Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It
is recommended that you download the "pdf" version of this Course
Profile for printing and the "Word, Mac, or WordPerfect" versions for
working with or adapting the Course Profile to meet your instructional needs.
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, beginning with a unit which locates indigenous peoples worldwide and examines their common world views. From this foundation the course broadens its scope and analyses relations internationally between nations and organizations representing them. The course then requires students to examine particular challenges to indigenous peoples worldwide and their various responses. Subsequently, the course asks students to 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 each strand of this course (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 participate in an informed discussion on the development of common global issues.
Given the scarcity of brief,
overview works relevant to the topics on the course, teachers must be prepared
to modify material to make it a
Teachers should also bear in mind that the expectations of this course may be met using materials on indigenous peoples other than those referred to in this profile and to tailor the course to available resources.
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 in this course and the material to be examined and should develop activities which pay heed to this sensitivity. Topics for class discussions and case study investigation includes: human rights issues, land claims, environmental and social issues, legacies of colonial policies and practices, issues of poverty, resource exploitation, land speculation, corporate challenges, World Bank-sponsored initiatives, Church-sponsored programs, cultural renewal initiatives, complex court proceedings, understanding of aspects of international laws, and government policies. Aboriginal peoples’ world views, and their leaders’ and communities’ responses to particular issues, need to be analysed with detail and empathy. Respect for conflicting views on complex issues is essential for the teacher to stress, 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 that indigenous peoples use to preserve and sustain their cultures and languages.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment |
Focus |
|
1 |
IDV.01, IDV.02, IDV.05, IDI.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 |
ID1.02, SOV.01, SOV.02, S01.01, SO1.02, IDV.05 |
- written response - small group discussion Knowledge/Understanding Thinking/Inquiry |
Expressions of autonomy, sovereignty and self-determination - read and respond to articles and short works - compare and contrast concepts |
|
3 |
CHV.01, CHV.02, CHV.03, ID1.03, CH1.01, CH1.02, CH1.03 |
- role-playing Knowledge/Understanding Communication |
Maintenance and sustenance of culture,
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. They demonstrate through the production of a report 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 among different indigenous peoples and their national governments and extend the comparison to the Canadian context.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment |
Focus |
|
1 |
IDV.01, ID2.01, IDV.02, ID2.02, REV.01, ID2.04, REV.04, 1D2.05, RE2.06 |
- report Knowledge/Understanding Communication Application |
Terminology used by indigenous populations and organizations in an international context - read and respond to articles |
|
2 |
CHV.01, RE2.01, SOV.01, RE2.02, SOV.04, SO2.06, CH2.01 |
- oral presentation Thinking/Inquiry |
Collaboration on common issues and events in international forums - analysis of history, achievements, roles and responsibilities of a permanent international organization involving indigenous people |
|
3 |
REV.02, RE2.03, REV.03, RE2.04, SO2.01, SO2.03 |
- 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. Students identify, through examples and analysis, solutions that allow indigenous peoples to exercise their autonomy, and how they have acted to protect their rights. Finally, this analysis leads the 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 |
Challenges to identity posed by economic impacts - video presentation - summary chart |
|
2 7 hours |
SOV.02, SO2.02, SOV.03, SO2.04, SO2.05 |
- multi-media presentation or product Knowledge/Understanding
Thinking/Inquiry |
Protection
of rights to autonomy and - examination of rights and analysis of reality |
|
3 7 hours |
CHV.02, CH2.02, CHV.03, CH2.04 |
- case study Knowledge/Understanding
Thinking/Inquiry |
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
In this unit, 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 are commonly faced by 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 Knowledge/Understanding Thinking/Inquiry |
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 |
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 |
Efforts of indigenous communities to lobby in order to maintain and preserve culture, language and environment through international forums - 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 is to be decided through
a collaboration between student and teacher. Students must focus their
inquiries on the ways in which indigenous peoples have been su
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment |
Focus |
|
*
1 |
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 · multi-media Knowledge/Understanding Thinking/Inquiry Communication Application |
Indigenous World Views - the independent study process: conferences, research, organization, editing, presentation |
|
*
2 |
CHV.01, CHV.02, CHV.03, CH2.01, CH2.02, CH2.03, CH2.04, CH2.05 |
Indigenous and International Relations - the independent study process: conferences, research, organization, editing, presentation |
|
|
*
3 |
CHV.01, CHV.02, CHV.03, CH3.01, CH3.02, CH3.03 |
Renewal and Reconciliation - the independent study process: conferences, research, organization, editing, presentation |
* Note: Students choose to do Activity 1 or 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 other courses while helping them explore and gain an understanding of current social issues affecting indigenous people on a global scale. Students will use appropriate theories of analysis in preparing an independent study, in which they will speculate on present and future directions for the global issues discussed throughout the course.
