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Course Profile
Issues of
Indigenous Peoples in a Global Context (NDW4M), Grade 12, University/College
Preparation, Catholic
Course Overview
Prerequisite:
Any Grade 11
University, University/College, or
College
Preparation course in Native Studies
This
course provides students with an overview of the issues and challenges that
confront indigenous peoples worldwide. Students will develop an understanding
of the concerns and aspirations of the world’s indigenous population, plan and
conduct research on global issues that have an impact on indigenous peoples,
and use information technology to consult materials related to the views of
indigenous peoples throughout the world.
The
course is structured around five units. In Unit 1, students locate Indigenous
peoples worldwide and examine their common world views. From this foundation,
the course broadens its scope and analyses relations internationally between
nations and organizations representing them. Students then examine particular
challenges to Indigenous peoples worldwide and their various responses.
Subsequently, students examine potential solutions to these challenges. The
final unit allows students to demonstrate their understanding of issues,
challenges, and responses and their research abilities in a major independent
study. The overall and specific expectations for the four strands (Identity,
Relationships, Sovereignty, and Challenges) are woven into the thematic units.
By the end of this course, students will have developed the critical-thinking
skills necessary to analyse and interpret information about the views of
Indigenous peoples and to participate in an informed discussion on the
development of common global issues.
Given
that this course provides the opportunity to reflect on the diversity of
Indigenous peoples and issues affecting Indigenous nations and national
governments throughout the world, students become aware that justice seeks to
establish in human relationships a harmony that promotes equity with regard to
persons as well as the common good. Catholic social teachings aim at
transforming the structures that contribute to oppression and marginality
while, at the same time, establishing and supporting the structures that
enhance human dignity. We are interdependent. The whole of society suffers when
one of its components is excluded, marginalized, or exploited. In short, what
happens to one happens to all. By identifying the underlying causes of specific
conflicts, students understand this interdependence of the peoples of the world
and the urgent necessity to create and nurture a just global society.
Given
the cultural topics and issues applied in this course, teachers will find it
necessary to reach beyond the usual sources in preparation for instruction.
The
assessment strategies for the course build from teacher-led to student-led
learning, culminating in an independent study.
Teachers should be aware of the sensitivity
of the issues and the material to be examined in this course and to develop
activities that pay heed to this sensitivity. Issues such as human rights,
complex land claims, environmental/social issues, legacies of colonial policies
and practices, poverty, resource exploitation, land speculation, corporate
challenges, World Bank-sponsored initiatives, Church-sponsored programs,
cultural renewal initiatives, complex court proceedings, aspects of
international laws, and government policies, could be investigated in case
studies and through class discussions. Aboriginal peoples’ world views, and
their leaders’ and communities’ responses to particular issues, need to be
analysed with detail and empathy. Teachers should stress respect for
conflicting views on complex issues so that points of view can be debated,
discussed, and understood.
|
Unit 1 |
Indigenous
World Views |
20
hours |
|
*Unit 2 |
Relationships |
20
hours |
|
Unit 3 |
Challenges
and Responses |
20
hours |
|
Unit 4 |
Renewal
and Reconciliation |
20
hours |
|
Unit 5 |
Independent
Study |
30
hours |
*This
unit is fully developed in this Course Profile.
Time: 20 hours
Unit
Description
Students
discuss and compare terms that are used to define Indigenous peoples. Students
explore and investigate the diversity as well as the world views of groups of
Indigenous peoples in a global context. Students respond to the manner in which
the world views of Indigenous peoples express their autonomy, sovereignty, and
self-determination. Finally, students apply their understanding of the
strategies Indigenous peoples use to preserve and sustain their cultures and
languages.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment |
Focus |
|
1 6 hours |
IDV.01,
IDV.02, IDV.05, ID1.01, ID1.02, RE1.01, RE1.02, RE1.03, RE1.04, RE3.03 |
-
small-group research presentation - essay Knowledge/Understanding Thinking/Inquiry |
Shared
perspectives in Indigenous world views in -
research and compare similarities |
|
2 7 hours |
ID1.02,
SOV.01, SOV.02, SO1.01, SO1.02, IDV.05 |
-
written response -
small-group discussion Knowledge/Understanding Thinking/Inquiry Application |
Expression
of autonomy, sovereignty, and self-determination - read
and respond to articles and short works - compare
and contrast concepts |
|
3 7 hours |
CHV.01,
CHV.02, CHV.03, ID1.03, CH1.01, CH1.02, CH1.03 |
-
role-playing Knowledge/Understanding Communication Application |
