Aboriginal Cultural Awareness 11G

Statement of Course Aim:

The aim of the Aboriginal Cultural Awareness 11G course is to provide students with an opportunity to become aware of Aboriginal identity through the study of cultural, social, political and economic perspectives of Canada’s aboriginal people.

Course Rationale:

It is essential to provide students with an opportunity to develop an understanding of and appreciation for aboriginal culture in order to best assist and prepare our students for the future. The course would provide aboriginal and non-aboriginal learners such a chance.

Student Learning Outcomes:

General Outcomes:

1. Develop an awareness of traditional aspects of Aboriginal culture.

2. Develop an awareness of modern aspects of Aboriginal culture.

3. Explore literature by and about Aboriginal peoples – deconstruct stereotypes and articulate aboriginal voices.

4. Explore major issues faced by Aboriginal Peoples and communicate successes.

Specific Outcomes:

· Develop an awareness of traditional aspects of Aboriginal culture.

1. To identify the traditional Aboriginal tribes found in Canada and explain each tribe’s unique lifestyle.

2. To identify the role each member played in a traditional aboriginal family.

3. To understand the different lodgings historically used by different tribes.

4. To investigate traditional food sources and the influence food had on Aboriginal society.

5. To examine past modes of transportation and the affect the introduction of the horse by Spaniards had.

6. To examine Aboriginal pictographs and experiment using aboriginal languages as a form of communication.

7. To understand the importance of storytelling and experiment with storytelling as a form of handing down information.

8. To identify the importance of music, specifically the drum, and dance in Aboriginal culture.

9. To identify and experiment with mediums of art traditionally used by Aboriginal people, such as pottery, masks, beadwork, etc.

10. To participate in traditional Aboriginal recreational activities and discuss the importance of such activities to Aboriginal culture.

· Develop an awareness of modern aspects of Aboriginal culture.

1. To define the terms: Aboriginal, First Nations, Metis and Inuit.

2. To present ten characteristics of modern Aboriginal cultures.

3. To identify how culture is both maintained and lost over generations.

4. To identify five ways Aboriginal culture has been influences through interactions with other cultures.

· Explore literature by and about Aboriginal people – deconstruct myths and articulate aboriginal voices.

1. To define the term stereotype.

2. To identify examples of stereotyping as it pertains to Aboriginal

people in literature.

3. To explain how a stereotype is overcome.

4. To identify ten modern aboriginal authors and examine their work.

5. To experiment using Aboriginal languages as a form of communication.

· Explore major issues faced by Aboriginal peoples and communicate success.

1. To identify and explain five issues facing Aboriginal societies in Canada:

-loss of identity

-health / violence

-economy

-self-government

-education

2. To present possible solutions to problems facing Aboriginal peoples.

3. To identify and explain five success stories from Aboriginal communities (examples from local communities, provincially, and nationally)

4. To identify and prepare a biography of an aboriginal leader who represents a local or provincial group that serves to support Aboriginal people.

Course Content and Time Allotment

Total Course Hours – 110 hours

Unit 1: Traditional Aboriginal Culture – 35 hours

Unit 2: Modern Aboriginal Culture – 35 hours

Unit 3: Aboriginal Literature – 20 hours

Unit 4: Issues facing Aboriginal People

Learning Approaches and Strategies

· Art

· Group work

· Presentations

· Journals

· Direct instruction

· Essays

· Dramatic presentations

· Research reports

· Debates

· Panels

· Guest speakers

· Modeling

· Choral reading

· Discussions

· Open forums

· Role playing

· Brainstorming

· Interviewing

· Compare and contrast

· Concept mapping

· Field trips

· Audio visual productions

· Simulations

· Study guides

· Problem solving

· Gallery walks

· Focused imaging

· Demonstrations

· Peer editing

· KWL

· Didactic questioning

· Jigsaw groups

· Computer assisted instruction

· Differentiated instruction

· Conferences

· Presentations

· Reports

· Improvisation

· Tests

· Poems

· Bibliographies

· Exit slips

· Letters

Assessment Strategies

Students will be assessed using a wide variety of strategies to ensure all learning styles are met. Rating scales, rubrics, tests, quizzes, observation checklists, conferencing, descriptive feedback, self and peer assessment and anecdotal comments will be used to assess and evaluate work and performance.

Mark Allocations:

Assignments: 70%

Tests and Quizzes: 30%

100%

Resources:

Government Documents:

Native Studies: Senior Years (S1-S4) A Teacher’s Resource Book

Framework. Manitoba Education, Training and Youth: 1998.

Success for all Learners: A Handbook on Differentiated Instruction.

Manitoba Education and Training: 1996.

Shared Learnings: Integrating BC Aboriginal Content K-10. British

Columbia Ministry of Education. 1998.

Towards Inclusion: A Handbook for Modified Course Designation S1-S4.

Manitoba Education and Training: 1995.

Text Resources:

McMillan, Alan D. Native Peoples and Cultures of Canada. Vancouver,

Toronto: Douglas McIntyre, 1995.

Morrison, R. Bruce, and C. Roderick Wilson. Native Peoples: The

Canadian Experience. Canada: Oxford University Press, 2004.

Green, Rayna, and Melanie Fernadez. The Encyclopaedia of the First

Peoples of North America. Toronto, Vancouver: Douglas MacIntyre,

1999.

Waldman, Carl. Encyclopedia of Native American Tribes. Hong Kong:

Facts on File, 1988.

Reader’s Digest Association. Through Indian Eyes: The Untold Story of

Native American Peoples. New York, Montreal: 1995.

Legay, Gilbert. Atlas of Indians of North America. Canada: Barron, 1993.

Sawyer, Don. Where the Rivers Meet. Winnipeg: Pemmican Publications

Inc., 1993.

Collura, Mary-Ellen. Winners. Saskatoon: Western Producer Prairie

Books, 1984.

Priest, Lisa. Conspiracy of Silence. Toronto: McClelland and Stewart,

1989.

Highway, Tomson. Caribou Song/ Atihko nikamon. Toronto: Harper

Collins, 2001.

Trottier, Maxine. Native Crafts: inspired by North America’s First Peoples.

Toronto: Kids Can Press, 2000.

Bruchac, James. Native American games and stories. Golden, Colo:

Fulcrum Resources, 2000.

CD- Roms:

Our Spirit Soar: Aboriginal Heroes and Heroines. Teck Plus Interactive

The Metis: Our People, Our Story. Gabrise Dumont Institute, Arnold

Media, Department of Canadian Heritage, 2000.

Video Resources:

Forgotten Warriors: The Story of Canada’s Aboriginal War Veterans

Fiddle About: Performances of traditional Metis Songs and Dances

Spirit Rider. Owl Television and Credo Group

Steps in Time: Metis Dancers

The Gift of the Grandfathers: First Nations Rodeo Circuit

First Nations: The Circle Unbroken (Volumes 1 – 7). National Film Board

of Canada.

Other:

World Wide Web

Winnipeg Free Press

SAY: Spirit of Aboriginal Youth Magazine

Various Television / News Resources