Students have the opportunity 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 eclectic nature of the Native Studies discipline calls for a variety of strategies for learning. The knowledge and skills described in the expectations will be demonstrated through quizzes, independent reading, lecture, debate, participation in class discussion and analysis, and through the final independent study project. This final project may take various forms, such as: seminars, creation of public relations kits, development of multi-media products and presentations, and case studies.
The Native Studies curriculum has been designed to engage students in reflective learning and help them develop critical and analytical thinking skills. Teaching strategies that are consistent with these aims should be devised. 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 include the incorporation of local community resources where possible and should be geared to the university/college designation of this course.
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 Ontario
Curriculum,
Grades 11 and 12, Native Studies, Achievement Chart categories -
Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.
In addition 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
strategies may include:
· tests and quizzes of a variety of types - multiple choice, true/false, matching, fill in the blanks, and short answer;
· longer written assignments - essays and research papers;
· journals and workbooks;
· personal communication - in-class responses, debates, dramatizations, seminars, and student-teacher conferences;
· creation of media works.
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. Assessment tools may include checklists, rating scales and marking schemes. Where appropriate, teachers and students should co-design assessment tools clarify expectations and enhance learning. Both teachers and students must receive feedback to improve their teaching and learning respectively.
The assessment techniques suggested for
activities reflect those outlined in the Achievement Chart found in The
The teacher should consult
individual student IEPs for specific direction on a
Articles identified for
independent reading activities have been selected with the university/college
destination in mind. Given the scarcity of brief overview articles for use at
the secondary school level, teachers should be prepared to assist exceptional
students with the readings as required. A
The resources cited below provide support
for teaching and learning in this course. Teachers are advised to review the
contents before introducing them to the classroom. This is especially important
for electronic resources. Teachers should also assist students in assessing the
validity and integrity of materials. As well, teachers should review with
students the terms and conditions of student a
Teachers should consult local Aboriginal communities or organizations for resources in addition to the print and electronic materials provided in this document. The following list contains resources useful to the teacher in developing an approach to the entire course. Specific resources are listed separately with each activity. Given the nature of this course, the resource list has been organized by both genre and regional focus.
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.
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.
Bird, John, L. Land, and M.
McAdam. Nation To Nation: Aboriginal Sovereignty and the Future of
Blondin, George. Yamoria, The
Lawmaker.
Boldt, Menno. Surviving as
Indians: The Challenge of Self-Government.
Burger, Julian. Report from
the Frontier: The State of the World? Indigenous Peoples.
Burgos-Debray, E., ed. I
Rigoberta menchu.
ISBN 0-7748-0767-9
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.
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).
Grant, Agnes. Our Bit of
Truth: An Anthology of Canadian Native Literature.
Henderson, J. Youngblood. The
Mikmaw Concordat.
Joe, Rita. Lnu and Indians
We’re Called.
Kawagley, Oscar. A Yupiak
Worldview.
Knudston, Peter and David Suzuki.
Wisdom of the Elders.
Kulchyski, et al., ed. 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
LÚger, Marie, ed. Aboriginal
Peoples: Toward Self-Government.
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): 14-24.
Pelletier, Wilfred and Ted Poole.
No Foreign Land.
Pindera, L. and G. York. People
of the Pines.
Pires-O’Brien. “
Putsche, L. “A Reassessment of Resource Depletion, on a Shipibo Reserve in the Peruvian Amazon”. Human Ecology: An Interdisciplinary Journal. V28(1), (March 2000).
Quinlan, D. Aboriginal
Peoples: Building for the Future. Canadian Challenges Series. Don Mills:
Roberts, E. and E. Amidon. Earth
Prayers from Around the World.
Ross, Rupert. Dancing With a
Ghost.
Sam-Cromarty, M. James Bay
Memoirs (A Cree Woman’s Ode to Her Homeland). Lakefield: Waapoone
Publishing.
Sanders, Douglas. Aboriginal
Self-Government in the
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.
Ward, S. “Indian Education Policy
and Politics 1972-1982.” Canadian Journal of Native Education,
V. 13(2) (1986).
Whitehead, Ruth Holmes. The
Old Man Told Us.