Maintenance
and sustenance of cultures, languages, and traditions in a context of change -
inquire and communicate -
compare and contrast |
Time: 20 hours
Unit
Description
Students
focus on Indigenous peoples in an international context. Through the production
of a report, students demonstrate their understanding of terminology, geographical
location, concepts of identity, and world reactions to the affirmation of this
identity. More specifically, the collaboration amongst Indigenous peoples
facing common issues and their views on sovereignty are examined. Finally,
students are expected to compare the histories of the interactions between
different Indigenous peoples and their national governments and to extend the
comparison to a Canadian context. This unit examines issues of empowerment and
common good where human dignity seeks to reaffirm itself. Students examine the
nature and function of international organizations, documents such as the Draft
Declaration on the Rights of Indigenous Peoples, and the relationship between
First Nations and their national government; students become aware of our
interdependence, the destructive nature of exploitation, and the necessity for
cooperation and human rights.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment |
Focus |
|
1 6 hours |
IDV.01,
ID2.01, IDV.02, ID2.02, ID2.04, REV.04, ID2.05, RE2.06 CGE1d,
7g |
-
report Knowledge/Understanding Communication Application |
Terminology
used by Indigenous populations and organizations in an international context - read
and respond to articles |
|
2 7 hours |
CHV.01,
RE2.01, RE2.02, SOV.04, SO2.06, CH2.01, REV.01 CGE1d,
7f, 7g |
- oral
presentation Thinking/Inquiry |
Collaboration
on common issues and events in international forum -
analysis of history, achievements, roles, and responsibilities of a permanent
international organization involving Indigenous peoples |
|
3 7 hours |
REV.02,
RE2.03, REV.03, RE2.04, SO2.01, SO2.03 CGE3b,
3f, 7f |
-
round-table presentation Knowledge/Understanding Communication Application |
Relationship
between Indigenous populations and national governments -
national forum on policies - international
forum on policies |
Time: 20 hours
Unit
Description
Students
examine the impact of the challenges posed by the global economy on Indigenous
peoples’ identity and their subsequent reactions. Through examples and
analysis, students identify solutions that allow Indigenous peoples to exercise
their autonomy, and how they have acted to protect their rights. The analysis
leads students to identify the impediments to Indigenous peoples’ full
participation within the international community and to examine instances where
Indigenous peoples have asserted their sovereignty.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment |
Focus |
|
1 6 hours |
IDV.04,
ID2.03, REV.05, RE2.05, CHV.02, CH2.03, CH2.05 |
-
summary discussion -
questionnaire Thinking/Inquiry Communication Application |
Challenges
to identity posed by economic impacts - video
presentation -
summary chart |
|
2 7 hours |
SOV.02,
SO2.02, SOV.03, SO2.04, SO2.05 |
-
multimedia presentation or product Knowledge/Understanding Thinking/Inquiry Communication Application |
Protection
of rights to autonomy and self-government -
examination of rights and analysis of self-government |
|
3 7 hours |
CHV.02,
CH2.02, CHV.03, CH2.04 |
- case
study Knowledge/Understanding Thinking/Inquiry Communication Application |
Factors
limiting autonomy and self-government -
identify and analyse factors impeding autonomy -
examine responses to impediments to autonomy and self-government |
Time: 20 hours
Unit
Description
Students
use independent research methods to produce a presentation that examines the
factors critical to ensuring healthy, sustainable Indigenous communities. Using
a seminar approach, students demonstrate their understanding of various issues
that unite Indigenous peoples throughout the world. Finally, students explore
the role of governments, corporations, and Indigenous peoples in fostering
policy revision and political reform.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment |
Focus |
|
1 6 hours |
IDV.03,
ID3.01, CH3.02, REV.03, RE3.01, CHV.03, RE3.02, RE3.04 |
-
independent research presentation Knowledge/Understanding Thinking/Inquiry Communication Application |
Strategies
to maintain and preserve language, culture, and environment at the national
level -
independently research the strategies |
|
2 7 hours |
IDV.04,
ID3.02, RE1.02, CHV.02, ID3.03, CHV.03, REV.03, CH3.02, CH3.03 |
-
seminar Thinking/Inquiry Communication Application |
Challenges
to maintain and preserve language, culture, and environment in the industrial
world - focus
on a challenge with presentation and discussion |
|
3 7 hours |
SOV.03,
SO3.01, SOV.04, SO3.02, SO3.03 |
-
public relations kit Knowledge/Understanding Thinking/Inquiry Communication Application |
Lobby
efforts to maintain and preserve culture, language, and environment through
international forum -
develop a pamphlet or booklet, video production |
Time: 30 hours
Unit
Description
In this
final unit, students choose an issue of significance to Indigenous peoples’
world views and to Indigenous and international relations of renewal and
reconciliation. The process leading to and the product that emerges from this
investigation are decided through collaboration between student and teacher.
