Grade 9 Unit 4 Topics

Topic One: Introduction

Topic Two: Aboriginal Peoples of Canada - Indian, Métis and Inuit

Topic Three: Origin of Aboriginal Peoples - Two Worldviews

Topic Four: Aboriginal Spirituality

Topic Five: Relationships with the Environment

Topic Six: Treaties and Land Claims

Topic Seven: Social and Economic Life - Past and Present

Topic Eight: One Contemporary Economic Structure - Aboriginal Cooperative Organizations

Topic Nine: Contemporary Canadian Aboriginal Social and Economic Issues

Topic Ten: Aboriginal Self-Determination and Self-Government

PDF file for all of Grade 9 Unit 4 Topics

Topic One: Introduction

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Become aware of various aspects of Canadian Aboriginal culture and history. ( >COM)
· Become aware of some issues, past and present, faced by Aboriginal peoples of Canada. (COM)

· Read or view to gather information and develop understanding. (CCT, COM)
· Summarize information and ideas gathered. (CCT)
· Participate in group discussions to exchange and share information. (COM)

· Appreciate problems faced by Aboriginal peoples, past and present. (PSVS)
· Respect Aboriginal viewpoints and acknowledge their validity. (PSVS)
· Empathize with the Aboriginal peoples. (PSVS)

Procedure

Teacher Notes
See pages 392 and 411 in this curriculum guide for information about teaching and assessing summarizing skills.
Assessment Suggestions
· Assess students' summaries and/or their abilities to participate effectively in group discussion.

Instruction Suggestions
· Give each student a copy of "Student Handout # 1: KWL Chart - Aboriginal Peoples of Canada." Instruct them to complete the K and W columns, in point form. Explain that they are to write about the topic of Aboriginal peoples of Canada, stating what they know and want to know about their cultures and history.

Research Resources and Sources:
The following are suggestions only, and teachers may select others:
· For Angela (video)
· "Civilization Drilled In" (article) by Brian Titely in Horizon Canada: A New Way to Discover Canada. Vol. 7, No. 76, August 1986, pp. 1814-1819.
· "Hard Bargain" (article) by John Tobias in Horizon Canada: A New Way to Discover Canada. Vol. 6, No. 61, May 1986, pp. 1441-1447.
· "The Beginning of the Cree World"--legend in Native Voices--The Issues Collection (p.6).
· "I Grew Up", "Buffalo Dusk" and "Drums of My Father" (in Changes Anthology - Multisource Series).
· "Only Yesterday" (audio speech) by Chief Dan George in We Are Canadians kit.
See the bibliography and the resource list in this unit for other sources, as well as local and national newspapers and magazines. The kit Connecting Canada contains many useful articles.
Horizon Canada magazine is out of print, but some libraries and schools have copies.
· Divide students into groups according to their abilities and learning style preferences. Some groups may be larger then others. Give each group a resource to listen to, read or view, based on their learning needs. See the Teacher Notes column for suggested resources and sources.
· Instruct groups to read or view their assigned resource, and to jot notes in the LEARNED column of their KWL charts during the process.
· Have each group discuss the notes they have taken, and compare their findings, responses and understanding. They should determine if all their questions in the WANT TO KNOW column have been answered, if they now have other questions, and if anything they learned surprised them.
· Instruct students to create summaries of their findings in point form, as a web or concept map, or in sentences.
· Have each group state the name and genre of its resource, and share the summaries with the entire class.
· Debrief by highlighting key points of the class discussion and responding to questions.
· Read aloud to students "Teacher Handout #1: What a Certain Visionary Once Said."
· Tell students that they have just been introduced to this unit, which explores Canada's First Nations roots.

Topic Two: Aboriginal Peoples of Canada - Indian, Métis and Inuit

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know that the Indian, Métis and Inuit are the Aboriginal peoples of Canada. (COM )
· Know the Aboriginal cultural groups that traditionally resided in Canada and on the prairies.

· View to gather information and ideas about Canada's Aboriginal peoples. (COM)
· Participate effectively in discussion.
· Make generalizations based on discussion content and ideas. (CCT)
· Use the research process to gather and present specific information. (COM, CCT)

· Appreciate the variety of cultures of the Aboriginal peoples. (PSVS)
· Appreciate the need for critically examining that which is taken for granted. (PSVS)

Procedure

Teacher Notes
Information about teaching and assessing students' written and oral work are included on pages 371-378 of this curriculum guide. Aboriginal Peoples of Canada:
· The Indian, Métis and Inuit Peoples comprise the Aboriginal peoples of Canada.
· Within Saskatchewan is a rich and diverse First Nations and Métis population.
· The First Nations and Métis populations of Saskatchewan have varying historical experiences, and come from many backgrounds-reserves, urban and rural, and north and south regions.