Film West 1-800-570-5505
Magic Lantern Communications
Ltd.(MLC) 1-800-263-1818
La Fete - 1-888-848-9667
Moving Images Distribution
1-604-684-3014
Colonialism, Ogre or Angel.
How Cultures Are Studied (in Faces of Culture Series).
Indigenous 500. MLC, 1991. 30 min. (137-31-152)
Media and Society: Cultural
Sovereignty/Shaping Information.
National Film Board of
Our Healing Journey. Chippewa of the
Self Determination and Health
Care.
The Aymara: A Case Study of
Social Stratification (in Faces of Culture Series).
The Maya
The Tightrope of Power (in
Millenium Tribal Wisdom and the Modern World Series).
MLC, 1992. 60 min. (T12-31-010)
Yakoana: We Walk To the Future in the Footsteps of Our Ancestors. Under Your Nose Productions, 1997 (Film West Associates).
National Film Board of
Constructing Reality:
Exploring Media Issues in Documentary: Voices of Experience, Voices for Change Part 1.
Cultural Sovereignty/Shaping
Information (in Media and Society Video Package).
Distress Signals.
Five Centuries Later.
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.
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 Studies WWW Virtual Library – http://www.ciolek.com/wwwvl-aboriginal.html
Aboriginal Law and Legislation – http://www.bloorstreet.com/300block/ablawleg.htm
Aini Moshiri – http://www.pasifika.net/pacific_action/voices/ainu.html
Cultural Survival – http://www.cs.org/main.htm
Cultural Survival Publications Department – http://www.cs.org
First Peoples on SchoolNet – http://schoolnet.ca/aboriginal/elders-e.html
Foreign Policy in Focus – fpif.org/selfdetermination/index.html
NativeWeb – http://www.nativeweb.org/
Organizations That Focus on Self-Determination – fpif.org/selfdetermination/experts/index.html
Self-Determination in the Information Age – http://hawaii-nation.org/sdinfooge.html
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
Storytelling: A Unit of Study – http://www.galileo.org/tips/storytelling/storyunit.html
The Center for World Indigenous Studies – http://www.cis.org/
The World Wide Web Virtual Library: Indigenous Studies – http://www.cwis.org/wwwvl/indig-vl.html
Aguinda v. Texaco, Jota v. Texaco – http://www.texacorainforest.org
World Intellectual Property Organization (W.I.P.O.) – www.wipo.org
Cofan Guardians of the Rainforest – www.cofan.org
La Selva Ecotourist Lodges – http://www.laselvajunglelodge.com
Sacha Lodge – http://www.sachalodge.com
The Best of Foreign Policy on Globalization – www.foreignpolicy.com
Toward Earth Summit 2002 – www.earthsummit2002.org/es/life/2002pdf._
Actions and Solutions: World
– www.earthday.net/goals/worldsummit.stm
Forging a New Relationship: Proceedings of the Conference on the Report of the Royal Commission on Aboriginal Peoples. 1997 Ed. D.B. Smith. – www.arts.mcgill.ca/programs/misc/rcappub.htm
Foundation for Aboriginal and Islander Research Action – www.faira.org.au
A Layperson’s Guide to Delgamuukw – www.bctreaty.net/publications/layweb.html
Center for World Indigenous Studies – www.cwis.org
UNESCO – www.unesco.org/education/hst
Federation of Aboriginal and Torres Strait Islander Languages – www.fatsil.org
Stabilizing Indigenous Languages – www.ncbe.gwu.edu
Endangered Languages Endangered Lives, Summer 2001 – www.cs.org/publications/CSQ/252/index.htm
The Sami in
Annotated Reading List (languages) – http://collections.ic.gc.ca/afn/lngpg12.htm
Hawaiian Language, Literacy and Technology – http://english.ohio-state.edu/people/lum.6/hl/main.html
Hawaiian Language – http://www.ncbe.gwu.edu/miscpubs/stabilize/additional/hawaiian.htm
Sami Culture in a New Era (Introduction and resources) – ww.utexas.edu/courses/sami/papers/Gaski.pdf
Canadian Geographic, V. 21(1)(January 2001): 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
This course is an optional credit or, it
can be used as a Group 1 additional compulsory credit. Policy considerations
which impact on the delivery of this course include the University/College
Preparation 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, affirms the worth of
all students, and helps 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.