Students must focus their inquiry on the ways in which Indigenous peoples have
been su
Unit
Overview Chart
|
* Activity |
Learning Expectations |
Assessment |
Focus |
|
1 30 hours |
CHV.01,
CHV.02, CHV.03, CH1.01, CH1.02, CH1.03 |
-
independent study process -
presentation of final product -
seminars - case
study -
public relations kit -
multimedia presentations and products Knowledge/Understanding Thinking/Inquiry Communication Application |
Indigenous
World Views - the
independent study process: conferences, research, organization, editing,
presentation |
|
2 30 hours |
CHV.01,
CHV.02, CHV.03, CH2.01, CH2.02, CH2.03, CH2.04, CH2.05 |
Indigenous
and International Relations - the
independent study process |
|
|
3 30 hours |
CHV.01,
CHV.02, CHV.03, CH3.01, CH3.02, CH3.03 |
Renewal
and Reconciliation - the
independent study process |
*
Students choose to do Activity 1, 2, or 3.
The
overall approach to teaching and learning used in the development of this
Course Profile allows students to build on their foundation of research skills
developed in previous social science courses while helping them explore and
gain an understanding of current social issues affecting Indigenous peoples on
a global scale. Students use appropriate theories of analysis in preparing an
independent study in which they speculate on present and future directions for
the global issues discussed throughout the course.
Students
have opportunities to examine models of research, problem solving, policy
analysis, and communication as part of their learning throughout the course.
Students examine critical issues facing Indigenous groups through activities
that foster exploration, awareness, and understanding. The nature of the Native
Studies discipline calls for a variety of strategies for learning. The
acquisition of knowledge and skills described in the expectations are
demonstrated through quizzes, independent reading, lecture, debate,
participation in class discussion, analysis, and the final independent study
project. The final project may take various forms, such as seminars, public
relations kits, multimedia products and presentations, and case studies.
The
Native Studies curriculum has been designed to engage students in reflective
learning and to help them develop critical and analytical thinking skills.
Teaching strategies should be devised that are consistent with these aims.
Because the course lends itself to an interdisciplinary approach, teaching
strategies might include the incorporation of poetry, drama, music, tableau,
and role play.
Strategies
should incorporate local community resources where possible and should be
geared to the university/college designation.
Students
build on previous learning, integrate related knowledge, and apply learning
skills from across subject areas. Teachers should schedule regular reviews of
student progress to ensure a smooth transition to postsecondary Native Studies
programs and other related disciplines.
To
measure student achievement of course and unit expectations, teachers must
develop and use a complete repertoire of assessment tools and techniques
consistent with the Achievement Chart categories of Knowledge/Understanding,
Thinking/Inquiry, Communication, and Application, as outlined in The Ontario Curriculum, Grades 11 and 12,
Native Studies.
In
additional to the fundamental skills, such as formulating appropriate questions,
collecting and analysing data, differentiating between evidence and opinion,
recognizing bias, and organizing and communicating results effectively,
students are encouraged to identify and recognize their own misconceptions,
prejudices, and biases.
Assessment techniques
may include:
·
tests
and quizzes of various types – multiple-choice, true/false, matching,
fill-in-the-blanks, and short answer;
·
longer
written assessments – essays and research papers;
·
daily
journals and workbooks;
·
presentational
assessments – in-class responses, debates, dramatizations, and seminars;
·
creation
of media works;
·
student/teacher
conferences.
Besides teacher assessment, self- and peer
assessment should be used to enhance student learning. The use of diagnostic,
formative, and summative assessment also helps in strengthening student
learning and in ensuring fair evaluation. Reporting of achievement may include
checklists, graphs, anecdotal comments, rubrics, grades, and marks. Where
appropriate, teachers and students should co-design assessment schemes to
clarify expectations and enhance learning. Both teachers and students must
receive feedback to improve their teaching and learning, respectively.
The
suggested assessment techniques reflect techniques outlined in the Achievement
Chart. Seventy percent of the final grade is based on course work and 30% is
based on a summative assessment of the culminating unit. The overall purpose of
this final assessment is to ensure that students can make connections among
concepts and issues discussed in the course, new information obtained through
independent inquiry, and their personal experiences.
The
course provides opportunities for making adaptations for exceptional students
by focusing on the development of the independent study. During this period,
teachers may assist identified students and others who need help, while asking
gifted students to develop a critique or defence of research methodologies.
Articles
identified for independent-reading activities have been selected with the
university/college destination in mind. Given the scarcity of brief overview
articles for this course, teachers should be prepared to assist students with
the readings. Adjustments to the activities should be made to meet individual
student needs and local a
Teachers
should consult individual students’ IEPs for specific direction on a
Teachers are advised to review the
contents of resources before introducing them to the classroom. This practice
is especially important for electronic resources. Teachers should also assist
students in assessing the validity and integrity of materials. Teachers review
with students the terms and conditions of student a
Teachers
should consult local Aboriginal communities or organizations for resources in
addition to the suggested print and electronic materials. The following
resources are useful to teachers in developing an approach to the entire
course. Specific resources are listed in each activity.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with 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 reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Aboriginal
Rights Coalition. Blind Spots: An
Examination of the Federal Government’s Response to the Report of the Royal
Commission on Aboriginal Peoples.
