and national level. They have analysed the success of
these programs and have examined the benefits and obstacles communities
encountered in developing new programs.
·
Students
call on previously developed skills in research and synthesis, and then later
in oral presentations and questioning.
·
Discuss,
with the school Guidance Department, the Native Studies programs offered within
the school. The Guidance Department will also have course calendars available
for students to use when researching the Native Studies programs that are
offered in a Canadian university and community college.
·
The
Guidance Department may have available all the addresses of the Native schools
in Canada from Scott’s Directory of
Canadian Schools.
·
Arrange
research time and materials with the librarian/Guidance Department.
·
Book
computer lab for Internet use or for word processing.
·
Have
the addresses available on Native-run schools early in the unit so students may
contact some of them for personal information.
·
Have
an outline of what is required in the educational portfolio and the information
they need to research on each school.
·
Have
an outline, complete with the corresponding rubric, for the model school
project.
1. Students think/pair/share to create a list of
facts they already know about Aboriginal education in Canada. The teacher lists
these on the board and students add to their lists.
2. Students identify the historical problems
that have existed in educating Aboriginal students. Students examine statistics
on the current Aboriginal education levels. Using the statistics as a basis for
discussion, brainstorm current problems that Aboriginal students face in the
educational system (e.g., distance from high schools in Northern Ontario,
limited opportunity for Native language instruction, limited opportunities to
explore and express their own culture, limited opportunities for experiential
education such as hunting and trapping within mainstream schools, teen
pregnancy, high drop out rates, etc.). As a class, examine the current
obstacles encountered by Aboriginal students and analyse whether these
obstacles have historical roots.
3. Students then brainstorm difficulties facing
Aboriginal teenagers in an urban setting: poverty, housing, drug use, violence,
cultural isolation, absence of elders and community, lack of Native Language
programs, etc.
4. In groups of three or four, students develop
an educational portfolio that examines Aboriginal education in Ontario.
Students explore the increasing number of Aboriginal operated schools and
research the programs offered at these schools, and how they serve to meet the
needs of Aboriginal students. (Students can use Scott’s Directory of Canadian Schools to write or e-mail various
schools, or they may want to interview local schools.) As well, students
research the various Native Studies programs that are offered at the College
and University level. Students examine what each program entails, and how it
addresses the needs of students. Students should have at least 12 different
schools in their educational portfolio.
5. The
class is divided into groups to discuss which five programs they believe
provide the best opportunities for students. Students may suggest possible
reasons for ranking programs at a higher or lower level. These may include the
following:
·
the
flexibility of the program;
·
the
inclusion of language instruction;
·
availability
of the program;
·
opportunities
for cultural development;
·
opportunities
for experiential education (hunting, trapping, art work, etc.).
|
Native Studies Programs |
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|
Program Offered |
Location of Program |
Ranking |
Reason for Rank |
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6. Students present the three best programs to
their classmates and explain the reasons for their ranking. During the
presentation students will discuss the importance of language instruction
offered in these schools.
7. Using the information gathered for their
education portfolio, students create a proposal for a model school. The model
school should combine some of the best attributes of the programs already
researched, along with new initiatives the students have to improve learning
and the learning environment. Students should examine the physical environment,
the programs offered and rules and procedures that would be enforced in their
school. They explain how they believe their model school will be better for
students than present schools. A written report and a drawing of their model
school are required for the proposal.
8. Each group presents its proposal to the class
in a news conference simulation. Other classes may be invited into the
presentations for authenticity. Each group explains the physical layout, the
programs offered, and the rules and procedures of their school. They also need
to explain the benefits of their school in comparison with the traditional
schools.
9. Students in the audience act as news
reporters, and each group is required to ask at least two questions concerning
the model school. The teacher checks the questions prior to the presentations
to ensure the quality of questions and that no duplicate questions are asked.
10. Once all presentations are complete, the whole
class should compare the model schools with traditional classrooms. In a mixed
class of Aboriginal and non-Aboriginal students, discuss whether student
background makes a difference to students’ view of a model school.
11. Correlate the ideas surrounding Aboriginal education
and language instruction with earlier ideas of Aboriginal identity. Because
language affects the identity of Aboriginal people, (refer to Unit 1) students
write a learning reflection on why they believe it is the government’s
responsibility to provide education and language instruction for Aboriginal
peoples in Canada. They should incorporate material studied earlier in the
course, which relates to educational concerns.
·
Summative
teacher assessment of education portfolio
·
Group
assessment for education portfolio
·
Formative
teacher observation on the ranking of Native Studies programs in Ontario
·
Teacher
assessment of oral presentation of model school
·
Rubric
for model school
·
Peer
evaluation on model school presentation
·
Formative
teacher assessment of learning reflection paragraphs
·
Some
students may require more specific directions (e.g., research the Native
education offerings in only one college or university).
·
For
enrichment, students may wish to compare Native education programs at colleges
or universities in Ontario with those in other provinces or nearby areas of the
United States.
·
Provide
a planner with for the educational portfolio listing the information needed for
each school.
·
Provide
students with CommuniCAAT and INFO Guide to Ontario Universities for
Secondary Schools.
·
Extension:
Present some of the ideas of the model schools to the Parent Council for
review.
Aboriginal Voices magazine
CommuniCAAT – explores Ontario’s college
programs – from your Guidance Department
INFO Guide to Ontario Universities
for Secondary Schools
– from your Guidance Department
Scott’s Directory of Canadian
Schools (includes a
list of Native-run schools)
A Handbook for Parents of Aboriginal
Students from the
Anishinabek Educational Institute Union of Ontario Indians
Statistics
Canada – Level of Aboriginal Education in Canada
Report of the Royal Commission on Aboriginal
Peoples. Ottawa:
Minister of Supply and Services, 1996. Volume 4, Urban Perspectives
Video
The Learning Path. NFB, 1991, 56 min.
Wandering
Spirit Survival School. NFB, 1978, 27 min.
Appendix F
Unit 5,
Activity 2
|
Communicates effects of residential schools |
Limited Evidence |
Moderate Evidence |
Good Choice of Evidence |
Outstanding Choice of Evidence |
|
on
intellectual life of students |
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on
emotional life of students |
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on
physical life of students |
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on
spiritual life of students |
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applies
graphic design and shows visual appeal |
|
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|
Unit 5,
Activity 3
|
|
Limited Evidence |
Moderate Evidence |
Good Choice of Evidence |
Outstanding Choice of Evidence |
|
displays
title and location on map |
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mentions
main product or service |
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refers
to employee education and numbers |
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applies
graphic design and shows visual appeal |
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demonstrates
integration of Aboriginal values and economic activity |
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Unit 5,
Activity 4
|
|
Limited Evidence |
Moderate Evidence |
Good Choice of Evidence |
Outstanding Choice of Evidence |
|
discussion
of programs to be offered |
|
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outlines
rules and procedures of school |
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includes
careful drawing of model school |
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integrates
Aboriginal values and modern educational practices |
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