the ontario curriculum grades 9 and 10 native studies nation metis... · 2013-09-09 · learn to...

Ministry of Educationand Training

The Ontario CurriculumGrades 9 and 10

Native Studies

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Place of Native Studies in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Program in Native Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Courses

Expressing Aboriginal Cultures, Grade 9, Open (NAC1O) . . . . . . . . . . . . . . . . . . . . . . 7

Aboriginal Peoples in Canada, Grade 10, Open (NAC2O) . . . . . . . . . . . . . . . . . . . . . . 12

Some Considerations for Program Planning in Native Studies . . . . . . . . . . . . . . . . . . 20

The Achievement Chart for Native Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Explanatory Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Une publication équivalente est disponible en français sous letitre suivant : Le curriculum de l’Ontario, 9e et 10e – Étudesautochtones, 1999.

This publication is available on the Ministry of Education andTraining’s World Wide Web site at http://www.edu.gov.on.ca.

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Introduction

The Ontario Curriculum, Grades 9 and 10: Native Studies, 1999 will be implemented in Ontariosecondary schools starting in September 1999 for Grade 9 and in September 2000 for Grade10. This document replaces the sections in The Common Curriculum: Policies and Outcomes,Grades 1–9, 1995 that relate to Native studies in Grade 9 and the parts of the curriculumguideline Native Studies, Intermediate Division, 1991 that relate to Grade 10.

This document is designed for use in conjunction with its companion piece, The OntarioCurriculum, Grades 9 and 10: Program Planning and Assessment, 1999, which contains informationrelevant to all disciplines represented in the curriculum. The planning and assessment docu-ment is available both in print and on the ministry’s website, at http://www.edu.gov.on.ca.

The Place of Native Studies in the Curriculum

Native studies provides students in Ontario schools with a broad range of knowledge relatedto Aboriginal peoples to help them better understand Aboriginal issues of public interest dis-cussed at the local, regional, and national levels. Students will develop the skills necessary todiscuss issues and participate in public affairs. Through their involvement in Native studies,they will increase their awareness and understanding of the history, cultures, world views, andcontributions of Aboriginal peoples in Canada. The program will also provide students withopportunities to enhance the problem-solving and critical-thinking skills that they will requirein postsecondary education, the world of work, and their roles as active citizens.

By its very nature, Native studies is integrative. For example, when students examine the termsof a treaty negotiated by an Aboriginal nation with the Crown, they are combining bothNative studies and history. When they use the works of Aboriginal writers to study the themeof renewal, they are combining Native studies and English. Similarly, when they use multi-media resources to create art forms about contemporary Aboriginal issues, they are combiningNative studies with art.

Subject matter from any course in Native studies can be combined with subject matter fromone or more courses in other disciplines to create an interdisciplinary course. The policies andprocedures regarding the development of interdisciplinary courses are outlined in the inter-disciplinary studies curriculum policy document.

In the elementary program, students compare cultures found within Canada, examine lifestylesfrom different geographic settings, and study the accomplishments of important people inCanada. The Grade 7 and 8 history and geography program emphasizes the partnerships andalliances between Aboriginal and non-Aboriginal peoples in Canada before 1867, as well asthe experiences of Aboriginal peoples within the Canadian nation during the final decades of the nineteenth century. The material in Grade 7 and 8 history and geography providesstudents with sufficient background to the topics and issues that will be examined in greaterdepth and breadth in Native studies at the secondary level.

4 T H E O N T A R I O C U R R I C U L U M , G R A D E S 9 A N D 1 0 : N A T I V E S T U D I E S

The diversity of cultural, linguistic, racial, and religious groups is a valuable characteristic ofCanadian society, and schools can help prepare all students to live harmoniously in a multicul-tural society in the interdependent world of the twenty-first century.

Canada is the land of origin for Aboriginal peoples, and the history of Canada begins withthem. As the first people of Canada,Aboriginal peoples are unique in Canada’s mosaic. Thusexploration of the development and contributions of Aboriginal societies is central to anunderstanding of the social fabric of this country.

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The Program in Native Studies

Overview

The program in Native studies comprises courses offered in Grades 9 to 12. Two Native stud-ies courses are offered in Grades 9 and 10 (see the following table). This document containsthe curriculum expectations for these two courses. The Grade 9 course, Expressing AboriginalCultures, provides an overview of the various art forms used by Aboriginal peoples to com-municate information about Aboriginal cultures. The Grade 10 course,Aboriginal Peoples inCanada, highlights twentieth-century history and contemporary issues from an Aboriginalperspective.

As outlined in The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999,the new curriculum for secondary school is organized into several types of courses. (See thedocument mentioned for a description of the different types of secondary school courses.)However, not all types of courses are available in every discipline. In the Native studies pro-gram, there is only one type of course – the “open” course – in Grades 9 and 10.

Courses in Native Studies, Grades 9 and 10

Grade Course Name Type Course Code Credit Value

9 Expressing Aboriginal Cultures Open NAC1O 1

10 Aboriginal Peoples in Canada Open NAC2O 1

Note: There are no prerequisites for the courses listed above.

A Note About Credits. Courses offered in Native studies may be delivered as half-courses,earning half-credits. Half-credit courses, which require a minimum of fifty-five hours ofscheduled instructional time, must adhere to the following conditions:

• Courses offered as half-credit courses must include a selection of learning expectationsfrom all strands and must reflect the balance among strands that characterizes the full course.

• A course that is a prerequisite for another course may be offered as two half-courses, butthe student must successfully complete both parts of the course to claim the prerequisite.

• The title of each half-credit course must include the designation Part 1or Part 2. A half-credit (0.5) will be recorded in the credit-value column of both the report card and theOntario Student Transcript. Students are not required to complete both Part 1 and Part 2unless the course is a prerequisite for another course that the student wants to take.

The credit earned for the course Expressing Aboriginal Cultures may be used to meet thecompulsory credit requirement for the arts, as stated on page 72 of Ontario Secondary Schools,Grades 9 to 12: Program and Diploma Requirements, 1999.

Teaching Approaches

Teachers of Native studies courses are encouraged to use an integrative approach to teachingthe curriculum, using a mixture of subject-based approaches to explore the ideas associatedwith each strand. Given the cultural topics and contemporary issues in the Native studiescurriculum, teachers will find it necessary to reach beyond the usual sources in preparation for


instruction, including First Nations community-based resources, electronic media, andAboriginal elders, who are recognized as the “keepers of traditional knowledge”.

Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students areexpected to develop and demonstrate in their class work, on tests, and in various other activi-ties on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.The overall expectations describe in general terms the knowledge and skills that students areexpected to demonstrate by the end of each course. The specific expectations describe theexpected knowledge and skills in greater detail.

The specific expectations are organized under subheadings. This organization is not meant toimply that the expectations in any one group are achieved independently of the expectationsin the other groups. The subheadings are used merely to help teachers focus on particularaspects of knowledge and skills as they plan learning activities for their students.

Many of the expectations are accompanied by examples, given in parentheses. These examplesare meant to illustrate the kind of skill, the specific area of learning, the depth of learning,and/or the level of complexity that the expectation entails. They are intended as a guide forteachers rather than as an exhaustive or mandatory list.

Strands

Expectations for Native studies are organized in four distinct but related strands: Identity,Relationships, Sovereignty, and Challenges. The course entitled Aboriginal Peoples in Canadahas an additional strand: Methods of Historical Inquiry.

Identity. Identity is a concept based on the question Who am I? The investigation of identity isa personal journey of discovery and realization, which is part of the maturation process of allstudents during the adolescent years. Historical events, such as the Indian Act, have made theissue of identity a particular concern to Aboriginal peoples and all Canadians.

Relationships. This strand serves as a focus for exploring ties that Aboriginal peoples havedeveloped and maintained with the land and its life-sustaining resources. In addition, studentswill explore the personal connections that Aboriginal peoples have made spiritually and cul-turally with their world.

Sovereignty. In the traditional governments of Aboriginal peoples, sovereignty is based on aspiritual understanding that the Creator gives human beings the responsibility for governingthemselves and taking care of the natural environment. In current discussions about sover-eignty,Aboriginal peoples assert that this understanding is within themselves and that self-determination is basic to the needs of all human beings.

Challenges. Among the range of challenges faced by Aboriginal peoples today is the need toreclaim, reassert, and further develop the distinct identities, relationships, and sovereignty thatthey have always held.

Methods of Historical Inquiry. In this strand, students will investigate historical topics andissues related to Aboriginal peoples, carrying out research, recording and organizing informa-tion, analysing and evaluating information, communicating the results of their research, andapplying their insights to other situations.

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This course examines Aboriginal cultures in Canada through an exploration of art forms –painting, sculpture, storytelling, dance, and music – created by Aboriginal artists. Students willlearn to identify Aboriginal art forms and describe relationships between the art forms andAboriginal traditions, philosophy, and culture. Students will also create their own art forms toexpress their understanding of Aboriginal identity, relationships, and sovereignty.

Expressing Aboriginal Cultures, Grade 9, Open (NAC1O)


Overall Expectations

By the end of this course, students will:

• describe the elements of culture reflected in various art forms;

• demonstrate understanding of how Aboriginal art forms reflect cultural identity;

• produce Aboriginal art forms that portray Aboriginal culture;

• demonstrate understanding of traditional Aboriginal forms of expression and their influenceon the portrayal of Aboriginal identity in contemporary art forms.

Specific Expectations

Viewing and Understanding


– describe the specific characteristics thatdefine cultural identity (e.g., types ofhousing, language);

– identify characteristics of art forms (e.g.,totem poles, storytelling, songs) fromvarious Aboriginal groups in Canada;

– describe gender roles in the creation andmaintenance of traditions, values, andbeliefs in traditional and contemporaryAboriginal art forms;

– explain how the traditional art forms ofparticular Aboriginal communities wereproduced;

– explain the creation of Aboriginal artforms as a way of maintaining the values,traditions, and beliefs of particularcommunities;

– identify symbols found in the traditionaland contemporary art forms of specificAboriginal groups;

– explain how symbols represent specificAboriginal cultures;

– explain the importance of an art form to a cultural group.

Creating and Practising


– identify the strategies and processes usedto create traditional Aboriginal art forms;

– produce sketches of symbols and imagesused in traditional art forms;

– demonstrate understanding of the skills usedto create traditional Aboriginal art forms;

– identify appropriate resources, themes,strategies, and processes for creating tradi-tional Aboriginal art forms;

– produce art forms that demonstrateunderstanding of the art form characteris-tics of a specific Aboriginal culture.

Applying Knowledge


– explain how Aboriginal art forms differacross Canada;

– identify various reasons for the creation ofAboriginal art (e.g., functional, moral/spiritual, social/political, decorative/aesthetic);

– interpret the meaning of Aboriginal artforms in the context of tradition, contem-porary art, and today’s society;

– describe the contributions of Aboriginalartisans to Canadian society (e.g.,TomsonHighway – theatre; Graham Greene –acting; Pauline Johnson – poetry; RobbieRobertson – music; various Inuit sculptors);

– describe how contemporary Aboriginalart forms relate to traditional Aboriginalart forms.

Identity

9E X P R E S S I N G A B O R I G I N A L C U L T U R E S , G R A D E 9 , O P E N ( N A C 1 O )



• demonstrate understanding of the relationships among Aboriginal peoples, their environ-ments, and art forms;

• identify how specific Aboriginal art forms reflect aspects of the society that produced them;

• produce art forms that demonstrate Aboriginal relationships.




– describe aspects of traditional and contem-porary Aboriginal relationships, includingthe relationships of Aboriginal peoplesamong themselves, to their communitiesand nations, to Canada, and to the naturalenvironment;

– describe how their art forms demonstratethe relationships of Aboriginal peoples tothemselves, their families, their communi-ties (including gender roles), their nations,Canada, and the natural environment;

– explain how natural environments affectthe development of Aboriginal art forms(e.g., Inuit soapstone carving);

– describe the role of art forms in relation tothe environment in specific Aboriginalcultures.



– identify materials (e.g., tobacco, sage, deerhide) that demonstrate specific relation-ships among Aboriginal peoples and theirenvironments, including people;

– use appropriate natural materials to repro-duce art forms that convey some aspect ofAboriginal peoples’ beliefs or valuesrelated to good relationships;

– produce art forms, using multimediaapproaches, to illustrate various relation-ships to the natural environment.

Applying Knowledge


– compare relationships in the Aboriginalart forms of various Aboriginal cultures;

– explain what Aboriginal artists or artisansmight have been trying to express throughtheir work;

– demonstrate understanding of the mean-ing of art forms in specific Aboriginal cul-tures (e.g., a case study of a visual artist orthe meaning of West Coast symbols);

– explain how traditional forms of expres-sion influence modern designs inAboriginal art forms;

– compare the importance of Aboriginal artforms to different Aboriginal groups;

– describe how the relationships betweenvarious Aboriginal art forms reflect partic-ular regions and different cultural groups.

Relationships




• explain how art forms can be an expression of sovereignty;

• identify different interpretations of sovereignty exemplified in various art forms;

• demonstrate how Aboriginal art affirms Aboriginal cultures.




– describe how art forms represent customs,world views, traditions, beliefs, andsovereignty;

– identify, in Aboriginal art forms, the chang-ing roles of women, from child to youth toadult or elder;

– explain how Aboriginal art forms commu-nicate the philosophy and political and cul-tural values of Aboriginal peoples;

– describe qualities in Aboriginal art formsthat exemplify self-reliance;

– identify Aboriginal art forms that promotesovereignty;

– identify the characteristics of sovereignty;

– identify Aboriginal multimedia art formsthat have sovereignty as their theme;

– demonstrate understanding of the impor-tance of women in Aboriginal cultures.

Sovereignty



– demonstrate an appreciation of the diver-sity of Aboriginal art forms;

– produce art forms that have sovereignty astheir theme, using a combination of tradi-tional and new technologies.

Applying Knowledge


– describe how Aboriginal artists representsovereignty in their work;

– demonstrate understanding of the impor-tance of art forms as an expression of asovereign identity;

– explain how Aboriginal art forms can be a means of self-expression and collectiveidentity that re-establish sovereignrelationships.

11E X P R E S S I N G A B O R I G I N A L C U L T U R E S , G R A D E 9 , O P E N ( N A C 1 O )

Challenges



• demonstrate understanding of the impact of Aboriginal art forms on society;

• explain how art forms are a means for promoting dialogue and healing in Aboriginalcommunities;

• demonstrate understanding of issues related to the production of Aboriginal art forms;

• identify how new and evolving art forms reclaim, revive, and sustain Aboriginal cultures.




– demonstrate understanding of issues relatedto the production, ownership, and displayof Aboriginal art forms;

– explain how stereotypical messages areexpressed in art forms;

– describe how selected artists and theirworks represent their cultural groups;

– describe the skills and processes thatselected artists use to create their art forms;

– explain how art forms are expressions ofthe celebration of Aboriginal peoples.



– produce Aboriginal-style art forms thatreflect solutions to contemporary issues of Aboriginal peoples;

– create Aboriginal-style art forms thatpromote dialogue related to healing andaffirmation;

– produce Aboriginal-style art forms that usea multimedia approach to portray personalidentity.

Applying Knowledge


– describe how Canadian, international, andAboriginal art audiences react toAboriginal art forms;

– describe images that represent variousAboriginal cultures;

– describe how Aboriginal art forms promotecommunication within, and the growthof, selected Aboriginal communities;

– identify ways that contemporaryAboriginal art forms contribute to therenewal and healing of Aboriginalsocieties;

– describe how Aboriginal groupscontribute to global communities.

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Aboriginal Peoples in Canada, Grade 10, Open (NAC2O)

This course emphasizes historical and contemporary issues that affect the relationship betweenAboriginal peoples and Canadian governments. Students will examine legal, political, social,and economic issues; key aspects of the Indian Act and its revisions that have an impact on thedaily lives of Aboriginal persons; the different types of relationships that Aboriginal peoples haveestablished with other nations throughout history; and the methodology of historical inquiry.

13A B O R I G I N A L P E O P L E S I N C A N A D A , G R A D E 1 0 , O P E N ( N A C 2 O )

Identity



• describe the characteristics of nationhood;

• demonstrate understanding of the experiences of Aboriginal peoples in twentieth-centuryCanadian history;

• explain how Canadian government policies have affected Aboriginal identity in the twenti-eth century;

• identify current Aboriginal groups and leaders, and national, provincial, and local Aboriginalrole models (e.g., Phil Fontaine – Grand Chief of the Assembly of First Nations; Ms. OkalikEegeesiak – President, Inuit Tapirisat of Canada; Harry Daniels – Métis political leader;Katie Rich – Innu political leader);

• identify Aboriginal individuals who have contributed to the development of Canadian iden-tity since 1900.


Aboriginal World View


– compare the characteristics of differentAboriginal cultures in Canada;

– describe the basic values of modernAboriginal society and how these valuesinfluence the political, social, economic,and legal affairs of Aboriginal communitiesin Canada;

– explain the significance of symbols thatAboriginal peoples use (e.g., eagle feather,wampum belt, covenant chain, Métis sash,Inuit amulet pouch).

Aboriginal and Canadian Relations


– identify significant events and issues thathave had an impact on Aboriginal peoplesand their communities (e.g., the introduc-tion of European,Asian, and African dis-eases, such as tuberculosis and HIV; resi-dential schools; the relocation of Inuitcommunities in the high Arctic);

– describe the key aspects of the Indian Actand the impact that it has on the lives ofAboriginal peoples;

– identify Aboriginal individuals who havecontributed to the development ofCanadian identity (e.g., Chief Dan George,Buffy Ste. Marie, Susan Aglukark);

– identify social, economic, and politicalissues within Aboriginal communities inrelation to Canadian government policies.

Renewal and Reconciliation


– identify examples of the growing activismof Aboriginal groups in the twentiethcentury;

– identify issues currently affectingAboriginal peoples and the responses oflocal and national leadership to theseissues;

– explain why the recognition of Aboriginalidentity is an important component ofunderstanding Canada’s identity;

– assess the efforts of individuals from differ-ent Aboriginal communities to further theinterests of Aboriginal peoples.


Skills and Applications


– use correctly terms related to the discus-sion of Aboriginal identity (e.g., culture,assimilation, Indian Act, Métis, Inuit);

– identify sources of information on theefforts made by Aboriginal peoples todefine and express their identity withinCanada during the twentieth century;

– identify, chronologically or thematically,significant events involving Aboriginalpeoples in twentieth-century Canadianhistory;

– assess conflicting viewpoints about anAboriginal identity that is distinct withinCanada;

– describe the results of research on topicsrelated to Aboriginal identity.


Relationships



• describe different types of relationships that Aboriginal peoples have established withCanada;

• identify the factors responsible for the development of relationships among Aboriginalpeoples and between Aboriginal peoples and other groups, organizations, or nations;

• demonstrate understanding that different interpretations exist regarding relationshipsbetween Aboriginal peoples and the Crown.




– identify different points of view concern-ing a Canadian treaty negotiated betweenIndians and the government;

– demonstrate understanding of the differentconsiderations that define the social, eco-nomic, and political relationships thatdeveloped between Aboriginal peoples andCanadian society.



– demonstrate understanding of the continu-ity and change that characterized relation-ships formed between Aboriginal peoplesand Canadian society;

– describe how Aboriginal communitiessupported the Canadian government’s warefforts during the two world wars andtheir motivation for lending this support;

– describe the sacrifices and achievements ofAboriginal people who served in theCanadian military during the two worldwars and the Korean War;

– describe the experiences of Aboriginalwar veterans on their return to Canada;

– describe the efforts of the Canadian gov-ernment to redefine its relationship withAboriginal peoples (e.g., Indian Act, 1951;Choosing a Path, 1968; Statement of theGovernment of Canada on Indian Policy,1969; Bill C-31, 1985; Royal Commissionon Aboriginal Peoples, 1997; Statement ofReconciliation, 1998).