Alfred,
Taiaiake. Peace, Power and Righteousness.
Dons Mills:
Berger,
Thomas. A Long and Terrible Shadow: White
Values, Native Rights in the
Bernstein,
J. “Maya Traditional Knowledge: Preserving Forests in
Berry,
T. The Dream of the Earth.
Blondin,
George. Yamoria, The Lawmaker.
Boldt,
Menno. Surviving as Indians: The
Challenge of Self-Government.
Brizinski,
Peggy. Knots in a String: An Introduction
to Native Studies in
Burger,
Julian. Report from the Frontier: The
State of the World’s Indigenous Peoples.
Burger,
Julian. The Gaia Atlas of First Peoples –
A Future for the Indigenous World.
Burgos-Debray,
E., ed. I Rigoberta Menchu.
Carey-Webb,
Allen and Stephen Benz, eds. Teaching and
Testimony: Rigoberta Menchu and the North American Classroom.
Cassidy,
Frank, ed. Aboriginal Self-Determination.
Choudry,
A. “Bringing It All Back Home: Anti-globalization Activism Cannot Ignore
Colonial Realities.” Canadian Dimension,
V. 35(5) (September 2001).
Commonwealth of
Churchill,
Ward. Struggle for the Land.
Does Globalization Help the Poor? A
Special Report by the International Forum on Globalization.
Dooling,
D.M. and P. Jordan-Smith, eds. I Become
Part of It.
Dyck,
Noel, ed. Indigenous Peoples and the
Nation State:
Englstad,
Diane and John Bird, eds. Nation to
Nation: Aboriginal Sovereignty and the Future of
Fleras,
Augie and Jean Leonard Elliot. The
Nations Within:
Goehring,
Brian. Indigenous Peoples of the World:
Introduction to their Past, Present and Future.
Godden,
D. “The interaction of planning law and native title.” Environmental and Planning Law Journal, V. 7(5) (October 2001).
Henderson,
J. Youngblood. The Mikmaw Concordat.
In Defense of the Yanomami People. A
statement by the bishops of
Joe,
Rita. Lnu and Indians We’re Called.
Kawagley,
Oscar. A Yupiak Worldview.
Knudston,
Peter and David Suzuki. Wisdom of the
Elders.
Krotz,
Larry. Indian Country – Inside Another
Kulchyski,
ed., et al. In the Words of the Elders:
Aboriginal Cultures in Transition.
Kulchyski
Peter. Unjust Relations: Aboriginal
Rights in Canadian Courts. Don Mills:
Lewis-Williams,
J.D. Stories That Float From Afar:
Ancestral Folklore of the San of
Leger,
Marie, ed. Aboriginal Peoples: Toward
Self-Government.
Lutz,
Hartmut. Contemporary Challenges:
Conversations with Canadian Native Authors.
Markels,
A. “Texaco’s Crude Legacy.” Mother Jones,
V. 24(3) (May 1999).
Mason,
T. “Tribal Council.” Canadian Business,
Maybury-Lewis,
David. Indigenous Peoples, Ethnic Groups
and the State.
Maybury-Lewis,
D. Millennium: Tribal Wisdom in the
Modern World.
Maybury-Lewis,
D. and T. Macdonald, eds. Cultural
Survival: Studies in Ethnicity and Change Series.
Micklethwait,
J. and A. Wooldridge. “The Globalization Backlash.” Foreign Policy (September 2001).
Moses,
D. and T. Goldie, eds. An Anthology of
Canadian Native Literature, 2nd ed. Don Mills:
Myers,
S. “If not reconciliation then what?” Review
of the Social Economy, V. 58(3).
Palmer,
P. “Listening for the Reindeer’s Heartbeat: An interview with Harald Gaski.” Winds of Change, V. 13(2) (Spring 1998):
pp. 14-24.
Pelletier,
Wilfred and Ted Poole. No Foreign Land.
Pindera
L. and G. York. People of the Pines.
O’Brien,
Pires. “Indian Land Rights and Land Conflicts in
Quinlan,
D. Aboriginal Peoples: Building for the
Future. Canadian Challenges Series.
Don Mills:
“Reserve
in the Peruvian Amazon.” Human Ecology:
An Interdisciplinary Journal, V. 28(1) (March 2000).