Research Process:
See pages 382-390 in this curriculum guide for information about the research process.
Encourage students to use a variety of resources and to present using a variety of media, including visual. Some students may wish to invite one or more Aboriginal or Métis people to visit the class to share their knowledge, or they may wish to interview these people as part of their research.

Assessment Suggestions
· Assess students' research process and products.

Instruction Suggestions
· Show students the video, Native Reflections, in two parts as follows:
° Part 1 - The Ballad of Crowfoot: Prior to viewing this short clip, tell students that the video has been described as a "haunting, often bitter account of the opening of the Canadian West." Tell them to record words, images, etc. that support or refute this description as they view the video segment. Follow the viewing with a discussion of students' responses. Assure students that there is no "right or wrong" response, only their opinions, which must be supported by rational reasons. Ask students to share the feelings that they had during the viewing and to try to explain why they felt that way. Ask students to articulate the impression of Aboriginal peoples that the video presents.
° Part 2 - School in the Bush: Tell students that this video segment explains Cree values and culture, and the reverence that Cree peoples have for the land. During viewing, students should record aspects of Cree culture that are evident in the images and narration. Following viewing, ask students to share their responses in pairs or small groups. Then, in large group discussion, ask students to identify how the video clip demonstrated that, for the Cree, "life and education are the same." Discuss if the students believe that this has changed for the Cree today. If so, why and in what ways?

· Explain the diversity of the Aboriginal peoples of Saskatchewan using maps and the information on "Teacher Information Sheet #2: First Nations and Métis Peoples of Canada" and "Teacher Information Sheet #3: Distribution of Indian Nations".
· Have students read "Student Handout #2: Who Are The Aboriginal Peoples?"
· Have students form small groups to research the history of some First Nations groups and the Métis people of Saskatchewan. As well, some groups could explore the history of the Inuit of Canada, including the recent formation of Nunavut.
· Explain to students the ways in which they will be expected to present their findings.

Topic Three: Origin of Aboriginal Peoples - Two Worldviews

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know that Aboriginal peoples existed prior to the formation of Canada. (COM)
· Know the traditional Aboriginal worldview concerning the origin of Aboriginal peoples in the Americas. (COM)
· Know the theory proposed by scientists and historians about the origin of Aboriginal peoples in the Americas. (COM)

· Compare Aboriginal creation stories from several First Nations groups. (CCT)
· Conduct research to gather specific information.
· Summarize the "Beringia Theory". (CCT, COM)
· Draw inferences. (CCT)

· Respect the traditional Aboriginal worldview regarding the origin of Aboriginal peoples in the Americas. (PSVS)
· Accept the right of others to hold different viewpoints or worldviews about the same occurrence. (PSVS)
· Accept that the Aboriginal peoples were the first inhabitants of Canada. (PSVS)

Procedure

Teacher Notes
Aboriginal Creation Stories:
The Aboriginal peoples have told stories for centuries to explain their origins. Most Aboriginal nations have stories that are unique to their particular nation. However, all Aboriginal creation stories have one thing in common-the belief in a Great Spirit who was involved in the creation of Aboriginal peoples. Through these stories, a belief system is shared, supporting the idea that the Aboriginal peoples were the first people of North America. The Beringia Theory:
Some scientists and historians believe that the people of North America originated from Africa or the Middle East. This theory holds that the Aboriginal peoples of the Americas probably originated in Asia and migrated, about 25,000 years ago, across a land bridge that stretched from Asia to Alaska over the Bering Strait. From there, it is assumed that they migrated to various parts of the Americas, including Canada and Saskatchewan.
First Nations People:
While these two views differ about the origin of the Aboriginal peoples, there is agreement that the Aboriginal peoples were the First Nations of the Americas. They were the original inhabitants of Canada when the Europeans arrived. They had established nations and developed cultures that were dependent upon and lived in harmony with the environment. They had developed family and social organizations, political systems and religious or spiritual beliefs, values and traditions.