– describe the impact of the ConstitutionAct of 1982 on Aboriginal and Canadianrelations (i.e., the entrenchment of Métis,Aboriginal, and Inuit rights);

– describe the different economic relation-ships that Aboriginal peoples in Canadahave cultivated with the public and privatesectors (e.g., ecotourism, co-managementof Crown lands, banking).




– use correctly terms related to the discus-sion of relationships involving Aboriginalpeoples (e.g., treaty, enfranchisement,alliance, reconciliation);

– identify sources of information on thedifferent types of relationships thatAboriginal peoples have cultivated withother groups during the twentiethcentury;

– identify, chronologically or thematically,significant relationships that existed andstill exist among Aboriginal organizationswithin Canada and between Aboriginalorganizations and other groups during thetwentieth century;

– evaluate historical sources that discussalliances or relationships involvingAboriginal peoples, assessing theircredibility and authenticity;

– explain relationships cultivated byAboriginal nations in Canada.


Sovereignty



• identify historic and contemporary events affecting the self-determination of Aboriginalpeoples;

• demonstrate understanding of the structures and decision-making processes of Aboriginalgovernments and levels of government in Canada;

• explain how sovereign governments make laws and exercise jurisdiction concerning theircitizens, lands, and resources;

• describe the basic values that underlie Aboriginal and Canadian political and legal systems.




– demonstrate understanding of the impor-tance of self-determination to the lives ofAboriginal peoples;

– describe the sources of authority fortraditional and contemporary Aboriginalgovernments.



– describe various ways of exercising auton-omy (e.g., defining territorial boundaries,defining the criteria for citizenship) usedby Aboriginal peoples and the governmentof Canada;

– demonstrate how Aboriginal peoplesdevelop forms of governance within com-munities (e.g., within the Sechelt commu-nity [Bill C-43, 1986], Nunavut territory,Six Nations).



– describe how Aboriginal peoples areachieving dignity and self-reliance;

– describe how different Aboriginal nationshave sought international support for issues relating to self-determination (e.g.,the Six Nations petition to the League of

Nations in 1923, the Grand Council of theCrees of Quebec representations at theUnited Nations in 1987);

– describe the recommendations of differentgovernment commissions and panels con-cerning Aboriginal governance in Canada(e.g., the Hawthorn Report, 1966-67;Indian Affairs Policy Statement on Claims,1973; the Berger Inquiry, 1977; Canada –Strengthening of Indian Band Governmentin Canada, 1982; Report of the SpecialParliamentary Committee on Indian Self-Government [“the Penner Report”],1983; the Royal Commission onAboriginal Peoples, Final Report, 1997).



– use correctly terms related to the discussionof Aboriginal sovereignty (e.g., sovereignty,self-determination, jurisdiction);

– describe, chronologically or thematically,events in which Aboriginal peoples haveattempted to exercise their sovereignty;

– assess different points of view concerningthe existence of Aboriginal sovereigntywithin the Canadian nation;

– explain issues relating to Aboriginalsovereignty.




• describe the challenges that social, economic, and political renewal pose for Aboriginal and other communities throughout Canada;

• describe the impact of twentieth-century innovations in technology on Aboriginalcommunities;

• describe the many aspects of Aboriginal identity;

• describe how Aboriginal peoples have adapted to change.




– explain various ethical issues related to thepast and current use of technology withrespect to Aboriginal communities;

– describe how traditional Aboriginal valuesare maintained in the twentieth century;

– identify ways in which Aboriginal leaders,healers, and elders have responded tochange.



– identify contemporary challenges thatAboriginal women face within Aboriginaland Canadian society;

– describe the impact that technologicaldevelopments have had on Aboriginalsociety during the latter half of the twenti-eth century.



– assess the steps that Aboriginal and othercommunities would have to go through to achieve greater collaboration andunderstanding;

– demonstrate understanding of the specificchallenges that urban-based Aboriginalcommunities face;

– assess conflicting viewpoints concerningthe future of Aboriginal peoples inCanada.



– use correctly terms related to the discus-sion of challenges that Aboriginal peoplesface within Canada (e.g., urbanization,marginalization);

– identify sources of information on thechanges that Aboriginal society has expe-rienced during the twentieth century;

– identify trends, their causes, and theirimplications by examining demographicdata on Aboriginal peoples in Canada;

– analyse the impact of demographic changeon Aboriginal communities (e.g., urban-ization, the birth rate);

– explain how Aboriginal nations haveattempted to adapt to changingcircumstances.

Challenges


Methods of Historical Inquiry



• research and explain historical topics and issues related to Aboriginal peoples;

• research and describe relevant information about Native studies using a variety of sources ofinformation;

• demonstrate understanding of how to analyse and evaluate information when conductingresearch on a historical topic or issue;

• demonstrate the ability to apply insights gained in Native studies to other situations andcommunicate the results of research in oral and written presentations.


Investigating Historical Topics and Issues


– use correctly terms related to historicalorganization and inquiry (e.g., chronology,cause and effect, short- and long-termconsequences, interpretation);

– use who, what, where, when, why, andhow questions to describe and analyse his-torical topics and issues;

– formulate and use thesis statements appro-priately to conduct research on historicaltopics or issues.

Carrying Out Research, and Organizing and

Recording Information


– identify information about Native studies,using the school library–resource centre,community and government resources,computer databases, computer-storedinformation, and the Internet;

– record and organize information usingnotes, lists, concept webs, time lines, orga-nizers, charts, maps, graphs, and mind maps;

– use computer-based systems to organizeinformation for research, report prepara-tion, and presentation;

– use correctly notation methods (e.g., foot-notes, endnotes, parenthetical explanations)and proper formatting to acknowledgesources of information in reports and essays.

Analysing and Evaluating Information


– identify different viewpoints and biaswhen preparing reports or participating indiscussions;

– distinguish between primary and sec-ondary sources of information and useboth appropriately in historical research;

– distinguish between fact and inference inprimary and secondary sources (e.g., arte-facts, visuals, written documents);

– make conclusions that are based on ade-quate and relevant supporting evidence.

Communicating the Results of Research and

Applying Insights to Other Situations


– demonstrate the ability to make reasonedgeneralizations or appropriate predictionsbased on research;

– demonstrate competence in research andwriting (e.g., gathering information,building an argument, supporting theargument with evidence, writing, editing);

– demonstrate the ability to express ideasand arguments in a coherent, comprehen-sible manner during discussions anddebates or in reports and graphic displays;

– demonstrate understanding of historicalevents through simulations or role plays.

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Some Considerations for Program Planningin Native Studies

Teachers who are planning a program in Native studies must take into account considerationsin a number of important areas. Essential information that pertains to all disciplines is providedin the companion piece to this document, The Ontario Curriculum, Grades 9 and 10: ProgramPlanning and Assessment, 1999. The areas of concern to all teachers that are outlined thereinclude the following:

• types of secondary school courses

• education for exceptional students

• the role of technology in the curriculum

• English as a second language (ESL) and English literacy development (ELD)

• career education

• cooperative education and other workplace experiences

• health and safety

Considerations relating to the areas listed above that have particular relevance for programplanning in Native studies are noted here.

Education for Exceptional Students. The courses in Native studies provide teachers with thelatitude to make modifications to meet the needs of exceptional students as set out in theirIndividual Education Plan. Although each course stresses the acquisition of information andskills and the communication of ideas, the means for accomplishing these aims are varied,ranging from written stories to oral presentations to various art forms.

The Role of Technology in the Curriculum. Electronic links may be used in Native studiescourses to connect students located in isolated communities with others in more densely pop-ulated areas to enhance cross-cultural awareness and encourage dialogue. Access to informa-tion technology provides students with a resource base that they can use for research and tofind out about employment opportunities. Electronic links will assure students in distant com-munities equity of access to information and educational materials in their exploration ofNative studies.

English As a Second Language and English Literacy Development (ESL/ELD). Students tak-ing ESL/ELD and Native studies courses will learn about the long history of Native peoplesin Canada. All Native studies courses will provide opportunities for inquiry into and discus-sion of the culture of Native peoples in Canada and issues that concern them, including landclaims, treaties, and self-government. Students may also explore vocabulary derived fromNative languages.

21S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N N A T I V E S T U D I E S

Career Education. Native studies courses offered in Grades 9 and 10 will provide all studentswith opportunities to develop self-awareness, which is important when pursuing learning andcareer opportunities beyond the secondary school experience. Access to community leaders,career professionals, and elders will enable students in Native studies courses to further theirunderstanding of employment opportunities.

Cooperative Education and Other Workplace Experiences. Cooperative education, work expe-rience, and community service associated with Native studies will provide unique opportuni-ties for students to work with Aboriginal professionals, entrepreneurs, and spiritual leaders toenrich their personal, vocational, and cultural experiences.

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The Achievement Chart for Native Studies

The achievement chart that follows identifies four categories of knowledge and skills in Nativestudies – Knowledge/Understanding,Thinking/Inquiry, Communication, and Application.These categories encompass all the curriculum expectations in courses in the discipline. Foreach of the category statements in the left-hand column, the levels of student achievement aredescribed. (Detailed information on the achievement levels and on assessment, evaluation, andreporting policy is provided in The Ontario Curriculum, Grades 9 and 10: Program Planning andAssessment, 1999.)

The achievement chart is meant to guide teachers in:

– planning instruction and learning activities that will lead to the achievement of the cur-riculum expectations in a course;

– planning assessment strategies that will accurately assess students’ achievement of the cur-riculum expectations;

– selecting samples of student work that provide evidence of achievement at particular levels;

– providing descriptive feedback to students on their current achievement and suggestingstrategies for improvement;

– determining, towards the end of a course, the student’s most consistent level of achievementof the curriculum expectations as reflected in his or her course work;

– devising a method of final evaluation;

– assigning a final grade.

The achievement chart can guide students in:

– assessing their own learning;

– planning strategies for improvement, with the help of their teachers.

The achievement chart provides a standard province-wide method for teachers to use inassessing and evaluating their students’ achievement. Teachers will be provided with materialsthat will assist them in improving their assessment methods and strategies and, hence, theirassessment of student achievement. These materials will contain samples of student work(exemplars) that illustrate achievement at each of the levels (represented by associated percent-age grade ranges). Until these materials are provided, teachers may continue to follow theircurrent assessment and evaluation practices.

To ensure consistency in assessment and reporting across the province, the ministry will pro-vide samples of student work that reflect achievement based on the provincial standard, andother resources based on the achievement charts. As these resources become available, teacherswill begin to use the achievement charts in their assessment and evaluation practices.

23T H E A C H I E V E M E N T C H A R T F O R N A T I V E S T U D I E S

To support this process, the ministry will provide the following:

– a standard provincial report card, with an accompanying guide

– course profiles

– exemplars

– curriculum and assessment videos

– training materials

– an electronic curriculum planner

When planning courses and assessment, teachers should review the required curriculumexpectations and link them to the categories to which they relate. They should ensure that allthe expectations are accounted for in instruction, and that achievement of the expectations isassessed within the appropriate categories. The descriptions of the levels of achievement givenin the chart should be used to identify the level at which the student has achieved the expec-tations. Students should be given numerous and varied opportunities to demonstrate theirachievement of the expectations across the four categories. Teachers may find it useful to pro-vide students with examples of work at the different levels of achievement.

The descriptions of achievement at level 3 reflect the provincial standard for student achieve-ment. A complete picture of overall achievement at level 3 in a course in Native sutdies can beconstructed by reading from top to bottom in the column of the achievement chart headed“70–79% (level 3)”.


Categories

Knowledge/Understanding

– knowledge of facts

– understanding ofconcepts

– understanding of rela-tionships betweenconcepts

Thinking/Inquiry

– critical and creativethinking skills

– inquiry skills (e.g.,formulating questions;planning; selectingstrategies and resources;analysing and interpret-ing information; form-ing conclusions)

Communication

– communication ofinformation and ideas

– use of language, sym-bols, and visual images

– communication todifferent audiences andfor different purposes

– use of various formsof communication

50–59% (Level 1)

– demonstrates limitedknowledge of facts

– demonstrates limitedunderstanding of con-cepts

– demonstrates limitedunderstanding of rela-tionships betweenconcepts

– uses critical and cre-ative thinking skillswith limited effective-ness

– applies few of theskills involved in aninquiry process

– communicates relevantinformation and ideaswith limited clarity

– uses language, sym-bols, and visual imageswith limited accuracyand effectiveness

– communicates with alimited sense of audi-ence and purpose

– demonstrates limitedcommand of the various forms

60–69% (Level 2)

–demonstrates someknowledge of facts

–demonstrates someunderstanding of con-cepts

–demonstrates someunderstanding of rela-tionships betweenconcepts

–uses critical and cre-ative thinking skillswith moderate effec-tiveness

– applies some of theskills involved in aninquiry process

– communicates rele-vant information andideas with some clarity

– uses language, sym-bols, and visual imageswith some accuracyand effectiveness

– communicates withsome sense of audi-ence and purpose

– demonstrates moder-ate command of the various forms

70–79% (Level 3)

– demonstrates consid-erable knowledge offacts

– demonstrates consid-erable understandingof concepts

– demonstrates consid-erable understandingof relationshipsbetween concepts

–uses critical and cre-ative thinking skillswith considerableeffectiveness

– applies most of theskills involved in aninquiry process

– communicates rele-vant information andideas with clarity

– uses language, sym-bols, and visual imageswith considerable accu-racy and effectiveness

– communicates with aclear sense of audienceand purpose

– demonstrates consid-erable command ofthe various forms

80–100% (Level 4)

– demonstrates thor-ough knowledge offacts

– demonstrates thoroughand insightful under-standing of concepts

– demonstrates thor-ough and insightfulunderstanding ofrelationships betweenconcepts

– uses critical and cre-ative thinking skillswith a high degree ofeffectiveness

– applies all or almost allthe skills involved inan inquiry process

– communicates relevantinformation and ideaswith clarity and insight

– uses language, symbols,and visual images witha high degree of accu-racy and effectiveness

– communicates with astrong sense of audi-ence and purpose

– demonstrates extensive commandof the various forms

Achievement Chart – Grades 9 and 10, Native Studies

The student:

The student:

The student:


Application The student:

50–59% (Level 1)

60–69% (Level 2)

70–79% (Level 3)

80–100% (Level 4)

– application of ideasand skills in familiarcontexts

– applies ideas andskills in familiar con-texts with limitedeffectiveness

– applies ideas andskills in familiarcontexts with someeffectiveness

– applies ideas andskills in familiar con-texts with consider-able effectiveness

– applies ideas andskills in familiarcontexts with a highdegree of effectiveness

– transfer of concepts,skills, and proceduresto new contexts

– transfers concepts,skills, and proceduresto new contexts withlimited effectiveness

– transfers concepts,skills, and proceduresto new contexts withsome effectiveness

– transfers concepts,skills, and proceduresto new contexts withconsiderable effectiveness

– transfers concepts,skills, and proceduresto new contexts witha high degree ofeffectiveness

– application of proce-dures, equipment,and technology

– uses procedures,equipment, and tech-nology safely andcorrectly only withsupervision

– uses procedures,equipment, and tech-nology safely andcorrectly with somesupervision

– uses procedures,equipment, and tech-nology safely andcorrectly

– demonstrates andpromotes the correctand safe use of proce-dures, equipment,and technology

– making connections(e.g., between per-sonal experiences andNative studies,between Native stud-ies and other sub-jects, between thesubjects studied andthe world outside theschool)

– makes connectionswith limitedeffectiveness

– makes connectionswith moderateeffectiveness

– makes connectionswith considerableeffectiveness

– makes connectionswith a high degree ofeffectiveness

26

The following definitions of terms areintended to help teachers and parents/guardians use this document.

Aboriginal peoples. The indigenousinhabitants of Canada, including status andnon-status Indians, the Inuit, and the Métispeoples, without regard to their separate ori-gins and identities. This collective term isinterchangeable with Native peoples.

Aboriginal rights.The rights that Nativepeoples retain based on their original occu-pancy of the land.

Aboriginal world view. A balanced,harmonious, and orderly relationshipbetween people and the world. TheAboriginal peoples evolved distinctivelifestyles founded on this concept.

appropriation.When Aboriginal culturalmotifs, themes, images, and so on are madeuse of by non-Aboriginal peoples withoutauthority.

art form. Any created product (e.g., story,dance, song, sculpture, or visual artsrepresentation).

assimilate.To absorb one group into theculture of another.

band. A specific group of Aboriginal peopleofficially registered under the Indian Act andusually identified with specific reserve land.

Bill C-31. A bill that amended in 1985 cer-tain sections of the Indian Act, in particularthose related to status and band membershipprovisions.

community. A collection of people whoare united by kinship, tradition, language,culture, or circumstance. Communities tradi-tionally provide a sense of individual andcollective identity.

First Nation. A term used in place ofIndian band.

indigenous peoples. Populations who arethe original inhabitants of a particular regionor environment.

Inuit. A people also known as Inuvialuit, andpreviously known as Eskimo.

Métis. People of mixed Aboriginal andEuropean ancestry.

reserve. A tract of land set aside by agree-ment or treaty for the exclusive use of anIndian band, currently referred to as a FirstNation community.

residential schools.The Indian Act stipu-lates that the federal government is responsi-ble for the education of status Indian chil-dren from the ages of six to eighteen. Theact authorizes the Minister of Indian andNorthern Affairs to enter into agreementsregarding the education of status Indian chil-dren with the government of a province, apublic or separate school board, or a religiousor charitable organization. Residential schoolscontrolled by the churches comprised thebasis of Native education for over a hundredyears. Residential schools began to be closedin 1969; the last one closed in 1988.

self-government. The right to govern,including the right to administer taxes, passlaws, manage land and natural resources,negotiate with other governments, and, insome instances, take responsibility for educa-tion, health, safety, and welfare services for agiven community.

sovereignty. Freedom from outside control(in the case of a nation, freedom to governitself).

treaties. Agreements in which Indians gaveup their rights to land in exchange for certainpromises made by the federal government.

Explanatory Notes

27

The Ministry of Education and Training wishes toacknowledge the contribution of the many indi-viduals, groups, and organizations that participatedin the development and refinement of this curriculum policy document.

ISBN 0-7778-8341-4

98-101

© Queen’s Printer for Ontario, 1999

Printed on recycled paper

Ministry of Education

The Ontario CurriculumGrades 11 and 12

Native Studies

2 0 0 0

Contents

Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario, 11e et 12e année – Études autochtones, 2000.

This publication is available on the Ministry of Education’swebsite at http://www.edu.gov.on.ca.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Place of Native Studies in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Program in Native Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CoursesEnglish: Contemporary Aboriginal Voices, Grade 11, University Preparation (NBE3U) . . 9

Current Aboriginal Issues in Canada, Grade 11, University/College Preparation (NDA3M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Aboriginal Beliefs,Values,and Aspirations in Contemporary Society, Grade 11, College Preparation (NBV3C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

English: Contemporary Aboriginal Voices, Grade 11, College Preparation (NBE3C) . . . 37

Aboriginal Beliefs,Values,and Aspirations in Contemporary Society, Grade 11,Workplace Preparation (NBV3E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

English: Contemporary Aboriginal Voices, Grade 11,Workplace Preparation (NBE3E) . . 56

Aboriginal Governance: Emerging Directions, Grade 12, University/College Preparation (NDG4M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Issues of Indigenous Peoples in a Global Context, Grade 12, University/College Preparation (NDW4M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Some Considerations for Program Planning in Native Studies . . . . . . . . . . . . . . . . . . 80

The Achievement Chart for Native Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

3

Introduction

The Ontario Curriculum, Grades 11 and 12: Native Studies, 2000 will be implemented inOntario secondary schools starting in September 2001 for students in Grade 11 and inSeptember 2002 for students in Grade 12. This document replaces People of Native Ancestry,Senior Division, 1981.