Rich,
Bruce, et al. “Globalising Poverty: The World Bank, IMF and WTO –Their Policies
Exposed.” The Ecologist Report,
Richardson,
Boyce, ed. Drum Beat.
Roberts,
E. and E. Amidon. Earth Prayers from
Around the World.
Ross,
Rupert. Dancing With a Ghost.
Ruiz,
Garcia and Samuel Bishop. Lessons of the
Zapatista Uprising (
Sam-Cromarty,
M. James Bay Memoirs (A Cree Woman’s Ode
to Her Homeland). Lakefield: Waapoone Publishing.
Sanders,
Douglas. Aboriginal Self-Government in
the
Sigurdson,
R. “First Peoples, New Peoples and Citizenship in
Thomson,
B. “Beyond Ecotourism: Going Native.”
Tidwell,
T. “Uru life more than a tourist attraction.” Cultural Survival Quarterly (Fall 2001).
VanMents,
M. The Effective Use of Role Play:
Practical Techniques for Improving Learning, 2nd ed.
Venne,
Sharon Helen. Our Elders Understand Our
Rights: Evolving International Law Regarding Indigenous Rights.
Wadden,
Marie. Nitassinan: The Innu Struggle to
Regain Their Homeland.
Ward,
S. “Indian Education Policy and Politics 1972-1982.” Canadian Journal of Native Education,
V. 13(2) (1986).
Watson,
D. “Indigenous People and the Global Economy.” Current History 96 (613) (November 1997):
p. 389.
Whitehead,
Ruth Holmes. The Old Man Told Us.
Magic
Lantern Communications Ltd. (1-800-263-1818)
“How
Cultures Are Studied,” Faces of Culture
Series.
Indigenous 500. MLC, 1991, 30 min. (137-31-152)
Our Healing Journey. Chippewa of the
“The
Aymara: A Case Study of Social Stratification,” Faces of Culture Series.
The Maya
“The
The Tightrope of Power: Millennium Tribal
Wisdom and the Modern World Series.
National
Film Board of
Constructing Reality: Exploring
Media Issues in Documentary Voices of Experience, Voices for change. Part 1.
Colonialism: Ogre or Angel?
“Cultural
Sovereignty/Shaping Information,” Media
and Society Video Package.
95 min.
Blockade:Algonquins Defend the
Distress Signals.
Five Centuries Later.
“Flooding
Job’s Garden,” As Long As the Rivers Flow
series. NFB, 1995, 59 min.
Hanging On.
Holding Our Ground.
Keep the Circle Strong.
Lalkali, Woman of
Media and Society: Cultural
Sovereignty/Shaping Information.
My Macondo.
On Shifting Ground.
Pachamama.
Self Determination and Health Care.
Speaking of
The
The Tribal Mind.
“Time
Immemorial,” As Long As the Rivers Flow
series. NFB, 1995, 59 min.
Who Are We?
The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Aboriginal
Law and Legislation – www.bloorstreet.com/300block/ablawleg.htm
Aboriginal
Rights Coalition – www.aboriginalrightscoalition.ca
Aboriginal
Studies WWW Virtual Library – www.ciolek.com/wwwvl-aboriginal.html
Actions
and Solutions: World
Aguinda
v. Texaco, Jota v. Texaco – www.texacorainforest.org
Aini
Moshiri – www.pasifika.net/pacific_action/voices/ainu.html
Amazon
Watch – www.amazonwatch.org
Annotated
Reading List (languages) – http://collections.ic.gc.ca/afn/lngpg12.htm
Assembly
of First Nations – www.afn.ca
The
Best of Foreign Policy on Globalization – www.foreignpolicy.com
Center
for World Indigenous Studies – www.cwis.org
Cofan
Guardians of the Rainforest – www.cofan.org
Cultural
Survival – www.cs.org/main.htm
Cultural
Survival Publications Department – www.cs.org
Endangered
Languages, Endangered Lives, Cultural Survival, Summer 2001 – www.cs.org
Evolving
New International Laws from the
Federation
of Aboriginal and Torres Strait Islander Languages – www.fatsil.org
First
Peoples on SchoolNet – http://schoolnet.ca/aboriginal/elders-e.html
Foreign
Policy in Focus – fpif.org/selfdetermination/index.html
Forging
a New Relationship: Proceedings of the Conference on the Report of the Royal
Commission on Aboriginal Peoples, 1997 (D.B. Smith, ed.) – www.arts.mcgill.ca
The
Forum for Friends of Peoples Close to Nature – www.fpcn-global.org
Foundation
for Aboriginal and Islander Research Action – www.faira.org.au
Hawaiian
Language – www.ncbe.gwu.edu/miscpubs/stabilize/additional/hawaiian.htm
Hawaiian
Language, Literacy and Technology –
http://english.ohio-state.edu/people/lum.6/hl/main.html
The
Indigenous Environmental Network – www.ienearth.org
Indigenous
Peoples’ Secretariat (IPS) – www.arcticpeoples.org
The
International Covenant on the Rights of Indigenous national –
www.cwis.org/icrin-94.html
International
Forum on Globalization – www.ifg.org
The
International Indian Treaty Council – www.treatycouncil.org
The
International Labour Organization –
www.ilo.org/public/english/employment/ent/coop/indisco.htm
Kairos:
CEJI (Canadian Ecummenical Justice Initiatives) brings together 10 formerly