Assessment Suggestions

Instruction Suggestions
· Have students read, view and/or listen to several Aboriginal creation stories from a variety of print and audio-visual sources. Choose stories from various First Nations (e.g., Blackfoot Nation, Cree Nation, Haida Nation, Iroquois Nation). Have students locate these stories, or provide them, depending upon time and resources.
· Have students work in pairs to create a chart comparing the creation stories, considering aspects such as the role of the Creator, and the roles of men, women, children, animals, and the environment (including land, trees, weather, etc.).
· Explain to students that the Aboriginal peoples used oral stories to share their knowledge, beliefs and values, including their beliefs about their origins.
· Tell students that contemporary historians have different views about the origin of Aboriginal peoples, and have them explore the Beringia theory.
· Give students a variety of resources, and have them research the Beringia theory of Aboriginal origin, then write a summary of their findings.
· Have students discuss whether two opposing worldviews can co-exist, both within a society and for individuals.
· Explain to students that there is no disagreement that the Aboriginal peoples were the first inhabitants of the Americas, including Canada and Saskatchewan.
· Establish that any group of people, including Canada's Aboriginal peoples, have the right to define themselves and their origins.
· Have students draw inferences about the fact that the Aboriginal peoples were the First Nations of North America. How is this significant for Aboriginal peoples and for other Canadians?

Topic Four: Aboriginal Spirituality

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know that plains Aboriginal spiritual philosophy was/is central to all activities, and gave/gives direction to the life of individuals within their society. (COM )
· Know that Aboriginal peoples of the prairies believe in the importance of ecological harmony and unity of all things of the Creation - the physical, plant, animal and human worlds. (COM)
· Know about some ceremonies and activities of traditional plains Aboriginal cultures. (COM)

· Participate in a Talking Circle. (COM)
· Engage in the research process to gather, compile, and present specific information and ideas. (CCT, COM)

· Respect and appreciate the traditional spiritual beliefs and practices of the plains Aboriginal peoples. (PSVS)
· Explore their own spiritual understanding and beliefs.

Procedure

Teacher Notes
See pages 382-390 in this curriculum guide for information about teaching and assessing the research process.

Assessment Suggestions
· Assess selected aspects of students' research processes and products, based upon their needs and abilities.

See page 394 of this curriculum guide for details about using Talking Circles.
Spiritual Systems and the Self:
Spiritual systems develop from the need to find ways to achieve personal and group actualization and fulfillment.
Identity and Spirituality:
What we believe and how we feel about ourselves combine to form our identity, which is:
· shaped by the time and place within which we live
· linked to the past (continuity with our parents, grandparents, etc.)
· geared to the future (our continued survival).
Spiritual systems develop because of the human need to find an identifiable role and place for humanity within the universe, and to find meaning and purpose in life and death.

Instruction Suggestions
· Have students list holidays and special occasions that they celebrate. Ask them to record the activities that they do and any special foods they eat during these times. Ask them if they, or their families, take part in any spiritual or religious traditions and ceremonies during these times. Discuss their responses. Remind students that Canada is a pluralistic society where many different religious traditions are practised.
· Have students read "Student Handout #3: Aboriginal Spirituality" (silently or aloud, as a class).
· Have students define "spirituality." Discuss the definition(s). Is it meaningful for them? For others? Why? Why not?
· Engage students in Talking Circles to consider questions such as: What is spirituality? Is there more than one type of spirituality? What is the importance of spirituality in people's lives? Are spirituality and religion necessarily the same thing?
· Discuss what a society would be like without spiritual or religious beliefs and traditions.
· Explain that Aboriginal cultures developed many spiritual rituals and traditions to celebrate their beliefs.

Rituals and Ceremonies:
All cultures develop sets of beliefs, behaviours and institutions, that their members will attempt to preserve. The importance attached to these is so personal that information is often not revealed to outsiders. When knowledge is gained, it should be treated with respect.
Components of spiritual systems within pre-contact Saskatchewan include the following:

naming ceremonies

prayer and fasting

vision quests

sweat lodges

Indian doctors (medicines, treatments for physical and psychological illness)

Pipes and pipe ceremonies

symbols and symbolism

Rain Dance and Sun Dance

death rituals connecting to the spirit world.

· Have students, individually or in small groups, research various aspects of Aboriginal spirituality. Some areas of inquiry include: Sweetgrass Ceremony, Potlatch, Medicine Wheels, Sacred Tree, relationship to nature (Mother Earth), Sun Dance and other special dances and music (drumming, singing). Their research should describe the spiritual activity or belief and explain its significance to traditional and contemporary Aboriginal culture. They might also explain any personal significance of what they have learned, or how their research has affected their understanding of Aboriginal cultures.
· Help students recognize the "interconnectedness" in
Aboriginal spirituality and Aboriginal existence (e.g., the life cycle is reflected in the Medicine Wheel as birth, life, death and rebirth-a continuous circle where all elements are connected).
· Discuss the discoveries that students make about the Aboriginal belief that our treatment of Mother Earth affects all of nature, including the lives of humans. Explore what this means today, for Aboriginal peoples, for other people and for themselves.