This document is designed for use in conjunction with The Ontario Curriculum, Grades 9 to 12:Program Planning and Assessment, 2000, which contains information relevant to all disciplinesrepresented in the curriculum. The planning and assessment document is available both inprint and on the ministry’s website at http://www.edu.gov.on.ca.

The Place of Native Studies in the Curriculum

Native studies provides students in Ontario schools with a broad range of knowledge relatedto Aboriginal peoples to help them better understand Aboriginal issues of public interest dis-cussed at the local, regional, and national levels. Students will develop the skills necessary todiscuss issues and participate in public affairs. Through their involvement in Native studies,they will increase their awareness and understanding of the history, cultures, world views, andcontributions of Aboriginal peoples in Canada. The program will also provide students withopportunities to enhance the problem-solving and critical-thinking skills that they will requirein postsecondary education, the world of work, and their roles as active citizens.

By its very nature, Native studies is integrative. For example, when students examine the termsof a treaty negotiated by an Aboriginal nation with the Crown, they are combining bothNative studies and history. When they use the works of Aboriginal writers to study the themeof renewal, they are combining Native studies and English. Similarly, when they use multimediaresources to create art forms about contemporary Aboriginal issues, they are combining Nativestudies with art.

Subject matter from any course in Native studies can be combined with subject matter fromone or more courses in other disciplines to create an interdisciplinary course. The policies andprocedures regarding the development of interdisciplinary courses are outlined in the interdis-ciplinary studies curriculum policy document.

In Native studies courses in Grades 9 and 10, students examine the cultures and post-1900 his-tory of Aboriginal peoples in Canada.These courses lay the foundation for the Native studiescourses in Grades 11 and 12.The courses outlined in this document provide broader and deeperexplorations of twentieth-century issues concerning Aboriginal peoples and Canadian society.

The diversity of cultural, linguistic, racial, and religious groups is a valuable characteristic ofCanadian society, and schools can help prepare all students to live harmoniously in a multi-cultural society in the interdependent world of the twenty-first century.

Canada is the land of origin for Aboriginal peoples, and the history of Canada begins withthem. As the first people of Canada, Aboriginal peoples are unique in Canada’s mosaic. Thus,exploration of the development and contributions of Aboriginal societies is central to anunderstanding of the social fabric of this country.

4

Overview

The program in Native studies comprises courses offered in Grades 9 to 12. Two Native studiescourses are offered in Grades 9 and 10. The curriculum expectations for these courses are pro-vided in The Ontario Curriculum, Grades 9 and 10: Native Studies, 1999. The Grade 9 course,Expressing Aboriginal Cultures, provides an overview of the various art forms used byAboriginal peoples to communicate information about Aboriginal cultures. The Grade 10course, Aboriginal Peoples in Canada, highlights twentieth-century history and contemporaryissues from an Aboriginal perspective.

Eight Native studies courses are offered in Grades 11 and 12 – six in Grade 11 and two inGrade 12. This document contains the curriculum expectations for these courses. In theGrade 11 courses, students focus on how various Aboriginal peoples define themselves andtheir communities, and on their visions of the future. In the Grade 12 courses, studentsexamine political, social, economic, and cultural issues relevant to Aboriginal peoples both in Canada and in the rest of the world.

As outlined in The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000,the new curriculum for secondary school is organized into several types of courses. (See thedocument mentioned for a description of the different types of secondary school courses.)However, not all types of courses are available in every discipline. In the Native studies programin Grades 11 and 12, four types of courses are offered: university preparation, university/collegepreparation, college preparation, and workplace preparation.

Courses in Native Studies, Grades 11 and 12

CourseGrade Course Name Course Type Code Prerequisite

11 English: Contemporary University NBE3U Grade 10 English, AcademicAboriginal Voices

11 Current Aboriginal Issues University/ NDA3M Grade 10 Aboriginal Peoples in Canada,in Canada College Open, or Grade 10 Canadian History in

the Twentieth Century, Academic orApplied

11 Aboriginal Beliefs, Values, College NBV3C Grade 10 Aboriginal Peoples in Canada, and Aspirations in Open, or Grade 10 Canadian History inContemporary Society the Twentieth Century, Academic or

Applied

11 English: Contemporary College NBE3C Grade 10 English, Academic or AppliedAboriginal Voices

11 Aboriginal Beliefs, Values, Workplace NBV3E Grade 10 Aboriginal Peoples in Canada,and Aspirations in Open, or Grade 10 Canadian History inContemporary Society the Twentieth Century, Academic or

Applied

The Program in Native Studies

5T H E P R O G R A M I N N A T I V E S T U D I E S

CourseGrade Course Name Course Type Code Prerequisite

11 English: Contemporary Workplace NBE3E Grade 10 English, Academic or AppliedAboriginal Voices

12 Aboriginal Governance: University/ NDG4M Any Grade 11 university, university/ Emerging Directions College college, or college preparation course in

Native studies

12 Issues of Indigenous University/ NDW4M Any Grade 11 university, university/Peoples in a College college, or college preparation course inGlobal Context Native studies

Note: Each of the courses listed above is worth one credit.

Prerequisite Chart for Native Studies

This chart maps out all the courses in the discipline and shows the links between courses and the possible prerequisites for them.

It does not attempt to depict all possible movements from course to course.

Expressing

Aboriginal Cultures

Grade 9, Open

English

Grade 10, Academic

English

Grade 10, Applied

Aboriginal Peoples

in Canada

Grade 10, Open

Canadian History in the

Twentieth Century

Grade 10, Academic or Applied

English: Contemporary

Aboriginal Voices

Grade 11, University


Aboriginal Voices

Grade 11, College


Aboriginal Voices

Grade 11, Workplace

Aboriginal Beliefs, Values, and

Aspirations in Contemporary

Society

Grade 11, Workplace

Aboriginal Beliefs, Values, and

Aspirations in Contemporary

Society

Grade 11, College

Current Aboriginal Issues

in Canada

Grade 11, University/College

Aboriginal Governance:

Emerging Directions


Issues of Indigenous Peoples

in a Global Context


Note: Students who take the Grade 11 course English: Contemporary Aboriginal Voices (university, college, or workplace preparation)may use the credit earned for this course to meet the Grade 11 English compulsory credit requirement.

6 T H E O N T A R I O C U R R I C U L U M , G R A D E S 1 1 A N D 1 2 : N A T I V E S T U D I E S

A Note About Credits. Courses in Grades 11 and 12 are designed to be offered as full-creditcourses. However, half-credit courses may be developed for specialized programs, such asschool-work transition and apprenticeship programs, as long as the original course is not des-ignated as a requirement for entry into a university program. Individual universities will iden-tify the courses that are prerequisites for admission to specific programs. Such courses must beoffered as full-credit courses, to ensure that students meet admission requirements.

In Grades 9-12, half-credit courses, which require a minimum of fifty-five hours of scheduledinstructional time, must adhere to the following conditions:

• The two half-credit courses created from a full course must together contain all of theexpectations of the full course, drawn from all of the strands of that course and divided in amanner that best enables students to achieve the required knowledge and skills in the allot-ted time.

• A course that is a prerequisite for another course in the secondary curriculum may beoffered as two half-credit courses, but students must successfully complete both parts of thecourse to fulfil the prerequisite. (Students are not required to complete both parts unless thecourse is a prerequisite for another course that they wish to take.)

• The title of each half-credit course must include the designation Part 1 or Part 2. A half-credit (0.5) will be recorded in the credit-value column of both the report card and theOntario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described above, andwill report all half-credit courses to the ministry annually in the School September Report.

Teaching Approaches

It is important that students have opportunities to learn in a variety of ways: individually andcooperatively; independently and with teacher direction; through hands-on activities; andthrough the study of examples followed by practice. There is no single correct way to teachor to learn. The nature of the Native studies curriculum calls for a variety of strategies forlearning. The strategies should vary according to the curriculum expectations and the needsof the students.

Given the cultural topics and contemporary issues explored in the Native studies curriculum,teachers will find it necessary to reach beyond the usual sources in preparation for instruction.Important resources include First Nation community-based resources, Aboriginal elders, andelectronic media.

Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students areexpected to develop and demonstrate in their class work, on tests, and in various other activi-ties on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.The overall expectations describe in general terms the knowledge and skills that students areexpected to demonstrate by the end of each course.The specific expectations describe the expectedknowledge and skills in greater detail. The specific expectations are organized under subhead-ings that reflect particular aspects of the required knowledge and skills and that may serve as a

7T H E P R O G R A M I N N A T I V E S T U D I E S

guide for teachers as they plan learning activities for their students.The organization of expec-tations in strands and subgroupings is not meant to imply that the expectations in any onestrand or group are achieved independently of the expectations in the other strands or groups.

Many of the expectations are accompanied by examples, given in parentheses. These examplesare meant to illustrate the kind of skill, the specific area of learning, the depth of learning,and/or the level of complexity that the expectation entails. They are intended as a guide forteachers rather than as an exhaustive or mandatory list.

Strands

The expectations in the Native studies courses are grouped in four distinct but related strands:

Identity. Identity is a concept created in response to the question Who am I? The investigationof identity is a personal journey of discovery and realization, which is part of the maturationprocess of all students during the adolescent years. Historical events, such as the Indian Act,have made the issue of identity a particular concern to Aboriginal peoples and all Canadians.

Relationships. This strand serves as a focus for exploring ties that Aboriginal peoples havedeveloped and maintained with the natural environment – the land and its life-sustainingresources. In addition, students will explore the personal connections that Aboriginal peopleshave made spiritually and culturally with their world.

Sovereignty. In the traditional governments of Aboriginal peoples, sovereignty is based on aspiritual understanding that the Creator gives human beings responsibility for governingthemselves and taking care of the natural environment. In current discussions about sover-eignty, Aboriginal peoples assert that this understanding is within themselves and that self-determination is basic to the needs of all human beings.

Challenges. Among the challenges faced by Aboriginal peoples today in defining their collec-tive place in Canadian life is the need to reclaim, reassert, and further develop the distinctidentities, relationships, and sovereignty that Aboriginal peoples have always held.

In most of the courses, the strands are further divided into three thematic sections: AboriginalWorld View, Aboriginal and Canadian Relations, and Renewal and Reconciliation. A properunderstanding of the contemporary situation of Aboriginal peoples in Canada requires someunderstanding of the diversity of the Aboriginal population; the Aboriginal world view, whichis manifested in distinctive lifestyles; the history of relations between Aboriginal peoples andthe rest of Canada; and the collaborative efforts of Aboriginal peoples and Canadian society toredefine their relationships.


Strands in “English: Contemporary Aboriginal Voices”In the courses entitled “English: Contemporary Aboriginal Voices”, the four strands describedabove are divided into the following three sections: Aboriginal Voices in Literature; Language;and Aboriginal Voices in Media Works. In addition to the four strands outlined above, theEnglish courses in the Native studies curriculum include a fifth strand,Writing, which isdescribed below.

Writing. A central goal of the Writing strand is to promote students’ growth as confidentwriters and researchers who can communicate competently using a range of forms and stylesto suit specific purposes and audiences and correctly applying the conventions of language –grammar, usage, spelling, and punctuation. These conventions are best learned in the contextof meaningful and creative writing activities that allow students to develop the ability to thinkand write clearly and effectively. When planning writing activities, teachers must include theforms designated for intensive study in the curriculum expectations, as well as an appropriatebalance of other forms of writing. Because postsecondary institutions and employers requireclear, well-organized writing, on demand and within strict timelines, students also need tolearn and practise strategies for writing effectively and correctly in the context of examina-tions and in-class writing assignments.

The strand is divided into the following sections: Generating Ideas and GatheringInformation; Choosing the Form to Suit the Purpose and Audience; Organizing Ideas andInformation in Written Work; Revising Drafts; and Editing, Proofreading, and Publishing.

9

English: Contemporary Aboriginal Voices, (NBE3U)Grade 11, University Preparation

This course emphasizes the development of literacy, critical thinking, and communication skillsthrough the study of works in English by Aboriginal writers. Through the analysis of literarytexts and media works, students will develop an appreciation of the wealth and complexity ofAboriginal writing. Students will also conduct research and analyse the information gathered;write persuasive and literary essays; and analyse the relationship between media forms andaudiences. An important focus will be the further development of students’ understanding ofEnglish-language usage and conventions.

Prerequisite: English, Grade 10, Academic


Identity



• describe the concepts related to identity in Aboriginal literary works;

• analyse and assess information, ideas, issues, and language as they pertain to Aboriginal identityin a variety of informational writings and Aboriginal literary works;

• demonstrate an understanding of how the different forms and styles used in Aboriginal literaryworks reflect Aboriginal identity;

• analyse images in media works related to Aboriginal identity.


Aboriginal Voices in Literature


– identify the perceptions of Aboriginalidentity expressed by a variety ofAboriginal writers (e.g., Chief DanGeorge, Maria Campbell, Daniel DavidMoses, Rita Joe);

– assess Aboriginal writers’ (e.g., JordanWheeler, Lenore Keeshig-Tobias, ConnieFife) depictions of aspects of Aboriginalidentity that have resulted from interactionswith Canadian society;

– explain social and historical values andperspectives on Aboriginal identity, basedon examples from Aboriginal literature;

– compare Aboriginal writers’ (e.g., BeatriceCulleton-Moisoner, Richard Wagamese,Ruby Slipperjack) expressions of identity.

Language


– analyse how Aboriginal writers revealidentity through their use of language;

– demonstrate an understanding of the useof certain oral traditions as themes in theworks of various Aboriginal writers (e.g.,the character known as Trickster appears indifferent guises in the traditions of variousnations across Canada – Nanabush,Wasakychak, Kluscap);

– explain how literature provides tellinginsights into the character and ways of apeople (e.g., the creation stories from sev-eral Aboriginal communities, such as theSky Woman story in Iroquoian traditionand Raven’s story from the West Coast).

Aboriginal Voices in Media Works


– describe aspects of Aboriginal identity thatreflect Aboriginal world views as found inthe media works (e.g., music by RobbieRobertson for the TBS documentary“The Native Americans”) of Aboriginalcreators (e.g., Susan Aglukark, RobbieRobertson, Gary Farmer, AlanisObomsawin);

– compare the images of Aboriginal identityportrayed in media works by bothAboriginal and non-Aboriginal creators;

– analyse the changing quality of life ofAboriginal communities (e.g., Alkali Lake,Davis Inlet), as depicted in media works.

11E N G L I S H : C O N T E M P O R A R Y A B O R I G I N A L V O I C E S , G R A D E 1 1 , U N I V E R S I T Y P R E P A R A T I O N ( N B E 3 U )

Relationships



• demonstrate an understanding of the relationships depicted in fiction, drama, poetry, andnon-fiction by Aboriginal writers (with an emphasis on novels and poetry);

• demonstrate an understanding of the ways in which Aboriginal writers depict relationshipsto promote a vision of Aboriginal communities;

• demonstrate an understanding of form, purpose, audience, and production techniques bydesigning or creating media works, independently and collaboratively, based on the ideas,themes, and issues related to relationships examined in this course;

• compare, through analysis, relationships presented in media works by Aboriginal creators.




– demonstrate an understanding of relation-ships (e.g., within the family or commu-nity; within the plant, animal, or spiritworld) portrayed in the works ofAboriginal writers;

– analyse changes that take place inAboriginal relationships through inter-action with Canadian society, as portrayedin the works of Aboriginal writers (e.g.,Ruby Slipperjack, Beatrice Culleton-Moisoner, Daniel David Moses);

– compare their own ideas, values, and per-spectives with those expressed or impliedin a text by an Aboriginal writer (e.g., byanalysing the thoughts and responses of afictional character in a crisis and compar-ing these with their own probable reac-tions; by debating two different interpreta-tions of a literary work using specificreferences to the text to support theirarguments).

Language


– demonstrate an understanding of howAboriginal writers (e.g., RichardWagamese,Tomson Highway, RubySlipperjack, Jeannette Armstrong) describecultural and spiritual relationships in theirwork;

– demonstrate an understanding of relation-ships examined in this course throughclassroom discussions and more formalactivities (e.g., panel discussions, speeches,group presentations) that focus on rela-tionships.



– identify and assess forms of oral presenta-tion (e.g., storytelling, poetry, music,CD-ROMs, video performances) thatdevelop, maintain, and affirm Aboriginalrelationships;

– analyse images of relationships reflectingan Aboriginal world view in the works ofAboriginal creators (e.g., Dan Prouty,Robbie Robertson, Buffy Sainte-Marie);


– analyse and compare media works byAboriginal creators that critique Aboriginalrelationships with Canadian society (e.g., National Film Board productions);

– compare the ways in which differentAboriginal communities work to restorerelationships and values, as depicted inmedia works by Aboriginal creators (e.g.,the Hunters and Bombers in the CircleUnbroken video series);

– compare various media perspectives on acurrent event involving an Aboriginalcommunity.


Sovereignty



• demonstrate an understanding of Aboriginal sovereignty issues, as expressed in Aboriginalliterary works;

• demonstrate an understanding of the language used in Aboriginal works in connection withsovereignty issues;

• analyse themes related to sovereignty, as portrayed in media works by Aboriginal creators.




– identify different definitions of sovereignty(e.g., personal sovereignty, spiritual sover-eignty, collective sovereignty, political sov-ereignty), as expressed in the works ofAboriginal writers;

– assess the impact of Aboriginal sovereigntyon Canadian society, as portrayed in theworks of Aboriginal writers (e.g., ConnieFife,Taiaiake Alfred);

– identify the role and importance of sovereignty in contemporary Aboriginalcommunities, as portrayed by Aboriginalwriters (e.g., Brian Maracle, LenoreKeeshig-Tobias,Tomson Highway);

– analyse how Aboriginal writing (e.g., thewriting of Anthony Thrasher, BasilJohnston, and Jeannette Armstrong) reflectspersonal sovereignty as well as encroach-ments on personal freedoms;

– describe the responses of Aboriginal writ-ers (e.g., Maria Campbell, Drew HaydenTaylor, Lee Maracle, Emma Larocque) tothe barriers to Aboriginal sovereigntyerected by Canadian society.

Language


– demonstrate an understanding of a varietyof forms of Aboriginal expression (e.g.,stories, speeches, Dene and Assembly ofFirst Nations declarations) that have beenused to affirm sovereignty;

– describe how Aboriginal writers userhetorical and literary devices (e.g., pun,caricature, cliché, hyperbole, humour) toenhance the meaning of texts and todeepen understandings of sovereignty.



– identify images of sovereignty portrayedthrough Aboriginal role models in mediaworks;

– describe images associated with sover-eignty issues in Aboriginal media works;

– demonstrate an understanding of anAboriginal community’s efforts to achievesovereignty, as represented in media worksby Aboriginal creators.


Challenges



• demonstrate an understanding of the barriers facing Aboriginal peoples in education andemployment, as presented in the works of Aboriginal writers;

• assess the challenge of maintaining cultural identity that faces Aboriginal peoples, as represented in Aboriginal literature;

• analyse and assess how stereotyping is depicted in works by Aboriginal creators;

• identify and assess solutions to challenges suggested in media works by Aboriginal creators;

• demonstrate an understanding of Aboriginal writers’ descriptions of the challenges faced byAboriginal peoples.