independent ecumenical social justice organisations including Aboriginal Rights
Coalition – www.kairoscanada.org
L’Auravetl,
an
La
Selva Ecotourist Lodges – www.laselvajunglelodge.com
Las
Abejas – www.criscenzo.com/mtavant/chiapas5.html
Las
Abejas Civil Society – www.jaguar-sun.com, www.eco.utexas.edu,
www.criscenzo.com/jaguar/chiapas.html
Latin
American Indigenous Organization – www.bloorstreet.com
A
Layperson’s Guide to Delgamuukw – www.bctreaty.net/publications/layweb.html
Minority
Rights Group International – www.minorityrights.org
NativeWeb
– www.nativeweb.org/
The
New Internationalist: back issue magazines examine many issues including
institutions such as the IMF, the World Bank, and the United Nations –
www.newint.org
Organizations
That Focus on Self-Determination –
fpif.org/selfdetermination/experts/index.html
Sacha
Lodge – www.sachalodge.com
Sami
Culture in a New Era (Introduction and resources) –
www.utexas.edu/courses/sami/papers/Gaski.pdf
The
Sami in
Self-Determination
in Focus Bibliography – fpif.org/selfdetermination/bibliography/bib-a_body.html
Self-Determination
in the Information Age – http://hawaii-nation.org/sdinfooge.html
Stabilizing
Indigenous Languages – www.ncbe.gwu.edu
Storytelling:
A Unit of Study – www.galileo.org/tips/storytelling/storyunit.html
Terralingua
– www.terralingua.org
Toward
Earth Summit 2002 – www.earthsummit2002.org/es/life/2002pdf
UNESCO
– www.unesco.org/education/hst
United
Nations – www.unchr.ch/html/menu6/2/fs9.html
United
Nations High Commissioner For Human Rights –
www.unhchr.ch/html/menu2/ind_main.htm
World
Intellectual Property Organization (W.I.P.O.) – www.wipo.org
The World
Wide Web Virtual Library: Indigenous Studies – www.cwis.org/wwwvl/indig-vl.html
Canadian Geographic, V. 21(1) (January 2001): p. 26 (two
articles with language statistics).
Canadian Social Studies: The History
and Social Science Teacher Special Theme - Citizenship Education. Spring 1997, 31(3).
Cultural Survival Quarterly:
Endangered Languages, Endangered Lives. Summer 2001.
Cultural Survival Quarterly from
Policy
considerations that impact the delivery of this course include the
university/college course designation (OSS,
pp. 16-17) and the policy outlining anti-discrimination education (OSS, pp. 58-59). The course emphasizes
both theoretical aspects and related concrete applications of the course
content. The course is based “on rigorous provincial curriculum expectations
and will emphasize the development of both independent research skills and
independent learning skills.” Students are required to demonstrate these
skills. The content and learning activities of Issues of Indigenous Peoples in
a Global Context assist in promoting “a school climate that encourages all
students to work to high standards, affirm the worth of all students, and help
them strengthen their sense of identity and develop a positive self-image; 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” (OSS,
p. 58).
Coded Expectations, Issues of Indigenous
Peoples in a Global Context,
Grade 12, University/College Preparation, NDW4M
IDV.01 · demonstrate an understanding of
how certain terms relating to Aboriginal peoples change when they are used in
an international context;
IDV.02 · identify where indigenous peoples
are situated throughout the world;
IDV.03 · describe emerging global economic
and environmental practices and their impact on indigenous cultural identity;
IDV.04 · identify some of the challenges
to maintaining their identities that indigenous communities throughout the
world encounter in a highly industrialized world;
IDV.05 · demonstrate an understanding of
the commonality of world views of indigenous peoples around the world.
Indigenous
World View
ID1.01 – demonstrate an understanding of
the similarity in world views of the world’s indigenous populations;
ID1.02 – describe the legal and political
perspectives of the world views of indigenous peoples concerning their own
social, economic, or cultural development (e.g., regarding governance, resource
development, or the preservation of indigenous languages);
ID1.03 – describe how indigenous peoples
throughout the world have maintained the core principles of an indigenous world
view (e.g., land stewardship; cooperation; reciprocal relationships, such as
“people with the Creator”, “people with people”, and “people with the
environment”) or have lost their traditional ways (e.g., destruction of the
rain forest).