– identify challenges faced by Aboriginalpeoples (e.g., challenges related to identity,urbanization, the need for improved edu-cational and employment opportunities,the loss of extended family), as presentedin the works of Aboriginal writers;

– analyse Aboriginal writers’ depictions ofchallenges faced by Aboriginal peoples thathave resulted directly from societal influ-ences (e.g., racism, ethnocentricity, mar-ginalization);

– analyse efforts made by Aboriginal peoplesto respond to challenges, as portrayed inthe works of Aboriginal writers (e.g.,Richard Wagamese, Jordan Wheeler, BethCuthand);

– assess how Aboriginal writers (e.g.,Thomas King,Tomson Highway, BasilJohnston, Jeannette Armstrong) haveadapted traditional story forms to modernprose when describing challenges faced byAboriginal peoples.

Language


– demonstrate an understanding of howAboriginal writers use literary devices(e.g., foreshadowing, humour) to showhow Aboriginal peoples are adapting tochallenges;

– describe challenges to the maintenance ofAboriginal oral language traditions (e.g.,preserving elders’ and grandparents’ stories);

– recognize, describe, and use correctly inoral and written language the languagestructures of standard Canadian Englishand its conventions of grammar, usage,spelling, and punctuation, as prescribed forthis course, when describing challengesidentified in this course.



– demonstrate an understanding of the posi-tive nature of media works (e.g., by assess-ing how form, style, and language are usedin newspapers, magazine articles, andvideo productions) in depicting challengesfaced by Aboriginal communities;


– create media works (e.g., a radio docu-mentary on the social changes occurringwithin an Aboriginal community, a photoessay on a day in the life of a communityleader, a brochure on a local entrepreneur,a short video clip promoting an Aborig-inal activity) that demonstrate an under-standing of the issues associated with challenges faced by Aboriginal peoples;

– demonstrate an understanding of some ofthe solutions to challenges to sovereignty(e.g., the dispute at Oka, the social condi-tions at Alkali Lake, the Nisga’a Treaty)that have been presented in media works.


Writing



• use a variety of print and electronic primary and secondary sources to gather and assessinformation and develop ideas for writing;

• select and use appropriate writing forms for intended purposes and audiences, focusing onessays, narratives, or poems;

• use a variety of organizational structures and patterns to produce coherent and effectivewritten work;

• revise their written work, independently and collaboratively, focusing on accuracy ofinformation, clear expression, and consistent use of voice;

• edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, andpunctuation conventions of standard Canadian English, as prescribed for this course, withthe support of print and electronic resources when appropriate.


Generating Ideas and Gathering Information


– investigate potential topics by formulatingquestions, identifying information needsand purposes for writing, and developingresearch plans to gather information andideas from primary and secondary sources(e.g., consult a CD-ROM or on-line data-base to find information for an essay on atheme in a work studied; search libraryon-line catalogues to determine the avail-ability of an author’s works);

– organize and analyse information, ideas,and sources to suit specific forms and pur-poses for writing (e.g., group informationand ideas to determine their key conceptsand develop a thesis for an essay; create apattern of imagery for writing a Tricksterstory);

– formulate and refine a hypothesis, usinginformation and ideas from prior knowl-edge and research (e.g., develop a thesis foran analysis of a satirical novel; integrateinformation and ideas acquired from avariety of sources for a personal essay on atopic or issue);

– evaluate information and ideas to deter-mine whether they are reliable, current,sufficient, and relevant to the purpose andaudience.

Choosing the Form to Suit the Purpose

and Audience


– demonstrate an understanding of the usesand conventions of a variety of forms bywriting persuasive and literary essays,reviews, short narratives or poems, andsummaries (e.g., a personal essay on a cur-rent issue, an academic essay analysing thethemes or imagery of literature studied, afilm review for the school newspaper);

– select and use an appropriate form ofwriting to produce written work for anintended audience and purpose (e.g., apoem about being Aboriginal for a readerin another country, a report for an acade-mic audience on the historical context ofa literary work studied);

– analyse the characteristics of literary andinformational texts as models of writingfor specific purposes and audiences;


– select and use a level of language and avoice appropriate to the specific purposeand intended audience for a piece of writ-ing (e.g., use colloquialisms to establish anauthentic voice for a character in a shortnarrative; use an appropriate voice in anacademic essay on a work of literature).

Organizing Ideas and Information

in Written Work


– apply knowledge of essay structure toorganize short essays or critiques, using (a) an introduction that engages thereader’s interest, introduces the thesis orcontrolling idea, and previews the organi-zation or content of the essay; (b) a bodythat develops ideas logically and coher-ently and incorporates well-chosen,relevant evidence to support each idea;(c) a conclusion that follows logically fromthe thesis and ideas developed in the body,summarizes the key points and organiza-tion in the body, and makes a thoughtfulgeneralization related to the controllingidea;

– select and use appropriate organizationaldevices and patterns to structure short sto-ries, poems, and multimedia presentations(e.g., use flashbacks to present backgroundinformation in a short story; use extendedmetaphor in a poem; use a storyboard toestablish sequence in a scene from a liter-ary work studied in the course);

– use organizational patterns such as classifi-cation, definition, and illustration to pre-sent information and ideas in essays,reviews, and summaries.

Revising Drafts


– revise drafts to strengthen content andimprove organization by refining the con-trolling idea; making connections amongideas; integrating details; and reorderinginformation, ideas, and images (e.g., com-bine several ideas from an early draft toform a controlling idea for an essay;change the order of images in a poem toenhance the emotional impact);

– revise drafts to improve clarity of expres-sion (e.g., find specialized or academicvocabulary in reference resource materialsto replace vague or inaccurately usedwords; review the use of active and passiveverb voice in formal writing; examinewriting for use of inclusive and anti-discriminatory language);

– revise drafts to refine voice in writtenwork (e.g., highlight pronouns to checkfor consistent use of person in an acade-mic essay; read a passage aloud to listen fora distinctive voice; change the directspeech of characters in a short story toreflect their different personalities);

– revise drafts to incorporate researchedinformation, ideas, and quotations accu-rately, ethically, and consistently (e.g.,incorporate researched information byusing parenthetical referencing accordingto acceptable research methodology; useappropriate words and phrases to intro-duce borrowed information and ideas;create charts, graphs, or diagrams to incor-porate information from research).


Editing, Proofreading, and Publishing


– cite researched information, ideas, andquotations according to acceptableresearch methodology (e.g., cite sourcesusing a recognized style such as that of theModern Language Association [MLA] orthe American Psychological Association[APA]; use parenthetical referencing;create bibliographies);

– produce, format, and publish writtenwork, using appropriate technology, toshare writing with intended audiences(e.g., adapt an electronic template for thetitle page of an academic essay; use com-puter applications to format a short storyfor a literary magazine, selecting appropri-ate typefaces, type styles, and graphics);

– compare their current writing skills withthose required in a variety of universityprograms and occupations and makeaction plans to address identified needs(e.g., review samples of their own writingto identify strengths and weaknesses);

– edit and proofread their own and others’writing, identifying and correcting errorsaccording to the requirements for gram-mar, usage, spelling, and punctuation listedbelow.

Grammar and UsageStudents will:– use parts of speech correctly and in a

consistent manner in writing;– communicate complex ideas using a

variety of sentence structures;– use reflexive pronouns correctly;

– use verb tenses appropriately and correctly;

– use active and passive verb voice effec-tively to suit purpose and audience;

– use parallel structures correctly and forrhetorical effect;

– recognize and correct grammar andusage errors in their own and others’writing;

– show an understanding that grammarmay be used unconventionally for aparticular effect in some forms of writ-ing (e.g., in advertising, poetry, and forcharacterization in fiction and drama).

SpellingStudents will:– demonstrate an understanding of a wide

range of spelling patterns, rules, andstrategies by recognizing and correctingtheir own and others’ spelling errors;

– spell correctly specific historical, acade-mic, and literary terms used in coursematerials;

– use a variety of print and electronicresources to flag possible errors andimprove spelling.

PunctuationStudents will:– use punctuation correctly and thought-

fully to stress a word or words at thebeginning or end of a sentence, to sig-nal shifts in tone and mood in narrative,and to indicate levels of formality;

– use commas around words in apposition;– introduce and punctuate long quota-

tions correctly in the body of an essay.

19

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

This course focuses on existing and emerging issues of importance to Aboriginal peoples in Canada. Students will investigate issues related to identity, relationships among Aboriginal peoples and between Aboriginal peoples and other Canadians, sovereignty principles as presented by Aboriginal peoples, and the contemporary challenges posed by these issues.Students will also examine such topics as language preservation, the responsibilities of Aboriginalwomen and men, and the need for dialogue between Aboriginal and non-Aboriginal peoples.

Prerequisite: Aboriginal Peoples in Canada, Grade 10, Open or Canadian History in theTwentieth Century, Grade 10, Academic or Applied


Identity



• describe the relationships among language, culture, and identity;

• demonstrate an understanding of how Aboriginal identity is linked to the physical environment;

• demonstrate an understanding of the influences on Aboriginal societies that have an impacton their sense of identity;

• describe Aboriginal perspectives related to issues of identity and sovereignty;

• describe the impact of media, literature, and popular culture on contemporary Aboriginalsociety.




– describe the ways in which Aboriginal lan-guages contribute to Aboriginal peoples’sense of identity;

– explain how the continued use ofAboriginal languages is crucial to the con-tinuity of the customs and cultural prac-tices of Aboriginal peoples;

– identify the intellectual, physical, emo-tional, and spiritual impact of the residen-tial school experience on Aboriginal lan-guage, culture, and identity;

– explain how Aboriginal people find theiridentity in the larger community (e.g., inthe extended family) as well as in themselves;

– identify ways in which Aboriginal elders,healers, leaders, artists, and writers promotecultural perspectives and identities.



– identify measures taken by non-Aboriginalsociety that affect Aboriginal identity, par-ticularly the use, maintenance, and preser-vation of Aboriginal languages (e.g., theIndian Act, residential schools);

– explain how Aboriginal languages, as a keyelement of identity, have survived despiteattempts to assimilate Aboriginal peoples;

– compare Aboriginal people’s definitions oftheir identity (e.g., in the autobiographiesof Aboriginal individuals) with those ofnon-Aboriginal society (e.g., in courtdecisions on Aboriginal rights);

– evaluate the ways in which the identitiesof contemporary Aboriginal people areinfluenced by media, literature, and popular culture.

21C U R R E N T A B O R I G I N A L I S S U E S I N C A N A D A , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( N D A 3 M )



– identify specific strategies used to preserveor re-introduce Aboriginal languages in acommunity (e.g., on local radio programs,in language programs in school);

– describe how Aboriginal languages arekept alive through the observance of cus-toms, ceremonies, and healing practices;

– identify how the political and culturalactivities and organizations of Aboriginalpeoples affect their collective identity(e.g., Aboriginal gatherings, OntarioNative Women’s Association);

– demonstrate an understanding of the dif-ferent perspectives of Aboriginal issuesreflected in the media coverage fromwithin Aboriginal communities and frommainstream society.


Relationships



• describe the historical basis for the contemporary relationship between Aboriginal peoplesand Canadian society;

• describe the social, legal, and political environments in which Aboriginal peoples and non-Aboriginal peoples are constructing new relationships;

• demonstrate an understanding of Aboriginal peoples’ strong relationship to the land;

• explain the need to promote dialogue and reconciliation in the relationship betweenAboriginal peoples and Canadian society;

• demonstrate an understanding of the interrelationships that characterize an Aboriginalworld view.




– identify, through analysis, how the goalsand strategies of Aboriginal organizationsand communities (e.g., in their philosophyand their collective and individual behav-iour) reflect an Aboriginal world view;

– describe how an Aboriginal world viewdefines and promotes close relationships(e.g., to the land, family, community, andculture);

– explain how Aboriginal peoples’ relation-ship with the land affects their perspectiveson environmental issues (e.g., resourcemanagement), and compare the perspectivesof non-Aboriginal society on these issues.



– demonstrate an understanding of contem-porary Aboriginal perspectives onAboriginal-Canadian relations (e.g., asexpressed in the Red Paper, the responseof the Indian Association of Alberta to thefederal government’s 1969 white paper onIndian policy; the Assembly of FirstNations Declaration, 1980; and selectionsof testimonies before the RoyalCommission on Aboriginal Peoples);

– demonstrate an understanding of theinteractions between Aboriginal and non-Aboriginal peoples in the past (e.g., interms of the role and function of theIndian Act) and how these interactionswill influence future relationships;

– assess the degree to which the needs ofAboriginal peoples are being addressed byCanadian laws and the justice system(e.g., by the use of sentencing circles, bycircuit court judges);

– identify current land-use issues thatinvolve Aboriginal peoples, non-Aboriginal society, and Canadian govern-ments (e.g., issues relating to mining andlogging);

– demonstrate an understanding of the needto initiate and sustain cross-cultural dia-logue among Aboriginal and Canadianstudents.



– identify ways in which Aboriginal peoplesand non-Aboriginal peoples could co-operate to achieve a common economic,political, or social objective (e.g., throughWorld Earth Day; by jointly providingecotourism tours);


– predict how global trends (e.g., increasingscarcity of water, changes in economicopportunity) will impact on the relation-ship between Aboriginal peoples andCanadian society;

– describe sustainable land-use plans appro-priate to local environments (e.g., thePorcupine Caribou Management Board)and resource megaprojects (e.g., theMackenzie Valley pipeline);

– describe community service projects(e.g., sports camps, habitat restoration pro-jects) that would promote a positive rela-tionship between Aboriginal peoples andother Canadians.


Sovereignty



• describe sovereignty and self-determination in terms of the political assertions of Aboriginalpeoples;

• describe the principles required for the establishment of Aboriginal self-government;

• describe the relationship of principles of respect and mutual interdependence to the exerciseof self-government in contemporary Aboriginal societies;

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

• describe how Aboriginal peoples adapt to external forces.




– describe how Aboriginal peoples havedefined “sovereignty” in their argumentsfor self-determination (e.g., the Assemblyof First Nations Declaration, 1980);

– describe how Aboriginal women and menmaintain their traditions, customs, andpractices despite the external forcesexerted by modern society;

– demonstrate an understanding of the his-torical experience of Aboriginal peoples inasserting their sovereignty through treaties,negotiated agreements, and other formal-ized processes (e.g.,Two Row WampumBelt, the Nisga’a Treaty, the Delgamuukwcase);

– describe the development and mainte-nance of an Aboriginal world view todeal with the future impacts of globaliza-tion (i.e., the emergence of international-ism both politically and in the world ofbusiness).



– demonstrate an understanding of theexpressions “inherent sovereignty” and“jurisdiction” as used by Aboriginal peo-ples in current negotiations with theCanadian government (e.g., the Assemblyof First Nations Declaration, 1980);

– demonstrate an understanding of the roleof the principle of respect in Aboriginalgovernment (e.g., decision by consensus,the role of the extended family) anddetermine whether this same principle isutilized by Canadian governments;

– explain the significance of the negotia-tions between Aboriginal peoples andthe government of Canada on such con-temporary issues as political relationshipsand decision making by Aboriginal communities;

– demonstrate an understanding that inmaking treaties, both Aboriginal peoplesand the Canadian government recognizedand affirmed each other’s authority toenter into and make binding commit-ments in treaties (e.g.,“numbered treaties” 1 to 11).




– describe the impact of the concept ofAboriginal self-government on nationbuilding;

– explain how Aboriginal peoples are reviv-ing customs and traditions (e.g., birthingcentres, potlatches);

– identify the ways in which Aboriginalpeoples and other Canadians are attempt-ing to resolve disputes over the past treat-ment of Aboriginal peoples (e.g., in theongoing dialogue regarding residentialschools, through negotiations about landtitle);

– describe examples of Aboriginal peoples’commitment to sovereignty in the contextof contemporary Canada.


Challenges



• identify social, political, and economic issues currently being addressed by Aboriginal individuals and communities in Canada;

• demonstrate an understanding of the active involvement of Aboriginal peoples in legal andpolitical agreements with the provincial and federal governments;

• identify the challenges facing Aboriginal youth in Canada and suggest how these challengescan be addressed at a personal, community, and governmental level;

• demonstrate an understanding of contemporary Aboriginal education and health issues.




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

– explain Aboriginal and non-Aboriginalperspectives on a specific treaty right (e.g., fishing rights, hunting rights, loggingrights);

– identify how Aboriginal youth are usingtheir understanding of an Aboriginal worldview to meet contemporary challenges(e.g., through the Nishnawbe Aski NationForum on Youth Suicide);

– assess ways in which an Aboriginal worldview has invigorated and transformedhealth care and educational practices (e.g., holistic healing, medicines fromplants, Native language instruction).



– identify areas of conflict betweenAboriginal peoples and the government ofCanada with respect to treaty interpreta-tion (e.g., the Jay Treaty of 1794, fundingfor education, health care);

– identify significant legal and politicalagreements between Aboriginal peoplesand the governments of Canada (e.g., theSechelt Agreement, the James Bay andNorthern Quebec Agreement);

– describe projects and programs that cele-brate Aboriginal youth achievements, fos-ter communication among Aboriginal andnon-Aboriginal youth, and promote apositive self-image in Aboriginal peoplesenrolled in contemporary educationalinstitutions;

– describe the impacts and implications ofprovincial and federal health and educationpolicies on Aboriginal peoples (e.g., theAIDS awareness programs, the AboriginalHead Start Program).




– identify ways in which Aboriginal peoplesuse the legal and political processes toachieve their goals (e.g., Guerin, 1985; atMeech Lake, 1990; Delgamuukw, 1991;the role of Elijah Harper in the ratificationprocess of the Charlottetown Accord inthe 1992 constitutional discussions);

– assess the effectiveness of attempts toimprove the relationships amongAboriginal peoples, the Canadian govern-ment, and Canadian society as a whole;

– demonstrate an understanding of the dif-ferent perspectives of Aboriginal andCanadian youth on their historical andcultural roots;

– describe how health and education issuesrelevant to the quality of life of Aboriginalpeoples on and off reserves (e.g., theprevalence of diabetes, alcohol and sub-stance abuse, teen pregnancy) are a mutualresponsibility of Aboriginal peoples andCanadian society.

28

Aboriginal Beliefs,Values, and Aspirations (NBV3C)in Contemporary Society, Grade 11, College Preparation

This course focuses on the beliefs, values, and aspirations of Aboriginal peoples in Canada.Students will examine world views of Aboriginal peoples and the political, economic, cultural,and social challenges facing individuals and communities. Students will also learn how traditional and contemporary beliefs and values influence the aspirations and actions ofAboriginal peoples.


29A B O R I G I N A L B E L I E F S , V A L U E S , A N D A S P I R A T I O N S I N C O N T E M P O R A R Y S O C I E T Y , G R A D E 1 1 , C O L L E G E P R E P A R A T I O N ( N B V 3 C )

Identity



• describe traditional and contemporary beliefs and values of Aboriginal cultures that influencepresent-day activities and behaviours;

• identify aspects of cultural identity related to specific Aboriginal peoples;

• compare Aboriginal and non-Aboriginal perspectives on the contemporary cultural identitiesof Aboriginal peoples;

• describe the efforts and actions of Aboriginal communities and individuals to maintain theircultures and languages within traditional land bases, on reserves, and in urban settings.




– explain specific environmental influences(e.g., salmon migration on the NorthwestCoast; caribou migration for the Denepeople, utilization of forests and lakes bythe Ojibway and Cree communities) onthe social and cultural identity ofAboriginal peoples;

– demonstrate an understanding of howAboriginal peoples’ identity as custodiansand protectors of the land entrusted tothem by the Creator (e.g., as expressed inthe thanksgiving address) inspires their his-torical and contemporary commitment toremaining on their lands (e.g., as reflectedin their negotiation of treaties such as the Maritimes Treaty of 1752 and Treaty No. 11);

– describe how Aboriginal practices, behav-iours, beliefs, and symbols (e.g., huntingand fishing traditions; ceremonies andfeasts; the use of drums, music, and dance)strengthen Aboriginal cultural identities.



– explain how Aboriginal values might con-flict with economic forces;

– describe individuals, First Nation commu-nities, and organizations that promotepublic understanding of Aboriginal cul-tural identity (e.g.,Tomson Highway,M’Chigeeng First Nation, NativeFriendship Centres, Métis Nation ofOntario);

– describe how Aboriginal cultural activitiesand symbols (e.g., eagle feathers) increasepublic awareness and contribute to publicunderstanding of Aboriginal cultural con-tributions (e.g., Inuit carvings);

– describe how the interaction of Aboriginalcommunities and Canadian society in thetwentieth century has affected Aboriginalbeliefs and values (e.g., the effect of thewage economy, the focus on the individ-ual as opposed to the collectivity);

– describe ways in which contemporaryAboriginal leaders have furthered theunderstanding of all Canadians ofAboriginal values and aspirations.




– describe how Aboriginal communities andindividuals maintain links with traditionalspiritual beliefs and practices in urban,rural, and institutional settings (e.g.,grandmothers’ roles, healing circles);

– compare the role of beliefs and values insustaining two different Aboriginal com-munities today;

– explain ways in which artists, healers,elders, women, and politicians define andpromote Aboriginal peoples’ aspirations(e.g., in the briefs and submissions asrecorded in the Final Report of the Royal Commission on AboriginalPeoples, 1996).


Relationships



• explain how Aboriginal peoples’ relationship to the land traditionally sustained them invarious environments across Canada;

• demonstrate an understanding of the cultural practices of Aboriginal peoples;

• explain how Aboriginal peoples’ links to the land and to a sustainable environment are partof their cultural identity;

• demonstrate an understanding of the varying perspectives on Aboriginal peoples’ right toself-determination.




– identify customs, ceremonies, and spiritualbeliefs that connect Aboriginal peoples tonature and to one another (e.g., hunters’respect for animal bones, drumming,dream interpretations, traditional roles offamily members in different Aboriginalcultures);

– identify examples of art, architecture, andartifacts that depict a spiritual and emo-tional link between Aboriginal peoples andtheir traditional lands (e.g., totem polecarvings; masks; designs of cultural centres;artwork of Daphne Odjig, Maxine Noel,and Joane Cardinal Schubert);

– demonstrate an understanding of tradi-tional Aboriginal activities associated withthe seasonal cycle;

– describe how the spiritual relationship thatAboriginal peoples have with the land isintegrated with their beliefs and values(e.g., the Aboriginal belief that many partsof nature have spirits).



– describe how Aboriginal peoples canexpress their distinctive identity in multi-cultural Canada;

– compare harvesting behaviours and beliefsof Aboriginal and non-Aboriginal peoples(e.g., wild rice harvesting, fishing practiceson the east and west coasts of Canada);

– demonstrate an understanding of theinjustices of the past that affect Aboriginaland Canadian relationships (e.g., how suchinjustices resulted in the Statement ofReconciliation by the Canadian govern-ment in 1998);

– describe how the 1985 revisions to theIndian Act gave First Nation communitiesthe opportunity to exercise their right ofself-determination (e.g., the revision out-lined a process that resulted in each FirstNation community having its own ruleson membership or “membership code”);

– explain the principles that Métis nationsfollow in exercising their right of self-determination;

– demonstrate an understanding of how theInuit have exercised their right to self-determination (i.e., through the creationof Nunavut).




– identify specific challenges facingAboriginal peoples within various com-munities across Canada in their relation-ship with the Canadian government (e.g.,the social problems of the Innu at DavisInlet, the Lubicon Cree land issue);

– describe the importance of customs,rituals, and ceremonies within Aboriginalcultures (e.g., the role of sweat lodges,smudging, burning sweetgrass) instrengthening Aboriginal identity in theirrelationships with Canadian society;

– describe the primary values in relation-ships (e.g., inclusiveness, fairness, respect)that Aboriginal women want to achievethrough the implementation of Bill C-31in First Nation communities;

– identify efforts of Aboriginal peoplestowards cultural revitalization (e.g., reinsti-tuting ceremonial practices, providingNative language classes for adults).


Sovereignty



• demonstrate an understanding of how traditional teachings and contemporary beliefs are thefoundation of Aboriginal self-determination;

• describe the efforts of Aboriginal peoples to attain autonomy in their lives;

• describe how contemporary Aboriginal communities assert their autonomy through a blendof traditional and modern practices;

• identify the Aboriginal beliefs and values that provide or have provided the foundation forthe negotiation of treaties and land claims.




– demonstrate an understanding of a tradi-tional story that imparts a message of self-determination (e.g., the Sedna story of theInuit, the hermit thrush tale of theIroquois);

– describe ways in which practices based on traditional beliefs and values sustainautonomy and promote self-determinationwithin families (e.g., parenting practices,experiential learning, sharing responsibilities);

– demonstrate an understanding ofAboriginal values in the negotiations ofmodern treaties (e.g., the Cree position onthe Great Whale River Dam proposals byHydro-Québec, the Nisga’a Treaty negotiations).



– describe how the dialogue betweenAboriginal peoples and Canadian societyon the definition of sovereignty, self-determination, and self-government (e.g., the1983, 1984, 1987, 1990, and 1992 consti-tutional discussions; court cases on thehunting and fishing rights of Aboriginal

peoples) demonstrates that these terms havedistinct, though overlapping, meanings;

– identify places, people, and events that areassociated with success in maintaining theautonomy of Aboriginal peoples (e.g.,First Nation schools, maintenance of theConfederacy Council on the Six NationsReserve after its “overthrow” by theRCMP in 1924);

– explain how Aboriginal communities havemaintained their autonomy at the sametime as cross-cultural interactions withCanadian society have changed the tradi-tional roles, responsibilities, and occupa-tions of Aboriginal men and women (e.g.,the evolution of jobs and responsibilitieswithin Aboriginal communities);

– identify the conflicting values and priori-ties (e.g., Anishnawbe treaty-making pro-tocol) that affect the negotiation of treatiesand agreements involving Aboriginalcommunities and different levels of government;

– demonstrate an understanding of variousviewpoints on the issue of Aboriginal self-determination (e.g., by analysing the writ-ings of Richard Wagamese).




– demonstrate an understanding of howAboriginal peoples incorporate traditionalbeliefs and values (e.g., the use of healingcircles, sentencing circles, and birthingcentres) into their lives in an attempt torevitalize their societies;

– identify initiatives and projects at thecommunity, provincial, and national levelsthat demonstrate Aboriginal self-sufficiency and autonomy (e.g., NorthAmerican Indigenous Games, NativeChild and Family Services agencies inFirst Nation communities);

– describe specific healing practices thatpromote individual and communityrenewal (e.g., sweat lodges in prison envi-ronments, traditional uses of tobacco);

– describe Aboriginal beliefs and values(e.g., relationship to the land) that mayaffect the future direction of treaties andmodern agreements.


Challenges



• identify the obstacles that Aboriginal peoples must overcome to protect and maintain theircultures and languages;

• describe the challenges that technology presents to Aboriginal cultures and communities,and the ways in which technology can assist Aboriginal communities;

• identify challenges presented by the ways in which the media deal with Aboriginal issues;

• demonstrate an understanding of differences in the challenges faced by various Aboriginalpeoples, including Status Indians, Métis, and Inuit;

• identify physical and spiritual survival methods practised by Aboriginal peoples to help themmeet the challenge of maintaining their cultures.


Aboriginal World ViewBy the end of this course, students will:

– identify how Aboriginal peoples living inan urban setting can maintain their culturalidentity (e.g., by using the services ofNative Friendship Centres or enrollingtheir children in Native language classes inthe schools they attend);

– explain how Aboriginal peoples use tech-nology (e.g., CD-ROMs, the World WideWeb, distance education, databases) to pro-mote their beliefs and values;

– describe the challenges facing Aboriginalcommunities in sustaining their languages,ceremonies, and beliefs;

– describe life experiences that may influencethe formation of values, attitudes, and beliefs(e.g., as related in autobiographical writingsby Maria Campbell, Drew Hayden Taylor,Ruby Slipperjack, and Lee Maracle).

Aboriginal and Canadian RelationsBy the end of this course, students will:

– describe the impact of technology on therelationship of Aboriginal communitieswith Canadian society (e.g., advances intechnology lead to acculturation);

– research and describe how an Aboriginalcommunity is using traditional values andbeliefs to support economic and politicalgrowth (e.g., Inuit art cooperatives);

– identify the challenges presented toAboriginal peoples by Canadian percep-tions of Aboriginal beliefs and values, asreflected in media sources (e.g., letters toeditors, book reviews, art reviews).


Renewal and ReconciliationBy the end of this course, students will:

– demonstrate an understanding of the challenges various Aboriginal peoples facein preserving their distinct cultures;

– identify the responses, found in print andmedia sources, of artists, athletes, writers,healers, and elders from various Aboriginalgroups to challenges to their distinct cultures;

– demonstrate an understanding of the chal-lenges involved in sensitizing mainstreamhealth and social service providers to theneeds and aspirations of variousAboriginal peoples (e.g., through affirma-tive action, cross-cultural awareness,Aboriginal input);

– demonstrate an understanding of howAboriginal peoples have adapted to chal-lenges caused by technological and envi-ronmental changes (e.g., using snowmobiles,air travel, and computer technology; theimpact of dam construction in Quebec);

– identify physical and spiritual survivalmethods practised by Aboriginal peoplesto maintain their cultural distinctiveness(e.g., vision quests, dream interpretation,naming ceremonies).

37

English: Contemporary Aboriginal Voices, (NBE3C)Grade 11, College Preparation

This course emphasizes the development of literacy, critical thinking, and communication skillsthrough the study of works in English by Aboriginal writers. Students will study the content,form, and style of informational texts and literary and media works, and will develop an appreciation of the wealth and complexity of Aboriginal writing. Students will also writereports, correspondence, and persuasive essays, and analyse the relationship between mediaforms and audiences. An important focus will be on establishing appropriate voice and usingbusiness and technical language with precision and clarity.

Prerequisite: English, Grade 10, Academic or Applied


Identity



• demonstrate an understanding of the cultural diversity of Aboriginal peoples through a studyof Aboriginal literary works;

• analyse information, ideas, issues, and language as they pertain to Aboriginal identity in avariety of informational writings and Aboriginal literary works;

• demonstrate an understanding of how the different forms and styles used in Aboriginal literary works reflect Aboriginal identity;

• analyse images in media works related to Aboriginal identity.




– identify the perspectives on Aboriginalidentity expressed by Aboriginal writers(e.g., Chief Dan George, Maria Campbell,Rita Joe);

– interpret and assess explicit and implicitideas, issues, and information in informa-tional texts from Aboriginal sources (e.g.,Aboriginal magazines, newspapers, andcommunity newsletters) as they relate toidentity;

– identify a variety of forms of oral commu-nication used by Aboriginal peoples toreflect Aboriginal identity (e.g., story-telling, speeches, songs);

– compare Aboriginal writers’ (e.g., BeatriceCulleton-Moisoner, Richard Wagamese,Ruby Slipperjack) expressions of identity.

Language


– analyse how Aboriginal writers revealidentity through their use of language;

– identify forms in the Aboriginal oral tradi-tion (e.g., storytelling, role playing, drama),but expressed in the English language, thataffirm Aboriginal identity;

– analyse information and ideas relating toAboriginal identity found in a variety ofpublications (e.g., Aboriginal newspapersand magazines, Indian and NorthernAffairs Canada publications, Aboriginalcommunity newsletters).



– assess aspects of Aboriginal identity thatreflect Aboriginal world views, as found inthe media works (e.g., the National FilmBoard video on the conflict at Oka,Quebec, in 1990 produced by AlanisObomsawin) of Aboriginal creators (e.g., Susan Aglukark, Robbie Robertson,Gary Farmer, Alanis Obomsawin);

– compare the images of Aboriginal identityportrayed in media works by bothAboriginal and non-Aboriginal creators;

– analyse the changing quality of life inAboriginal communities (e.g., Alkali Lake,Davis Inlet) as depicted in media works.

39E N G L I S H : C O N T E M P O R A R Y A B O R I G I N A L V O I C E S , G R A D E 1 1 , C O L L E G E P R E P A R A T I O N ( N B E 3 C )

Relationships



• demonstrate an understanding of the relationships depicted in fiction, drama, poetry, andnon-fiction by Aboriginal writers (with an emphasis on novels and poetry);

• demonstrate an understanding of the ways Aboriginal writers use relationships to promote avision of Aboriginal communities;

• demonstrate an understanding of form, purpose, audience, and production techniques bydesigning or creating media works, independently and collaboratively, based on ideas,themes, and issues related to relationships examined in this course;

• compare, through analysis, relationships presented in media works by Aboriginal creators.




– demonstrate an understanding of relation-ships (e.g., within the family or commu-nity; within the plant, animal, or spiritworld) portrayed in the works ofAboriginal writers;

– analyse changes that take place inAboriginal relationships through interac-tion with Canadian society, as portrayed inthe works of Aboriginal writers (e.g.,Ruby Slipperjack, Beatrice Culleton-Moisoner, Daniel David Moses);

– compare their own ideas and perspectiveswith those expressed or implied in a textby an Aboriginal writer (e.g., by analysingthe thoughts and responses of a fictionalcharacter in a crisis and comparing thesewith their own probable reactions; bydebating two different interpretations of aliterary work, using specific references tothe text to support their arguments).

Language


– identify specialized language appropriateto business and technical contexts ineither First Nation communities orCanadian society and use it with precisionin oral and written work;

– communicate effectively in group discus-sions on the relationships betweenAboriginal and Canadian societies por-trayed in works by Aboriginal creators,displaying such skills as contributing addi-tional and relevant information, askingquestions for clarification, completingassigned tasks for the group, summarizingthe main ideas of the discussion, workingtowards consensus, and accepting groupdecisions when appropriate.



– identify and assess forms of oral presenta-tion (e.g., storytelling, poetry, music,CD-ROMs, video performances) thatdevelop, maintain, and affirm Aboriginalrelationships;


– analyse images of relationships reflectingan Aboriginal world view in the works ofAboriginal creators (e.g., Dan Prouty,Robbie Robertson, Buffy Sainte-Marie);

– analyse media works by Aboriginal cre-ators that critique Aboriginal relationshipswith Canadian society (e.g., National FilmBoard productions);

– compare the ways in which differentAboriginal communities work to restorerelationships and values, as depicted inmedia works by Aboriginal creators (e.g., Hunters and Bombers in the CircleUnbroken video series).


Sovereignty



• describe the issues of identity and culture as they relate to sovereignty, as expressed in worksby Aboriginal writers;

• describe how sovereignty is expressed in works by Aboriginal writers;

• demonstrate an understanding of the language used in Aboriginal works in connection withsovereignty issues;

• apply their knowledge of vocabulary and language conventions to read, write, and speakeffectively while identifying, developing, or describing Aboriginal sovereignty;

• analyse themes related to sovereignty, as portrayed in media works by Aboriginal creators.




– identify different definitions of sovereignty(e.g., personal sovereignty, spiritual sover-eignty, collective sovereignty, political sov-ereignty), as expressed in the works ofAboriginal writers;

– assess the impact of Aboriginal sovereigntyon Canadian society, as portrayed in theworks of Aboriginal writers (e.g., ConnieFife,Taiaiake Alfred);

– identify the role and importance of sov-ereignty in contemporary Aboriginal communities, as portrayed by Aboriginalwriters (e.g., Brian Maracle, LenoreKeeshig-Tobias,Tomson Highway,Beth Cuthand);

– describe the responses of Aboriginal writ-ers (e.g., Maria Campbell, Drew HaydenTaylor, Lee Maracle) to barriers toAboriginal sovereignty erected byCanadian society.

Language


– express themselves clearly in a variety ofspoken and written communications onthe topic of Aboriginal sovereignty, usingappropriate vocabulary and figurative language;

– develop an understanding of the languageused to affirm Aboriginal sovereignty(e.g., in statements such as “Aboriginalpeople will never again be the objects ofpublic policies of assimilation and extin-guishment”).



– demonstrate an understanding of imagesassociated with sovereignty issues inAboriginal media works;

– demonstrate an understanding of anAboriginal community’s efforts to achievesovereignty, as represented in media worksby Aboriginal creators;

– explain how the form, style, and languageof a variety of media forms are used tocommunicate messages that have sover-eignty implications.


Challenges



• assess the challenge of maintaining cultural identity facing Aboriginal peoples, as representedin Aboriginal literature;

• analyse and assess how stereotyping is depicted in works by Aboriginal creators;

• identify and assess solutions to challenges suggested in media works by Aboriginal creators;

• demonstrate an understanding of Aboriginal writers’ descriptions of the challenges faced byAboriginal peoples.




– identify challenges faced by Aboriginalpeoples (e.g., challenges related to identity,urbanization, the need for improved edu-cational and employment opportunities,the loss of extended family), as presentedin the works of Aboriginal writers;

– analyse Aboriginal writers’ depictions ofchallenges faced by Aboriginal peoples thathave resulted directly from societal influ-ences (e.g., racism, ethnocentricity, mar-ginalization);

– analyse efforts made by Aboriginal peoplesto respond to challenges, as portrayed inthe works of Aboriginal writers (e.g.,Richard Wagamese, Jordan Wheeler,Beth Cuthand);

– assess how Aboriginal writers (e.g.,Thomas King,Tomson Highway, BasilJohnston, Jeannette Armstrong) haveadapted traditional story forms to modernprose in describing challenges faced byAboriginal peoples.

Language


– demonstrate an understanding of howAboriginal writers use literary devices(e.g., foreshadowing, humour) to showhow Aboriginal peoples are adapting tochallenges;

– describe challenges to the maintenance of Aboriginal oral language traditions(e.g., preserving elders’ and grandparents’stories);

– recognize, describe, and use correctly inoral and written language the languagestructures of standard Canadian Englishand its conventions of grammar, usage,spelling, and punctuation, as prescribed forthis course, when describing challengesidentified in this course.



– demonstrate an understanding of the posi-tive nature of media works (e.g., by assess-ing how form, style, and language are usedin newspapers, magazine articles, andvideo productions) in depicting challengesfaced by Aboriginal communities;


– create media works (e.g., a radio docu-mentary on the social changes occurringwithin an Aboriginal community, a photoessay on a day in the life of a communityleader, a brochure on a local entrepreneur,a short video clip promoting anAboriginal activity) that demonstrate anunderstanding of the issues associated withchallenges faced by Aboriginal peoples;

– demonstrate an understanding of some ofthe solutions to challenges to sovereignty(e.g., the dispute at Oka, the social condi-tions at Alkali Lake, the Nisga’a Treaty)presented in media works.


Writing



• use a variety of print and electronic primary and secondary sources to gather and analyseinformation and develop ideas for writing;

• select and use appropriate writing forms for various purposes and audiences, focusing onreports, correspondence, and persuasive essays;

• use a variety of organizational structures and patterns to produce coherent and effectivewritten work;

• revise their written work, independently and collaboratively, focusing on accuracy of information, clear expression, and consistent use of voice;

• edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, andpunctuation conventions of standard Canadian English, as presented for this course, with thesupport of print and electronic resources when appropriate.