Indigenous
and International Relations
ID2.01 – demonstrate an understanding of
the term indigenous peoples, which is used instead of Aboriginal
in international contexts;
ID2.02 – identify the location of various
indigenous populations on a world map (e.g., the Karen in
ID2.03 – describe how indigenous peoples
throughout the world have responded to economic trends in the global economy
and yet maintained their traditional way of life;
ID2.04 – demonstrate an understanding of
how different indigenous peoples affirm their identity (e.g., through
indigenous non-governmental organizations);
ID2.05 – assess national and international
reactions to indigenous peoples’ efforts to identify themselves as distinct
peoples within the global community.
Renewal
and Reconciliation
ID3.01 – define the factors that
indigenous peoples believe are critical for ensuring healthy, sustainable
communities (e.g., a secure land base, political autonomy, a viable
community-based economy);
ID3.02 – identify, through analysis, the
efforts of indigenous peoples and national governments to review and revise
policies that promote the forced assimilation of an indigenous people (e.g.,
the repeal of apartheid legislation in
ID3.03 – demonstrate an understanding of
the different political, economic, and environmental issues that unite
indigenous peoples throughout the world (e.g., decolonization, economic
exploitation, preservation of biodiversity).
REV.01 · describe some of the
international indigenous peoples’ organizations developed by indigenous peoples
throughout the world;
REV.02 · describe similarities and
differences in the relationships between the world’s indigenous populations and
their national governments;
REV.03 · describe the current dialogue
concerning renewed relationships between indigenous peoples and various
national governments;
REV.04 · demonstrate an understanding of
the distinction between the terms indigenous people and indigenous
populations;
REV.05 · identify examples of partnerships
between indigenous communities and national governments or multinational
corporations to foster indigenous economic self-sufficiency.
Indigenous
World View
RE1.01 – describe the world view that
Aboriginal peoples in
RE1.02 – describe the dialogue on issues
of reconciliation (e.g., reciprocity, sharing) between indigenous peoples and
their nation states in various parts of the world;
RE1.03 – demonstrate an understanding that
the North American Aboriginal cultural perspective on land is shared by
indigenous peoples in various parts of the world;
RE1.04 – identify views and concerns that
unite indigenous peoples around the world (e.g., sovereignty and
sustainability).
Indigenous
and International Relations
RE2.01 – demonstrate an understanding of
the issues and events that led to global collaboration among indigenous peoples
(e.g., the response to the 1992 Rio Declaration);
RE2.02 – describe the achievements (e.g.,
the Inuit Circumpolar Conference) of an international indigenous organization
(e.g., the World Council of Indigenous Peoples);
RE2.03 – compare the histories of the
interaction between different indigenous peoples and their national governments
(e.g., the Aborigines and the government of Australia, the Manobos and the
government of the Philippines, the Maasi and the government of Tanzania) and
extend the comparison to the Canadian context;
RE2.04 – compare the key features of a
policy developed by at least two national governments to govern their relations
with their indigenous peoples (e.g., the United States’ Indian
Self-Determination and Education Assistance Act, 1975; Canada’s Indian Act,
1985);
RE2.05 – identify examples in which
indigenous peoples developed economic partnerships with national governments or
multinational corporations (e.g., the James Bay Cree’s partnership with the
Yamaha Corporation to develop watercraft);
RE2.06 – demonstrate an understanding of
the uses of the terms indigenous people and indigenous populations
(language used in the Draft United Nations Declaration on the Rights of
Indigenous Peoples, as quoted in Canadian Native Law Reporter, vol. I
(1994), pp. 40-47).
Renewal
and Reconciliation
RE3.01 – describe a forum (e.g., the Inuit
Circumpolar Conference, the International Alliance of the Indigenous Tribal
Peoples of the Tropical Forests) in which indigenous peoples work together to
influence the policy makers of nation states that have a presence in a
geographical area (e.g., countries that control parts of the Arctic);
RE3.02 – identify examples where
indigenous peoples and different national governments have developed strategies
to improve their relations with each other (e.g., Australia’s Council for
Aboriginal Reconciliation, Canada’s Statement of Reconciliation with Aboriginal
Peoples);
RE3.03 – demonstrate an understanding of
how an indigenous group has used a philosophical attachment to its traditional
lands (e.g., the Maori of New Zealand, the Aborigines of Australia) as a means
of maintaining the group’s cultural identity;
RE3.04 – identify principles that
indigenous peoples uphold by their participation in international bodies and
organizations (e.g., the principles of sustainability, preservation of
community, respect for fundamental human rights).