– investigate potential topics by formulatingquestions, identifying information needsand purposes for writing, and developingresearch plans to gather information andideas (e.g., consult a CD-ROM to findinformation for a report about the authorof a novel; identify the accessibility of rele-vant sources for a class presentation on asocial issue);

– classify and organize information and ideasto suit specific forms and purposes forwriting (e.g., sort information from differ-ent sources for a report on effective busi-ness practices; organize information tosupport the arguments for an opinionpiece; use a graphic organizer to makeconnections between ideas or to showtime order in a narrative);

– analyse and assess the information andideas gathered from a variety of print andelectronic sources to determine if they areaccurate, current, sufficient, relevant, andsuitable to the form and purpose forwriting;

– use information and ideas from priorknowledge and research to develop con-tent for writing (e.g., interview anemployee for an essay about teamworkand cooperation in business; apply knowl-edge of characterization techniques towrite a short essay about the major char-acter in a novel by an Aboriginal writer).


and Audience


– select and use appropriate informationalor literary forms to produce written workfor specific audiences and purposes, withan emphasis on reports, correspondence,and persuasive essays (e.g., summarize amagazine article on a topic of personalinterest for a report to the class; write aletter requesting information about a col-lege program; write a short essay present-ing a solution to a community problem);

– select and use a level of language and avoice appropriate to the specific purposeand intended audience for business, tech-nical, and personal communications (e.g.,use an appropriate voice to convey infor-mation about a policy in a memo).


Organizing Ideas and Information

in Written Work


– select and use appropriate organizationalpatterns to structure written work (e.g.,use a question-and-answer format to orga-nize an information pamphlet about aproduct or service; use chronologicalorder and flashbacks to organize informa-tion about a character in a script; use clas-sification to organize a class anthology ofstudent writing);

– apply knowledge of report structure toorganize written reports, using (a) anintroduction that identifies the topic andexplains its significance or poses aninquiry question; (b) a body that presentsinformation and data in connected andcoherent paragraphs supported by graph-ics, illustrations, and charts; and (c) a con-clusion that presents insights or recom-mendations;

– apply knowledge of essay structure toorganize short essays, using (a) an intro-duction that engages the reader’s interest,introduces the thesis or controlling idea,and previews the organization or contentof the essay; (b) a body that develops ideaslogically and coherently and incorporateswell-chosen, relevant evidence to supporteach idea; and (c) a conclusion that fol-lows logically from the thesis and ideasdeveloped in the body, summarizes thekey points and organization in the body,and makes a thoughtful generalizationrelated to the controlling idea;

– use organizational patterns such as causeand effect, classification, and definition topresent information and ideas in reportsand short essays.

Revising Drafts


– revise drafts to strengthen content andimprove organization by adding details,deleting irrelevant information, andreordering ideas (e.g., revise a report to lista series of recommendations in order ofpriority; delete irrelevant arguments toenhance the impact of a persuasive essay;add details to reveal more about a charac-ter’s motivations);

– revise drafts to increase precision and clar-ity of expression by incorporating appro-priate business and technical language andtransition words (e.g., use a dictionary andthesaurus to find specialized vocabulary toreplace vague or inaccurately used words;examine writing for use of inclusive andanti-discriminatory language);

– revise drafts to ensure consistent use of anappropriate voice and tone (e.g., highlightpronouns to check for consistent use ofperson in a report or memo; use feedbackfrom a peer conference to assess theappropriateness of voice used in a set ofinstructions or tone in a character’s directspeech);

– revise drafts to integrate researched infor-mation, ideas, and quotations in an ethicalmanner (e.g., use parenthetical referenc-ing, use transition words and phrases toprovide a context for quoted material).



– cite researched information, ideas, andquotations in a consistent and ethicalmanner according to acceptable researchmethodology (e.g., cite sources using arecognized style such as that of theModern Language Association [MLA] orthe American Psychological Association[APA]);


– produce, format, and publish writtenwork, using appropriate technology, toshare writing with intended audiences(e.g., incorporate effective typefaces, typestyles, and graphics to enhance the impactof a report; adapt an electronic templatefor a formal letter);

– compare their current writing skills withthose required in a variety of college pro-grams and occupations and make actionplans to address identified needs;

– edit and proofread their own and others’writing, identifying and correcting errorsaccording to the requirements for grammar,usage, spelling, and punctuation listedbelow.

Grammar and UsageStudents will:– use parts of speech correctly, including

participles and gerunds;– construct a variety of correct sentences,

including compound-complex sen-tences, using conjunctions; prepositionaland gerund phrases; and noun, adjec-tive, and adverb clauses;

– make pronouns agree with theirantecedents, and subjects with theirpredicates, even when widely separatedin a sentence or paragraph;

– use active and passive verb voice to suitpurpose and audience;

– use correct parallel structure;– identify and correct sentence errors in

their own and others’ writing;– identify deliberate uses of ungrammati-

cal structures in advertisements, poetry,and oral language.

SpellingStudents will:– demonstrate understanding of a variety

of spelling patterns, rules, and strategiesby analysing and correcting spellingerrors;

– use homophones and commonly con-fused words correctly;

– spell correctly specific business, techni-cal, and literary terms used in coursematerials;


PunctuationStudents will:– use punctuation correctly and for

rhetorical effect, including the questionmark, exclamation mark, comma, semi-colon, and colon, as well as quotationmarks, parentheses, brackets, andellipses.

47

Aboriginal Beliefs,Values, and Aspirations (NBV3E)in Contemporary Society, Grade 11,Workplace Preparation

This course focuses on the beliefs, values, and aspirations of Aboriginal peoples in Canada.Students will examine issues of identity facing Indian, Métis, and Inuit peoples, and their relationships to land and nature, as well as to one another within their communities and working environments. Students will also learn how traditional and contemporary beliefs and values influence the present-day aspirations and actions of Aboriginal peoples.



Identity



• describe how traditional and contemporary beliefs and values of Aboriginal cultures influencepresent-day activities and behaviours;

• identify aspects of cultural identity related to specific Aboriginal peoples;

• describe Aboriginal and non-Aboriginal perspectives on the contemporary cultural identitiesof Aboriginal peoples;

• describe the efforts and successes of Aboriginal peoples to protect and maintain their culturesand languages.




– identify specific environmental influences(e.g., salmon migration on the NorthwestCoast; caribou migration for the Denepeople; utilization of forests and lakes bythe Ojibway and Cree communities) onthe social and cultural identity ofAboriginal peoples;

– describe the importance of aspects of theenvironment (e.g., animals, fish, plants) tothe identity of Aboriginal cultures;

– identify characteristics of language, artisticsymbols, and the spiritual beliefs ofAboriginal nations that relate to the nat-ural environment (e.g., the language of theIroquoian thanksgiving address,West Coasttotem poles, Inuit stone carvings);

– describe the importance of Aboriginal cus-toms inside and outside of Aboriginalcommunities (e.g., smudging, ceremonialuses of tobacco, naming ceremonies, walk-ing out ceremonies, marriage ceremonies,burial ceremonies);

– identify the qualities required of leaderswithin Aboriginal communities (e.g., thepolitical leader of the Cree nation innorthern Quebec, a confederacy chief ofan Iroquoian nation, the premier ofNunavut).



– describe the role that individuals, organi-zations, and events play in promoting anunderstanding of Aboriginal cultural iden-tity both inside and outside of Aboriginalcommunities (e.g., the role of elders,storytellers, Native Friendship Centres, theMétis Nation of Ontario, traditionalistswithin Iroquoian communities, theWikwemikong Annual Powwow, and thepilgrimage to the sacred waters of Lac Ste Anne);

– compare practices, behaviours, beliefs, andsymbols found among Aboriginal culturesand other cultural groups in Canada;

– describe the achievements of Aboriginalindividuals in Canada that contribute tothe cultural identity of Canada (e.g.,Susan Aglukark, Buffy Sainte-Marie,Drew Hayden Taylor,Tomson Highway,Douglas Cardinal).



– demonstrate an understanding of the sig-nificance and impact of elders on individ-uals and on communities (e.g., the role ofgrandparents, elders’ roles in Cree andInuit hunting practices, clan responsibilities);

49A B O R I G I N A L B E L I E F S , V A L U E S , A N D A S P I R A T I O N S I N C O N T E M P O R A R Y S O C I E T Y , G R A D E 1 1 , W O R K P L A C E P R E P A R A T I O N ( N B V 3 E )

– demonstrate an understanding of Aborig-inal communities’ and individuals’ effortsto maintain their cultural identity (e.g.,participation in reclaiming Native lan-guages);

– describe how Aboriginal communitiessustain their continued survival and growth(e.g., Inuit Broadcasting Association,Wawatay Television Services, NunavutCircuit Court, Anishnawbe HealthToronto);

– identify Aboriginal businesses that incor-porate traditional beliefs, values, and aspi-rations (e.g., ecotourism projects, wild ricemarketing, Air Creebec).


Relationships



• explain how Aboriginal peoples’ relationship to the land traditionally sustained Aboriginallife in various environments across Canada and continues to be evident in the cultural practices of Aboriginal peoples today;

• explain how legal definitions of Aboriginal identity in Canada affect relationships within andamong Aboriginal communities;

• describe contributions made by Aboriginal peoples to Canadian society;

• demonstrate an understanding of the issues facing Aboriginal youth in their interaction withCanadian society;

• describe relationships between Aboriginal and non-Aboriginal peoples as a result of actionstaken by the federal and provincial governments.




– describe the physical, intellectual, emo-tional, and spiritual beliefs of Aboriginalpeoples related to the land;

– identify customs, ceremonies, and spiritualbeliefs (e.g., respect for animal bones andspirits, uses of songs and drums, creationstories) that connect Aboriginal peoples tothe natural environment and to oneanother;

– identify the importance of the extendedfamily in Aboriginal relationships and indi-vidual responsibilities.



– explain how traditional roles and responsi-bilities of people within different culturalcommunities of Aboriginal peoples havebeen altered because of the Indian Act(e.g., customs of the potlatch, the buffalohunt, federal fishing regulations);

– identify significant contemporaryAboriginal individuals who, and eventsthat, promote cross-cultural understandingbetween Aboriginal peoples and non-Aboriginal peoples (e.g., John Kim Bell,Ovide Mercredi, powwows, the televisedNational Aboriginal Achievement Awardsceremony);

– identify how provincial laws and develop-ments such as hydro-electric dams mayrestrict Aboriginal harvesting, hunting, andfishing practices (e.g., Northern ManitobaFlood Agreement);

– demonstrate an understanding of theimpact of Bill C-31 on First Nation communities;

– describe how the products of Aboriginaltechnology (e.g., canoes, snowshoes,Yorkboats) have contributed to Canadian society.




– describe how the aspirations of Aboriginalpeoples have been a driving force in press-ing for recognition in their negotiationswith governments and institutions (e.g.,during the relocation of Innu people atDavis Inlet, when the Lubicon Creeasserted Aboriginal title in their land issuein Alberta, in the repatriation of sacredobjects from museums);

– explain issues, problems, and changes thatyoung Aboriginal peoples must deal within their relationships with Canadian soci-ety (e.g., the maintenance or reestablish-ment of individual status, coping withalcohol and substance abuse, acquiringparenting skills, developing future jobprospects);

– determine whether reconciliation is possi-ble given the differing views of the federalgovernment and Aboriginal peoples onthe interpretation of treaties that haverepercussions today (e.g., the Jay Treaty of1794, the Robinson treaties of 1850, theMaritimes Treaty of 1752);

– demonstrate an understanding of areas ofconcern to Aboriginal women (e.g., sexdiscrimination, discrimination against children) that have arisen in spite of thereconciliation efforts by the federal gov-ernment through the revisions to theIndian Act in 1985.


Sovereignty



• identify traditional teachings and contemporary beliefs that promote Aboriginal self-determination;

• describe the efforts of Aboriginal peoples to attain autonomy in their lives;

• describe how contemporary Aboriginal communities assert their autonomy through a blendof traditional and modern practices;

• demonstrate an understanding of the concept of Aboriginal nationhood and of the ways it isbeing transmitted to Canadian society;

• identify the Aboriginal beliefs and values that provide or have provided a foundation for thenegotiation of treaties and land claims.




– demonstrate an understanding of a tradi-tional story that imparts a message of self-determination (e.g., the Sedna story of theInuit, the hermit thrush tale of theIroquois);

– describe the Aboriginal beliefs and values(e.g., the importance of family relation-ships, the seven generations concept of sus-tainability) that influence the personaldecisions that Aboriginal women and menmake as to their choice of occupation orplace of residence;

– identify how children in Aboriginal fami-lies develop or increase their autonomy(e.g., through parenting practices, experien-tial learning, the sharing of responsibilities).



– demonstrate an understanding of the char-acteristics of Aboriginal nationhood andhow the concept is transmitted within andbeyond Aboriginal society;

– identify places, people, and events that areassociated with success in maintaining theautonomy of Aboriginal peoples (e.g.,First Nation schools, the ConfederacyCouncil in Iroquoian communities);

– describe contemporary practices under-taken by Aboriginal communities inwhich traditional and modern beliefs andvalues are blended to create an alternativeto services in Canadian society (e.g.,birthing centres, sentencing circles, NativeChild and Family Services agencies, holis-tic healing);

– identify the Aboriginal beliefs and valuesthat provided a foundation for the negoti-ations leading to the James Bay agreement;

– identify the responsibilities of a self-governing Aboriginal nation in Canada.




– identify how the beliefs and teachings ofcontemporary elders support political,social, and economic growth (e.g., envi-ronmental protection to ensure survival offuture generations) as a framework forAboriginal self-determination;

– identify values of Aboriginal peoples (e.g.,respect, sharing, honesty, harmony) thatenhance identity and self-confidence andthat promote self-determination;

– describe examples of initiatives and pro-jects that reflect Aboriginal beliefs, values,and aspirations, and also provideAboriginal peoples with some personalautonomy (e.g.,Voyage of Odeyak,EAGLE Project, Aboriginal Bank ofCanada, Native Child and Family Servicesagencies);

– describe the importance of customs,rituals, and ceremonies (e.g., the role ofsweat lodges and ceremonial dances, tradi-tional hunting practices) in renewing andreaffirming Aboriginal cultures andthereby promoting self-esteem;

– describe Aboriginal beliefs and values(e.g., relationship to the land) that mayaffect future directions of treaties andagreements.


Challenges



• identify the obstacles that Aboriginal peoples must overcome to protect and maintain theircultures and languages;

• describe how the values and beliefs of Aboriginal cultures are affected by the media andinformation technology;

• describe how Aboriginal peoples are attempting to rectify the stereotypical images of themselvesthat are portrayed in print and other media and how they use the media to their advantage;

• demonstrate an understanding of the challenges facing Aboriginal youth;

• describe competing values between Aboriginal and non-Aboriginal societies on issues ofecological sustainability.




– demonstrate an understanding of how thecultural heritage of Aboriginal peoples isbeing challenged (e.g., continued use ofthe assimilative policies of the past, the fail-ure of public institutions to reflect toAboriginal peoples positive images ofthemselves and their cultures);

– identify how Aboriginal peoples promotetheir beliefs and values through technology(e.g., CD-ROMs, websites, Kids fromKanata Project, Aboriginal television andradio stations);

– demonstrate an understanding of howAboriginal peoples use the media toinform Canadian society about challengesfacing their communities;

– describe how cross-cultural experiencescan have an impact on the maintenance ofAboriginal values, attitudes, and beliefs.



– describe the challenges of accommodatingboth Aboriginal and business corporationvalues concerning ecological sustainabilityin such areas as logging, mining, and theproduction of hydro-electric power);

– identify the challenges presented byCanadian perceptions of Aboriginal beliefsand values as portrayed through variousmedia;

– demonstrate an understanding of some ofthe challenges to Aboriginal self-government in the twenty-first century.



– identify cultural achievements (e.g., in art,architecture, music) of Aboriginal peoplesthat could be used to correct stereotypicalimages of them held by Canadian society;

– identify how challenges to traditional val-ues (e.g., kinship relations expressedthrough the use of terms such as “broth-ers” and “sisters”, spiritual aspects ofAboriginal world views) are addressed byAboriginal artists, athletes, writers, healers,and elders in print and other media;


– understand the challenges facingAboriginal youth in Canadian society(e.g., developing and achieving personalgoals, maintaining health and wellness,establishing a role both in their own com-munity and in the larger society).

56

English: Contemporary Aboriginal Voices, (NBE3E)Grade 11,Workplace Preparation

This course emphasizes the development of literacy, critical thinking, and communication skillsthrough the study of works in English by Aboriginal writers. Students will study the content,form, and style of informational texts and literary and media works, and will develop an appreciation of the wealth and complexity of Aboriginal writing. Students will also write explanations, letters, and reports, and will investigate the connections between media forms and audiences. An important focus will be on using language clearly, accurately, and effectivelyin a variety of contexts.

Prerequisite: English, Grade 10, Academic or Applied

57E N G L I S H : C O N T E M P O R A R Y A B O R I G I N A L V O I C E S , G R A D E 1 1 , W O R K P L A C E P R E P A R A T I O N ( N B E 3 E )

Identity



• describe influences on Aboriginal identity, as portrayed by Aboriginal writers;

• identify characteristics of identity found in Aboriginal fiction, non-fiction, drama, poetry,and informational materials;

• describe how a variety of informational and literary texts communicate ideas aboutAboriginal identity clearly and accurately;

• identify the various purposes and audiences of informational and other forms of writing, anduse each of the forms appropriately in their own writing on topics related to Aboriginalidentity;

• describe images in media works related to Aboriginal identity.




– identify aspects of Aboriginal identity thatalso relate to an Aboriginal world view(e.g., Aboriginal people living in the bush,as found in the writing of Ruby Slipperjack;the eloquent, humble Aboriginal individualfound in the writing of Chief Dan George;the importance for Aboriginal people ofreturning home to the reserve in the writing of Brian Maracle);

– identify the changing nature of Aboriginalidentity portrayed in contemporary writ-ings (e.g., articles in Aboriginal magazinesand newspapers on topics such as reserve/urban employment or the contribution ofAboriginal women involved in social orga-nizations in Aboriginal communities).

Language


– identify a variety of oral communicationforms used by Aboriginal peoples (e.g.,storytelling, music, speeches, songs) toreflect Aboriginal identity;

– identify how the Aboriginal oral traditionhas been altered within Canadian society(e.g., by residential schools, provincial andfederal schools, television, and child careoutside the home);

– identify efforts by Aboriginal peoples tomaintain their world views through vari-ous forms of expression (e.g., theIroquoian thanksgiving address, the oralnarration of Aboriginal elders).



– identify images (e.g., the circle, an eaglefeather) that reflect Aboriginal identityand Aboriginal world views in mediaworks by Aboriginal creators;

– describe images of Aboriginal identity thatappear in the media (e.g., John Kim Bellas chair of the National AboriginalAchievement Awards, artist DouglasCardinal, Atlanta Braves, EdmontonEskimos);

– identify contemporary events withinmedia works that reflect the values ofAboriginal communities (e.g., healing cir-cles, sentencing circles, gatherings).


Relationships



• identify and demonstrate an understanding of Aboriginal relationships portrayed in works byAboriginal writers;

• identify literary works that promote and affirm relationships among Aboriginal peoples;

• demonstrate an understanding of Aboriginal relationships depicted in fiction, drama, and poetry;

• demonstrate an understanding of relationships presented in media works by Aboriginal creators.




– identify various relationships in the worksof Aboriginal writers (e.g., the relationshipof the main character with others, withland, with animals, and with plants);

– identify the changing nature of Aboriginalrelationships in contemporary society (e.g., the Aboriginal concept of “nation tonation”, the tendency of Aboriginal peopleto become more vocal and demonstrativein seeking redress of wrongs committedagainst them), as depicted in the works ofAboriginal writers;

– demonstrate an understanding of how rela-tionships affirm Aboriginal identity in theworks of Aboriginal writers (e.g., BeatriceCulleton-Moisoner).

Language


– identify words and expressions thatdevelop, maintain, and affirm Aboriginalrelationships (e.g., words used byAboriginal guest speakers, phrases used bystorytellers);

– describe an Aboriginal writer’s use of lan-guage that has been influenced byCanadian society (e.g., phrases related toreligious affiliations, slang expressions thatreflect urban influences);

– identify ways in which language can beused to promote, affirm, and renew rela-tionships among Aboriginal peoples (e.g.,through musical lyrics, poetry, andspeeches).



– identify film and video images that reflectcommonalities in Aboriginal world views(e.g., holism, oneness, nationhood);

– identify how Aboriginal media creators(e.g., Gil Cardinal, Buffy Sainte-Marie,Alanis Obomsawin) use images to repre-sent changes in Aboriginal relationships(e.g., the role of women in Aboriginalsociety, Aboriginal peoples’ relationship tothe earth);

– assess, with reference to various mediaforms, how Aboriginal creators portray theevolving nature of Aboriginal relationships(e.g., the development of relationshipsbetween isolated and urban communities).


Sovereignty



• describe sovereignty as it relates to identity, as depicted in literature by Aboriginal writers;

• demonstrate an understanding of the ways in which the language used in Aboriginal writingpromotes personal sovereignty;

• demonstrate an understanding of Aboriginal sovereignty issues, as depicted in literature byAboriginal writers;

• identify issues of sovereignty, as presented in media works by Aboriginal creators.




– identify ways in which sovereignty isexpressed in the biographical and autobio-graphical accounts of Aboriginal people(e.g., Maria Campbell, Russell Means,Elijah Harper, Anna Mae Aquash);

– describe the emergence of Aboriginal sov-ereignty in contemporary society, as foundin the works of Aboriginal writers (e.g.,Drew Hayden Taylor, Rick Hornung,Richard Wagamese);

– demonstrate an understanding of how personal sovereignty, collective sovereignty,and political sovereignty are revealed inwritten works (e.g., personal accounts,stories of personal accomplishments,speeches by Aboriginal political leaderswho participated in the process leading tothe adoption of the Canadian constitution).

Language


– identify and explain, using a variety of sen-tence types, the ideas, issues, and informa-tion on personal sovereignty presented inthe works of Aboriginal writers (e.g.,Ruby Slipperjack);

– identify the key characters and eventsdepicted in a novel by an Aboriginalwriter and record how they are used toaffirm sovereignty;

– list the characteristics needed for self-determination, according to accounts inAboriginal newspapers or magazines (e.g.,as exemplified in profiles of successfulAboriginal people);

– compare their own ideas, values, and per-spectives on personal sovereignty (e.g.,responsibility to self, to the community, orto the Creator) with those in Aboriginalliterary works.



– identify images in media works byAboriginal creators that reflect Aboriginalsovereignty (e.g., images of personal tri-umph, community rebuilding, or thereconstruction of a historical event orplace);

– describe Aboriginal expressions of sover-eignty that have resulted from interactionwith Canadian society (e.g., the use ofAboriginal names in renaming geographi-cal locations, Aboriginal control of localadministration, the involvement ofAboriginal organizations in constitutionaldiscussions);

– identify aspects of emerging Aboriginalsovereignty, as depicted in media works byAboriginal creators (e.g., in the NationalFilm Board video Keepers of the Fire ).


Challenges



• identify the challenge of maintaining cultural identity that faces Aboriginal peoples, as represented in Aboriginal literature;

• demonstrate an understanding of stereotyping, as depicted in Aboriginal literary or mediaworks;

• describe the challenge of achieving personal well-being;

• identify challenges addressed in media works by Aboriginal creators.




– identify challenges facing Aboriginal peo-ples (e.g., challenges related to value con-flicts, family responsibilities, traditions, andoccupations), as presented in the works ofAboriginal writers (e.g., BeatriceCulleton-Moisoner, Ruby Slipperjack,Thomas King, Beth Brant);

– describe lifestyle challenges facingAboriginal peoples as a result of interac-tion with Canadian society (e.g., theurbanization of Aboriginal communities,consumerism, stereotyping), as depicted inthe literature of Aboriginal writers (e.g.,Beatrice Culleton-Moisoner, DrewHayden Taylor,Wayne Keon);

– identify various responses to challenges(e.g., acceptance of the challenge), as por-trayed in the works of Aboriginal writers(e.g., Richard Greene, Beatrice Culleton-Moisoner, Drew Hayden Taylor,WayneKeon).

Language


– assess challenges to the maintenance ofAboriginal oral traditions (e.g., decreasingnumbers of Aboriginal elders [knowledgecarriers], loss of Native languages);

– identify the use of specialized languageand vocabulary appropriate to anAboriginal workplace (e.g., in a manualrelating to the establishment of anAboriginal business) or to Aboriginal peo-ple in a workplace situation (e.g., genericvocabulary that is inclusive).



– identify challenges to Aboriginal commu-nities (e.g., urbanization, economic pres-sures) that are presented in media works;

– examine the challenges facing Aboriginalpeoples depicted in documentaries, newsreports, journalistic accounts, and pho-tographs (e.g., by examining bias in boththe images and the scripts);

– identify responses to challenges byAboriginal peoples, as depicted in mediaworks of Aboriginal creators;

– assess challenges that Aboriginal peoplesface in preserving their identity, asdepicted in Aboriginal media works.


Writing



• use a variety of print and electronic sources to gather information and develop ideas for personal, school, and workplace-related writing;

• identify the informational and literary forms suited to various purposes and audiences anduse the forms appropriately in their own writing;

• use organizational structures and patterns to produce coherent written work;

• revise their written work, collaboratively and independently, focusing on accuracy of information and clear expression;

• edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, andpunctuation conventions of standard Canadian English, as prescribed for this course, withthe support of print and electronic resources when appropriate.




– investigate potential topics by formulatingquestions, identifying informational needsand purposes for writing, and developingresearch plans to gather data from printand electronic sources (e.g., search libraryresources to select, broaden, or narrow atopic; consult an on-line catalogue to getproduct information or send an e-mailmessage to request information; create atimeline to complete a project effectivelyand meet a deadline);

– classify and organize information to suitspecific forms and purposes for writing(e.g., highlight the most relevant details ina brainstormed list and group them for areport; place events in an appropriatesequence for a report on a process);

– analyse information gathered from a vari-ety of print and electronic sources todetermine whether the information is suf-ficient, relevant, and suitable to the formand purpose for writing;

– use information and ideas from priorknowledge, personal experience, andresearch to develop content for personaland workplace-related writing (e.g., useknowledge about a product or service toplan a letter of complaint; compare infor-mation from different sources about sum-mer jobs to plan a résumé).


and Audience


– select and use an appropriate form to produce written work for a specific audi-ence and a specific purpose (e.g., createinstructions on how to program a VCRfor customers with a limited knowledge of electronics; write a short narrativereport for a supervisor outlining thesequence of events in a workplace inci-dent; write a letter of complaint about adefective product, identifying the problemand proposing a solution; write a letter tothe editor concerning an Aboriginal issue);


– use literary and informational texts asmodels of writing for specific purposesand audiences;

– select the appropriate person and level oflanguage for the form, purpose, and audi-ence to communicate information andideas about themes and issues (e.g., useappropriate specialized language to explaintwo perspectives on an issue in the work-place; use the gender-neutral third personto compare information and ideas fromtwo texts; use the first person to state anopinion).

Organizing Ideas and Information in

Written Work


– select and use appropriate organizationalpatterns in written communications (e.g.,organize a prose narrative chronologically,using new paragraphs to indicate signifi-cant changes in time, setting, or speaker;use categorization and examples to orga-nize an oral presentation on employabilityskills);

– apply knowledge of report structure toorganize written reports, using (a) anintroduction that clearly identifies thetopic or poses an inquiry question; (b) abody that presents information and data inpoint form or connected paragraphs, sup-ported by examples, graphics, or charts;and (c) a conclusion that presents a sum-mary or recommendation;

– use organizational patterns such as causeand effect or problem-solution to presentinformation and ideas in short reports(e.g., use a cause-and-effect pattern andlabelled diagrams in a report explaininghow to use a computer application).

Revising Drafts


– revise drafts to strengthen content andimprove organization by adding details;deleting irrelevant information; andreordering to clarify, order, or connectideas (e.g., add stage directions in a scriptto clarify characterization and manner ofdelivery; revise a set of instructions bypresenting key steps in correct sequence);

– revise drafts of written work to improvefreshness, accuracy, and clarity of expression(e.g., use feedback from a peer conferenceto rewrite a trite or clichéd ending to astory; use a dictionary and thesaurus tosubstitute appropriate for incorrectly usedwords; examine writing for the use ofinclusive and anti-discriminatory language);

– revise drafts of written work to integrateresearched information, ideas, and quota-tions in an ethical manner (e.g., provide acontext for quoted materials; use transitionwords and phrases to link informationfrom different sources).



– cite researched information, ideas, andquotations in a consistent and ethicalmanner according to acceptable researchmethodology;

– produce, format, and publish writtenwork, using appropriate technology, toshare writing with intended audiences(e.g., select the most effective typefaces,type styles, and type sizes for anannouncement; format a résumé and let-ter of application for a summer job; adaptan electronic template to create a greetingcard or letterhead);


– compare their current writing skills withthose required in a variety of workplacesituations and occupations and identifygoals for improvement;

– edit and proofread their own and others’writing, identifying and correcting errorsaccording to the requirements of grammar,usage, spelling, and punctuation listedbelow.

Grammar and UsageStudents will:– use parts of speech correctly, including

nouns, pronouns, verbs, adverbs, adjec-tives, conjunctions, and prepositions;

– construct a variety of correct sentencesusing subject, predicate, object, subjec-tive completion, and prepositionalphrases;

– construct a variety of correct com-pound and complex sentences usingprincipal and subordinate clauses;

– identify and correct errors in sentencestructure, verb tense consistency, andsubject-predicate agreement in narrativeand expository writing.

SpellingStudents will:– demonstrate understanding of a variety

of spelling patterns, rules, and strategiesby analysing and correcting spellingerrors;

– use homophones and commonly con-fused words correctly;

– use apostrophes correctly in contrac-tions and possessives (i.e., know whenand when not to use an apostrophe);


PunctuationStudents will:– use punctuation correctly, including the

period, question mark, exclamationmark, comma, dash, and colon, as wellas quotation marks, parentheses, andellipses.

64

Aboriginal Governance: Emerging Directions, (NDG4M)Grade 12, University/College Preparation

This course investigates how Aboriginal governments exercise authority and demonstrateresponsibilities associated with governance in Canada. Students will explore Aboriginal worldviews regarding identity, relationships among Aboriginal peoples and between Aboriginal peoples and other Canadians, and Aboriginal definitions of sovereignty. Students will also compare traditional and contemporary forms of Aboriginal governance and will examineAboriginal and Canadian relations, focusing on empowerment and the inherent right to self-government.

Prerequisite: Any Grade 11 university, university/college, or college preparation course inNative studies

65A B O R I G I N A L G O V E R N A N C E : E M E R G I N G D I R E C T I O N S , G R A D E 1 2 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( N D G 4 M )

Identity



• demonstrate an understanding that Aboriginal self-governance is grounded in Aboriginalpeoples’ beliefs and values;

• demonstrate an understanding of various forms of social organization of Aboriginal peoplesthat help define their identity;

• describe traditional forms of Aboriginal decision making and their relevance to contemporaryefforts of Aboriginal peoples to establish their identity as autonomous peoples;

• describe the impact that governance has with respect to Aboriginal identity.




– identify traditional beliefs and values thatare part of Aboriginal identity and thataffect Aboriginal decision making andleadership;

– demonstrate an understanding of how tra-ditional leadership practices (e.g., consulta-tion with elders) are part of Aboriginalidentity and integral to current decision-making practices;

– identify approaches suggested by Aboriginalpeoples to help Canadian society betterunderstand the concept of Aboriginalidentity and self-determination;

– describe traditional and contemporaryworld views held by Aboriginal peoplesand how these views promote positivegrowth and a sense of identity withinAboriginal communities.



– describe ways in which Aboriginal peoplescontinue the traditions and customs thatare part of their identity in their efforts togovern themselves (e.g., consultation withelders; community-based, culturally sensi-tive birthing services that use a combina-tion of traditional and modern practices;the Confederacy Council in Iroquoiancommunities);

– demonstrate an understanding of howconsensus and inclusive decision making,which are an integral part of Aboriginalidentity, facilitate dialogue with the gov-ernment of Canada;

– describe the diverse identities ofAboriginal peoples and how this diversityinfluences relationships with otherCanadians (e.g., separate political organi-zations for Status Indians, Métis, andAboriginal women at the provincial andnational levels).




– describe the ways in which Aboriginalpeoples are implementing strategies thatreflect their traditional forms of gover-nance (e.g., consultation with elders, thedelivery of programs and services based ontraditional values), which have always beenan important part of their identities;

– demonstrate an understanding of strategiesused to strengthen Aboriginal identity thatrestore and revitalize Aboriginal commu-nities (e.g., strategies that withstand incur-sions on Aboriginal lands or that demandrespect for Aboriginal autonomy);

– describe the aspects of traditionalAboriginal governance (e.g., the role ofwomen, the role of elders, consensus indecision making) that are important fac-tors guiding contemporary approaches toAboriginal self-governance.


Relationships



• demonstrate an understanding of the historical context that underlies current relationshipsbetween Aboriginal peoples and the government of Canada;

• describe the changing nature of the legal and political relationships between Aboriginal peoples and the government of Canada;

• describe social and political conditions that affect the current dialogue between Aboriginalpeoples and other Canadians.




– describe ways in which Aboriginal peoplesdefine nation-to-nation relationships withthe government of Canada (e.g., any of the“numbered treaties”);

– demonstrate an understanding ofAboriginal peoples’ concept that they arethe first peoples of the Americas;

– demonstrate an understanding that thevision of self-governance varies among different Aboriginal peoples (e.g., differentinterpretations of the Two Row WampumBelt).



– describe ways in which history influencesthe current relationship betweenAboriginal peoples and the government ofCanada (e.g., Royal Proclamation of 1763,the Jay Treaty of 1794, pre-Confederationtreaties, the eleven “numbered treaties”from 1871 to 1921);

– demonstrate an understanding of the legaland political relationship betweenAboriginal peoples and the British Crown(e.g., the Covenant Chain, fiduciary oblig-ation based on the Indian Act, the NiagaraTreaty);

– explain how unresolved legal and politicalissues between Aboriginal peoples andCanada contribute to contemporary con-flicts (e.g., land title disputes, disputes overhunting and fishing rights, Aboriginal warveteran issues);

– describe how modern treaties and negoti-ated agreements (e.g., the Nisga’a Treaty,the agreements leading to the creation ofNunavut Territory) reflect the positionthat Aboriginal peoples are entitled todetermine their own future.



– describe ways in which the ConstitutionAct of 1982 provides for the explicitrecognition of Aboriginal peoples;

– describe recent developments in the legaland political dialogue between Aboriginalpeoples and the government of Canada(e.g., at Meech Lake, 1990; theCharlottetown Accord, 1992; the RoyalCommission on Aboriginal Peoples, 1996);

– describe some of the forums thatAboriginal peoples have participated in tosolve some of the difficulties betweenAboriginal peoples and Canadian society(e.g., the discussions leading to the cre-ation of Nunavut Territory; the constitu-tional meetings involving the Assembly ofFirst Nations, the Congress of AboriginalPeoples, and the Inuit Tapirisat).


Sovereignty



• identify a variety of Aboriginal peoples’ views relating to sovereignty and governance;

• describe how the self-determination of Aboriginal peoples is reflected in community-basedactivities;

• identify various forms of decision making and leadership that facilitate the autonomy ofAboriginal peoples;

• describe the concept of Aboriginal self-determination that involves the equitable sharing oflands, resources, and economic development.




– identify some of the principles related toself-determination advanced by Aboriginalpeoples (e.g., the inherent right to self-determination, responsibilities and obliga-tions to the earth and to all living things,accountability to future generations);

– describe the responsibilities that Aboriginalpeoples have traditionally associated withgovernance (e.g., maintaining protocols,respecting the internal autonomy of otherAboriginal nations or communities);

– identify various models of decision makingin Aboriginal communities (e.g., consen-sus, sentencing circles such as the HollowWater Project);

– demonstrate an understanding of theAboriginal perspective that sovereignty isan inherent attribute from the Creator;

– identify strategies that enable Aboriginalpeoples to fulfil their accountability tofuture generations by assuming jurisdictionover aspects of their own communities(e.g., child welfare, conservation, resourcemanagement).



– identify Aboriginal community-basedeconomic activities aimed at achievingAboriginal self-reliance through the combined efforts of Aboriginal and non-Aboriginal peoples, governments, andinstitutions (e.g., the projects of the Inuitin Cape Dorset, the Akwesasne Mohawks,and the Mocreebec community on MooseFactory Island);

– describe differing perspectives about therights of Aboriginal peoples to governthemselves;

– demonstrate an understanding of the gov-ernance models that enable Aboriginalpeoples to exercise autonomy within theCanadian federation (e.g., that of theAkwesasne Mohawks);

– describe examples of political discourse byfederal and provincial governments andAboriginal peoples relating to sovereignty(e.g., regarding East and West Coast fishingissues).




– demonstrate an understanding of theAboriginal commitment to self-determination (e.g., as shown by theLubicon Cree and in the Nisga’a Treatynegotiations);

– describe how the principles of self-determination provide Aboriginal peopleswith a framework for the restoration ofhealthy Aboriginal communities;

– assess the importance of community participation (e.g., the establishment ofhealing circles, the use of community consultation processes) in Aboriginal communities in the future;

– identify strategies that reflect the aspira-tions of Aboriginal peoples to take respon-sibility for their own future.


Challenges



• identify the challenges involved in the implementation of self-determination;

• describe strategies to resolve land and jurisdictional issues affecting the future of Aboriginaland Canadian relations;

• demonstrate an understanding of the resourcefulness and commitment of Aboriginal peoplesin addressing the needs of their communities;

• identify creative alternatives and solutions that promote economic self-reliance for Aboriginalcommunities.




– identify the shared efforts of Aboriginalpeoples to assume control of their livesthrough the pursuit of self-determinationin ways that are consistent with the tradi-tional understanding of sharing and inter-dependency (e.g., the experience of theJames Bay Cree);

– describe the difference in how land is per-ceived by Aboriginal society and byCanadian society (e.g., in terms of respectfor the land and all living things, compati-ble resource development, and sustainablesmall-scale economies) and explain thecrucial importance of this difference togovernance among Aboriginal peoples;

– explain how an Aboriginal world view ismaintained in the implementation ofAboriginal self-determination (e.g., therestoration of the traditional leadershipprocess, the restoration of consensus deci-sion making, the importance of publicdebate);

– describe how Aboriginal peoples haveadapted their traditions and customs (e.g.,sentencing circles) as a response to con-temporary society.



– assess the potential for a respectful andreciprocal relationship between Aboriginalpeoples and other Canadians;

– describe various areas of governance (e.g.,health, education) that are the subject ofnegotiation between Aboriginal peoplesand the federal government;

– describe the strategies that enableAboriginal peoples to represent theircommunities in negotiations with provin-cial and federal governments (e.g., in there-examination of terms in treaties,through coalitions with churches andnon-governmental agencies);

– describe how the ways in whichAboriginal peoples perceive land (e.g., theAboriginal belief that human beings weregiven special responsibilities to serve asstewards of the natural environment) mayaffect the future of Aboriginal andCanadian relations.




– demonstrate an understanding ofAboriginal peoples’ perspective on theresponsibilities associated with governance;

– identify the healing and restorative effectsof traditional Aboriginal forms of governance;

– demonstrate an understanding of thedegree to which Aboriginal peoples haveattained self-determination through nego-tiated agreements (e.g., in the develop-ment of the Nisga’a Treaty, in the JamesBay Agreement, 1975);

– describe the negotiating forums used toreconcile conflict and to promote reneweddialogue between Aboriginal peoples andthe government of Canada (e.g., in thecomprehensive claims process, in self-government negotiations led by the federal government).