SOV.01 · identify the nature and scope of
“self-determination” as articulated by indigenous peoples worldwide;
SOV.02 · describe the basis for the
autonomy of indigenous peoples;
SOV.03 · describe efforts by the world’s
indigenous peoples to lobby the international community for recognition of
their right to self-determination;
SOV.04 · describe the importance of
international forums for advancing the rights of indigenous peoples around the
world.
Indigenous
World View
SO1.01 – explain the meaning of the term self-determination;
SO1.02 – identify universal
characteristics of indigenous sovereignty (e.g., a land base bestowed by the
Creator; a traditional body of knowledge, language, and law; a self-identifying
population).
Indigenous
and International Relations
SO2.01 – explain a variety of views on
indigenous sovereignty (e.g., as outlined in the Draft United Nations
Declaration on the Rights of Indigenous Peoples or in International Labour
Organizations Convention No. 169 on the Rights of Indigenous Peoples and Tribal
Populations);
SO2.02 – identify examples in which
indigenous peoples throughout the world have acted to protect their land, their
culture, or their community’s livelihood (e.g., the armed resistance of the Indians
of Chiapas, Mexico; the Seminole people’s resistance to American government
efforts to relocate them, 1835; the Oka crisis in Canada, 1990);
SO2.03 – demonstrate an understanding of
the place of indigenous nations within the global political system;
SO2.04 – identify, through analysis, some
of the limitations preventing indigenous peoples in different parts of the
world (e.g., the Maori of New Zealand, the Maasi of Tanzania, the Manabos of
the Philippines) from exercising authority in their own affairs, and compare
their responses;
SO2.05 – demonstrate an understanding of
the arguments for autonomy and self- government used by the world’s indigenous
peoples (e.g., the application of international human rights laws or of the
United Nations Declaration of Human Rights);
SO2.06 – describe the roles and
responsibilities of permanent international organizations involving indigenous
peoples around the world (e.g., organizations established by the United
Nations).
Renewal
and Reconciliation
SO3.01 – describe how indigenous peoples
have sought recognition of their sovereignty through political reform within
nation states (e.g., the recognition of Aboriginal peoples in the Canadian
Constitution Act, 1982; the Norwegian Saami Act, 1987);
SO3.02 – demonstrate an understanding of
the influence of indigenous peoples on the emergence of international policies
in the areas of development, finance, and human rights (e.g., the World Bank’s
policy document “Tribal Peoples and Economic Development”, 1982; Draft United Nations
Declaration on the Rights of Indigenous Peoples, 1993);
SO3.03 – explain how individual nation
states and multinational companies have promoted better understanding of the
concept of self-determination for indigenous peoples (e.g., through the European
Union Policy on Indigenous Peoples and Development Co-operation, 1998).
CHV.01 · identify the common issues facing
the world’s indigenous peoples;
CHV.02 · demonstrate an understanding of
the factors that influence indigenous peoples’ participation in international
affairs or the global economy;
CHV.03 · describe a variety of approaches
that indigenous peoples are taking to preserve and maintain indigenous
knowledge as it relates to such things as culture, language, and the
environment.
Indigenous
World View
CH1.01 – demonstrate an understanding of
the global roles that indigenous peoples see for themselves (e.g., stewardship
of the environment, co-management of resources with national governments);
CH1.02 – describe the strategies that
indigenous peoples are using to sustain their cultures and languages, and to
protect the environment;
CH1.03 – describe how indigenous peoples
are using their cultural practices and traditional teachings when developing new
strategies to cope with change.
Indigenous
and International Relations
CH2.01 – demonstrate an understanding of
the issues that are of common interest to the world’s indigenous population
(e.g., resource development, self-determination, the preservation of culture);
CH2.02 – identify, through analysis,
factors (e.g., ethnocentrism, political and economic marginalization) that
impede indigenous peoples from assuming full participation within the
international community;
CH2.03 – describe the effects of economic
globalization on the future development of indigenous communities;
CH2.04 – identify examples of litigation
where indigenous peoples have used the courts to uphold their rights as
sovereign peoples or to address the denial of basic human rights (e.g., Worester
v. Georgia, USA, 1832; Calder v. Attorney-General of British Columbia,
Canada, 1973; Delgamuukw v. the Crown, Canada, 1997; the Western Sahara
case, International Court of Justice, 1979);
CH2.05 – demonstrate an understanding of
the impact that the economic systems of national governments and the growth of
multinational corporations have on indigenous peoples throughout the world
(e.g., the exploitation of workers, expropriation of lands, the forced
relocation of a population).
Renewal
and Reconciliation
CH3.01 – describe the steps (e.g.,
resolving land claims, granting indigenous peoples rights to natural resources)
that members of the international community have taken to ensure that
indigenous peoples will have a sustainable land base for generations to come;
CH3.02 – identify the su
CH3.03 – identify strategies that
indigenous peoples might use to achieve financial stability.
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.