72

Issues of Indigenous Peoples in a Global Context, (NDW4M)Grade 12, University/College Preparation

This course provides students with an overview of the issues and challenges that confrontindigenous peoples worldwide. Students will develop an understanding of the concerns andaspirations of the world’s indigenous population, plan and conduct research on global issuesthat have an impact on indigenous peoples, and use information technology to consult materials related to the views of indigenous peoples throughout the world.

Prerequisite: Any Grade 11 university, university/college, or college preparation course inNative studies

73I S S U E S O F I N D I G E N O U S P E O P L E S I N A G L O B A L C O N T E X T , G R A D E 1 2 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( N D W 4 M )

Identity



• demonstrate an understanding of how certain terms relating to Aboriginal peoples changewhen they are used in an international context;

• identify where indigenous peoples are situated throughout the world;

• describe emerging global economic and environmental practices and their impact on indigenous cultural identity;

• identify some of the challenges to maintaining their identities that indigenous communitiesthroughout the world encounter in a highly industrialized world;

• demonstrate an understanding of the commonality of world views of indigenous peoplesaround the world.


Indigenous World View


– demonstrate an understanding of the simi-larity in world views of the world’s indige-nous populations;

– describe the legal and political perspectivesof the world views of indigenous peoplesconcerning their own social, economic, orcultural development (e.g., regarding gov-ernance, resource development, or thepreservation of indigenous languages);

– describe how indigenous peoples through-out the world have maintained the coreprinciples of an indigenous world view(e.g., land stewardship; cooperation; recip-rocal relationships, such as “people withthe Creator”,“people with people”, and“people with the environment”) or havelost their traditional ways (e.g., destructionof the rain forest).

Indigenous and International Relations


– demonstrate an understanding of the termindigenous peoples, which is used instead ofAboriginal in international contexts;

– identify the location of various indigenouspopulations on a world map (e.g., theKaren in Thailand, the Maori in NewZealand);

– describe how indigenous peoplesthroughout the world have responded toeconomic trends in the global economyand yet maintained their traditional way of life;

– demonstrate an understanding of how dif-ferent indigenous peoples affirm theiridentity (e.g., through indigenous non-governmental organizations);

– assess national and international reactionsto indigenous peoples’ efforts to identifythemselves as distinct peoples within theglobal community.




– define the factors that indigenous peoplesbelieve are critical for ensuring healthy,sustainable communities (e.g., a secureland base, political autonomy, a viablecommunity-based economy);

– identify, through analysis, the efforts ofindigenous peoples and national govern-ments to review and revise policies thatpromote the forced assimilation of anindigenous people (e.g., the repeal ofapartheid legislation in South Africa, 1993);

– demonstrate an understanding of thedifferent political, economic, and envi-ronmental issues that unite indigenouspeoples throughout the world (e.g.,decolonization, economic exploitation,preservation of biodiversity).


Relationships



• describe some of the international indigenous peoples’ organizations developed by indigenouspeoples throughout the world;

• describe similarities and differences in the relationships between the world’s indigenouspopulations and their national governments;

• describe the current dialogue concerning renewed relationships between indigenous peoplesand various national governments;

• demonstrate an understanding of the distinction between the terms indigenous people andindigenous populations;

• identify examples of partnerships between indigenous communities and national governmentsor multinational corporations to foster indigenous economic self-sufficiency.




– describe the world view that Aboriginalpeoples in Canada have in relation toother indigenous societies in the interna-tional community;

– describe the dialogue on issues of reconcil-iation (e.g., reciprocity, sharing) betweenindigenous peoples and their nation statesin various parts of the world;

– demonstrate an understanding that theNorth American Aboriginal cultural per-spective on land is shared by indigenouspeoples in various parts of the world;

– identify views and concerns that uniteindigenous peoples around the world (e.g.,sovereignty and sustainability).



– demonstrate an understanding of the issuesand events that led to global collaborationamong indigenous peoples (e.g., theresponse to the 1992 Rio Declaration);

– describe the achievements (e.g., the InuitCircumpolar Conference) of an interna-tional indigenous organization (e.g., theWorld Council of Indigenous Peoples);

– compare the histories of the interactionbetween different indigenous peoples andtheir national governments (e.g., theAborigines and the government ofAustralia, the Manobos and the govern-ment of the Philippines, the Maasi and thegovernment of Tanzania) and extend thecomparison to the Canadian context;

– compare the key features of a policydeveloped by at least two national govern-ments to govern their relations with theirindigenous peoples (e.g., the UnitedStates’ Indian Self-Determination andEducation Assistance Act, 1975; Canada’sIndian Act, 1985);

– identify examples in which indigenouspeoples developed economic partnershipswith national governments or multina-tional corporations (e.g., the James BayCree’s partnership with the YamahaCorporation to develop watercraft);

– demonstrate an understanding of the usesof the terms indigenous people and indige-nous populations (language used in theDraft United Nations Declaration on theRights of Indigenous Peoples, as quoted inCanadian Native Law Reporter, vol. I(1994), pp. 40-47).




– describe a forum (e.g., the Inuit Circum-polar Conference, the InternationalAlliance of the Indigenous Tribal Peoplesof the Tropical Forests) in which indige-nous peoples work together to influencethe policy makers of nation states thathave a presence in a geographical area(e.g., countries that control parts of theArctic);

– identify examples where indigenous peoples and different national governmentshave developed strategies to improve theirrelations with each other (e.g., Australia’sCouncil for Aboriginal Reconciliation,Canada’s Statement of Reconciliationwith Aboriginal Peoples);

– demonstrate an understanding of how anindigenous group has used a philosophicalattachment to its traditional lands (e.g., theMaori of New Zealand, the Aborigines ofAustralia) as a means of maintaining thegroup’s cultural identity;

– identify principles that indigenous peoplesuphold by their participation in interna-tional bodies and organizations (e.g., theprinciples of sustainability, preservation ofcommunity, respect for fundamentalhuman rights).


Sovereignty



• identify the nature and scope of “self-determination” as articulated by indigenous peoplesworldwide;

• describe the basis for the autonomy of indigenous peoples;

• describe efforts by the world’s indigenous peoples to lobby the international community forrecognition of their right to self-determination;

• describe the importance of international forums for advancing the rights of indigenous peoples around the world.




– explain the meaning of the term self-determination;

– identify universal characteristics of indige-nous sovereignty (e.g., a land basebestowed by the Creator; a traditionalbody of knowledge, language, and law; aself-identifying population).



– explain a variety of views on indigenoussovereignty (e.g., as outlined in the DraftUnited Nations Declaration on the Rightsof Indigenous Peoples or in InternationalLabour Organizations Convention No.169 on the Rights of Indigenous Peoplesand Tribal Populations);

– identify examples in which indigenouspeoples throughout the world have actedto protect their land, their culture, or theircommunity’s livelihood (e.g., the armedresistance of the Indians of Chiapas,Mexico; the Seminole people’s resistanceto American government efforts to relocatethem, 1835; the Oka crisis in Canada,1990);

– demonstrate an understanding of the placeof indigenous nations within the globalpolitical system;

– identify, through analysis, some of the lim-itations preventing indigenous peoples indifferent parts of the world (e.g., theMaori of New Zealand, the Maasi ofTanzania, the Manabos of the Philippines)from exercising authority in their ownaffairs, and compare their responses;

– demonstrate an understanding of thearguments for autonomy and self-government used by the world’s indige-nous peoples (e.g., the application ofinternational human rights laws or of theUnited Nations Declaration of HumanRights);

– describe the roles and responsibilities ofpermanent international organizationsinvolving indigenous peoples around theworld (e.g., organizations established bythe United Nations).



– describe how indigenous peoples havesought recognition of their sovereigntythrough political reform within nationstates (e.g., the recognition of Aboriginalpeoples in the Canadian Constitution Act,1982; the Norwegian Saami Act, 1987);


– demonstrate an understanding of theinfluence of indigenous peoples on theemergence of international policies in theareas of development, finance, and humanrights (e.g., the World Bank’s policy docu-ment “Tribal Peoples and EconomicDevelopment”, 1982; Draft UnitedNations Declaration on the Rights ofIndigenous Peoples, 1993);

– explain how individual nation states andmultinational companies have promotedbetter understanding of the concept ofself-determination for indigenous peoples(e.g., through the European Union Policyon Indigenous Peoples and DevelopmentCo-operation, 1998).


Challenges



• identify the common issues facing the world’s indigenous peoples;

• demonstrate an understanding of the factors that influence indigenous peoples’ participationin international affairs or the global economy;

• describe a variety of approaches that indigenous peoples are taking to preserve and maintainindigenous knowledge as it relates to such things as culture, language, and the environment.




– demonstrate an understanding of theglobal roles that indigenous peoples see forthemselves (e.g., stewardship of the envi-ronment, co-management of resourceswith national governments);

– describe the strategies that indigenouspeoples are using to sustain their culturesand languages, and to protect the environment;

– describe how indigenous peoples are usingtheir cultural practices and traditionalteachings when developing new strategiesto cope with change.



– demonstrate an understanding of the issuesthat are of common interest to the world’sindigenous population (e.g., resourcedevelopment, self-determination, thepreservation of culture);

– identify, through analysis, factors (e.g., eth-nocentrism, political and economic mar-ginalization) that impede indigenous peo-ples from assuming full participationwithin the international community;

– describe the effects of economic globaliza-tion on the future development of indige-nous communities;

– identify examples of litigation whereindigenous peoples have used the courts to

uphold their rights as sovereign peoples orto address the denial of basic human rights(e.g., Worester v. Georgia, USA, 1832; Calderv. Attorney-General of British Columbia,Canada, 1973; Delgamuukw v. the Crown,Canada, 1997; the Western Sahara case,International Court of Justice, 1979);

– demonstrate an understanding of theimpact that the economic systems ofnational governments and the growth ofmultinational corporations have onindigenous peoples throughout the world(e.g., the exploitation of workers, expro-priation of lands, the forced relocation of apopulation).



– describe the steps (e.g., resolving landclaims, granting indigenous peoples rightsto natural resources) that members of theinternational community have taken toensure that indigenous peoples will have asustainable land base for generations tocome;

– identify the successes that indigenous peo-ples have had in influencing the policies ofnational governments and multinationalcorporations (e.g., land-use policies, part-nerships, co-management strategies);

– identify strategies that indigenous peoplesmight use to achieve financial stability.

80

Some Considerations for Program Planning in Native Studies

Teachers who are planning a program in Native studies must take into account considerationsin a number of important areas. Essential information that pertains to all disciplines is providedinThe Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas ofconcern to all teachers that are outlined there include the following:

• types of secondary school courses

• education for exceptional students

• the role of technology in the curriculum

• English as a second language (ESL) and English literacy development (ELD)

• career education

• cooperative education and other workplace experiences

• health and safety

Considerations relating to the areas listed above that have particular relevance for programplanning in Native studies are noted here.

Education for Exceptional Students. The Education Act and regulations made under the actrequire school boards to provide exceptional students with special education programs andservices that are appropriate for their needs.

An Individual Education Plan (IEP) must be developed and maintained for each student whois identified as exceptional by an Identification, Placement, and Review Committee (IPRC).The IEP must outline, as appropriate, any modified or alternative curriculum expectations andany accommodations (i.e., the specialized support and services) that are required to meet thestudent’s needs. The IEP must also identify the methods by which the student’s progress willbe reviewed. For exceptional students who are fourteen years of age or older and who are notidentified solely as gifted, the IEP must contain a plan to help them make the transition topostsecondary education, apprenticeship programs, or the workplace, and to help them live asindependently as possible in the community.

An IEP may also be prepared for a student with special needs who is receiving special educationprograms and/or services but who has not been identified as exceptional by an IPRC.

The courses in Native studies provide teachers with the latitude to make modifications to meetthe needs of exceptional students as set out in their Individual Education Plans. Although eachcourse stresses the acquisition of information and skills and the communication of ideas, themeans for accomplishing these aims are varied, ranging from written stories to oral presenta-tions to various art forms.

81S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N N A T I V E S T U D I E S

The Role of Technology in the Curriculum. Electronic links may be used in Native studiescourses to connect students located in isolated communities with others in more densely populated areas to enhance cross-cultural awareness and encourage dialogue. Access to infor-mation technology provides students with a resource base that they can use for research andto find out about employment opportunities. Electronic links will assure students in distantcommunities equity of access to information and educational materials in their explorationof Native studies.

English As a Second Language and English Literacy Development (ESL/ELD). Students tak-ing ESL/ELD and Native studies courses will learn about the long history of Native peoplesin Canada. All Native studies courses will provide opportunities for inquiry into and discus-sion of the culture of Native peoples in Canada and issues that concern them, including landclaims, treaties, and self-government. Students may also explore vocabulary derived fromNative languages.

Career Education. Native studies courses offered in Grades 11 and 12 will provide all studentswith opportunities to develop self-awareness, which is important when pursuing learning andcareer opportunities beyond the secondary school experience. Access to community leaders,career professionals, and elders will enable students in Native studies courses to further theirunderstanding of employment opportunities.

Cooperative Education and Other Workplace Experiences. Cooperative education, work experience, and community service associated with Native studies will provide unique oppor-tunities for students to work with Aboriginal professionals, entrepreneurs, and spiritual leadersto enrich their personal, vocational, and cultural experiences.

82

The achievement chart that follows identifies four categories of knowledge and skills in Nativestudies – Knowledge/Understanding,Thinking/Inquiry, Communication, and Application.These categories encompass all the curriculum expectations in courses in the discipline. Foreach of the category statements in the left-hand column, the levels of student achievement aredescribed. (Detailed information on the achievement levels and on assessment, evaluation, andreporting policy and its implementation is provided inThe Ontario Curriculum, Grades 9 to 12:Program Planning and Assessment, 2000.)

The achievement chart is meant to guide teachers in:

– planning instruction and learning activities that will lead to the achievement of the curriculum expectations in a course;

– planning assessment strategies that will accurately assess students’ achievement of the curriculum expectations;

– selecting samples of student work that provide evidence of achievement at particular levels;

– providing descriptive feedback to students on their current achievement and suggestingstrategies for improvement;

– determining, towards the end of a course, the student’s most consistent level of achievementof the curriculum expectations as reflected in his or her course work;

– devising a method of final evaluation;

– assigning a final grade.

The achievement chart can guide students in:

– assessing their own learning;

– planning strategies for improvement, with the help of their teachers.

The achievement chart provides a standard province-wide method for teachers to use inassessing and evaluating their students’ achievement. A variety of materials is being made avail-able to assist teachers in improving their assessment methods and strategies and, hence, theirassessment of student achievement.

The ministry is providing the following materials to school boards for distribution to teachers:

– a standard provincial report card, with an accompanying guide

– instructional planning materials

– assessment videos

– training materials

– an electronic curriculum planner

The Achievement Chart for Native Studies


When planning courses and assessment, teachers should review the required curriculumexpectations and link them to the categories to which they relate. They should ensure that allthe expectations are accounted for in instruction, and that achievement of the expectations isassessed within the appropriate categories. The descriptions of the levels of achievement givenin the chart should be used to identify the level at which the student has achieved the expec-tations. Students should be given numerous and varied opportunities to demonstrate theirachievement of the expectations across the four categories. Teachers may find it useful to pro-vide students with examples of work at the different levels of achievement.

The descriptions of achievement at level 3 reflect the provincial standard for student achieve-ment. A complete picture of overall achievement at level 3 in a course in Native studies can beconstructed by reading from top to bottom in the column of the achievement chart headed“70–79% (Level 3)”.


Categories

Knowledge/

Understanding

– knowledge of facts

– understanding of concepts

– understanding of relationships betweenconcepts

Thinking/Inquiry

– critical and creativethinking skills

– inquiry skills (e.g.,formulating questions;planning; selectingstrategies andresources; analysingand interpreting infor-mation; forming conclusions)

50–59%

(Level 1)

– demonstrates limitedknowledge of facts

– demonstrates limitedunderstanding of concepts

– demonstrates limitedunderstanding of rela-tionships betweenconcepts

– uses critical and cre-ative thinking skillswith limited effectiveness

– applies few of theskills involved in aninquiry process

60–69%

(Level 2)

– demonstrates someknowledge of facts

– demonstrates someunderstanding of concepts

– demonstrates someunderstanding of rela-tionships betweenconcepts

– uses critical and cre-ative thinking skillswith moderate effectiveness

– applies some of theskills involved in aninquiry process

70–79%

(Level 3)

– demonstrates consid-erable knowledge offacts

– demonstrates consid-erable understandingof concepts

– demonstrates consid-erable understandingof relationshipsbetween concepts

– uses critical and cre-ative thinking skillswith considerableeffectiveness

– applies most of theskills involved in aninquiry process

80–100%

(Level 4)

– demonstrates thoroughknowledge of facts

– demonstrates thoroughand insightful under-standing of concepts

– demonstrates thor-ough and insightfulunderstanding of rela-tionships betweenconcepts

– uses critical and cre-ative thinking skillswith a high degree ofeffectiveness

– applies all or almost allthe skills involved inan inquiry process

Achievement Chart – Grades 11 and 12, Native Studies

The student:

The student:


Categories

Communication

– communication ofinformation and ideas

– use of language, sym-bols, and visual images

– communication todifferent audiencesand for different purposes

– use of various formsof communication

Application

– application of ideasand skills in familiarcontexts

– transfer of concepts,skills, and proceduresto new contexts

– use of procedures,equipment, and technology

– making connections(e.g., between per-sonal experiences andNative studies,between Native stud-ies and other subjects,between Native stud-ies and the world out-side the school)

50–59%

(Level 1)

– communicates infor-mation and ideas withlimited clarity

– uses language, sym-bols, and visualimages with limitedaccuracy and effectiveness

– communicates with alimited sense of audi-ence and purpose

– demonstrates limitedcommand of the various forms of communication

– applies ideas and skillsin familiar contextswith limited effectiveness

– transfers concepts,skills, and proceduresto new contexts withlimited effectiveness

– uses procedures,equipment, and technology safely andcorrectly only withsupervision

– makes connectionswith limited effectiveness

60–69%

(Level 2)

– communicates infor-mation and ideas withsome clarity

– uses language, sym-bols, and visual imageswith some accuracyand effectiveness

– communicates withsome sense of audi-ence and purpose

– demonstrates moder-ate command of thevarious forms of communication

– applies ideas and skillsin familiar contextswith some effectiveness

– transfers concepts,skills, and proceduresto new contexts withsome effectiveness

– uses procedures,equipment, and technology safely andcorrectly with somesupervision

– makes connectionswith moderate effectiveness

70–79%

(Level 3)

– communicates infor-mation and ideas withclarity

– uses language, sym-bols, and visual imageswith considerableaccuracy and effectiveness

– communicates with aclear sense of audi-ence and purpose

– demonstrates consid-erable command ofthe various forms ofcommunication

– applies ideas and skillsin familiar contextswith considerableeffectiveness

– transfers concepts,skills, and proceduresto new contexts withconsiderable effectiveness

– uses procedures,equipment, and technology safely andcorrectly

– makes connectionswith considerableeffectiveness

80–100%

(Level 4)

– communicates infor-mation and ideas withclarity and insight

– uses language, sym-bols, and visual imageswith a high degree ofaccuracy and effectiveness

– communicates with astrong sense of audi-ence and purpose

– demonstrates exten-sive command of thevarious forms of communication

– applies ideas and skillsin familiar contextswith a high degree ofeffectiveness

– transfers concepts,skills, and proceduresto new contexts witha high degree of effectiveness

– demonstrates and pro-motes the correct andsafe use of procedures,equipment, and technology

– makes connectionswith a high degree ofeffectiveness

The student:

The student:

Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.

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The Ministry of Education wishes to acknowledgethe contribution of the many individuals, groups, andorganizations that participated in the developmentand refinement of this curriculum policy document.

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