Topic Five: Relationships with the Environment

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know the traditional worldview of Aboriginal peoples with regards to the environment. (COM)
· Compare various worldviews of Canadians in general with regard to the environment. (COM)

· Compare Aboriginal peoples' traditional views toward the environment with current attitudes on local or global environmental issues. (CCT)
· Draw inferences. (CCT )
· Identify and evaluate a personal value or belief and its effects on human behaviour.

· Develop an awareness of, and respect for, Aboriginal perspectives on nature. (PSVS)
· Develop a personal perspective on the relationship between humans and the environment.

Procedure

Teacher Notes
Cultures that pre-date contact with Europeans in Saskatchewan were continually challenged by ever-changing environmental conditions. Survival depended upon developing systems to aid in the understanding and efficient use of resources, and in finding their locations:
· food storage methods (pemmican, smoked fish)
· food sharing methods (the "give away")
· role specialization (the hunter, the tool manufacturer, the tracker).
Scientific and technological components of cultures:
· shelter
· tools
· crafts
· transportation
· clothing
· weapons
medicines

See page 343 in this curriculum guide for information about creating and assessing collages.

Assessment Suggestions
· Observe students for demonstrations of respect for Aboriginal perspectives on nature.

Instruction Suggestions
· Explain that a value is a belief about what is desirable or important. Values affect a person's behaviour and determine a person's actions.
· Have students list five values (e.g., enjoyment of the outdoors, belief in honesty). Instruct them to share with a partner how their values affect the way they behave.
· Distribute "Student Handout #4 Humans and the Environment."
· Have students analyze the illustrations of two worldviews concerning human relationships with the environment. Ask them to respond to the following questions:
The people took from Mother Earth only what was needed for survival to ensure the preservation of the Earth for future generations.
  ° In each illustration, what elements do you see that represent the beliefs or values of humans in relation to the environment?
  ° What are the illustrations' similarities?
  ° What are the illustrations' differences?
  ° Which of these illustrations do you think best depicts the Aboriginal peoples' perspective on nature? Give reasons for your answers.
· "Mother Earth take cares of human beings so human beings must also take care of Mother Earth."

Discuss this statement with the students and have them identify the implications of it for present and future resource development within Saskatchewan. Resource development can be defined in a very general sense as the human utilization of natural resources.
· Read aloud "Teacher Information Sheet #4: Chief Seattle, 1854." Ask for student responses. Do they agree or disagree with Chief Seattle's views? Why?
Extended Learning:
· Interpret environmental issues and concerns using a collage technique with graphics, photos and headlines.
· Have students write a journal entry stating their own perspective on the relationship between humans and the environment.

Topic Six: Treaties and Land Claims

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Understand that treaties are binding agreements between First Nations and the Government of Canada . (COM)
· Know the reasons for contemporary Aboriginal land claims. (COM, CCT)

· Cooperate in small groups to consider the justice of the treaty system. (COM, CCT)
· Draw inferences based on specific information. (CCT)
· Participate in role play. (COM, CCT)
· Read for information and understanding.

· Understand the viewpoints of the Aboriginal peoples and governments toward treaties and land claims. (PSVS)

Procedure

Teacher Notes
See pages 413 and 417 for sample templates for assessing group skills.
"In 1492, Columbus sailed the ocean blue."
Most people are familiar with this children's rhyme that reflects the Europeans' belief that they "discovered" the Americas. Columbus himself believed that he had reached Asia. Some say that when he observed the Aboriginal peoples of the Americas, he believed that he was in the Indies, and hence named the people "Indians."
In fact, the Aboriginal peoples had occupied most parts of the Americas for thousands of years. They had developed their own cultures that emphasized a close relationship with the land.
The Europeans introduced European technology and arms. They believed that they had the right to establish settlements and take over the land and its resources.
The Europeans brought with them the idea that a person or a country could take possession of, and own, the land. This view contrasted with the view of the Aboriginal peoples, who did not espouse private land ownership and believed that the land belonged to future generations.
As a result, after a century of contact, French, Spanish, Portuguese and British explorers had claimed large territories in the Americas for their countries. The Aboriginal peoples lost the rights to use the land in traditional ways.

Assessment Suggestions
· Assess aspects of students' abilities to cooperate in groups.

Instruction Suggestions
· Distribute copies of "Student Handout #5: The Potlatch." The handout contains an article by Mary Janigan. Read aloud to students the introductory paragraph and first section, "The Attitude of Europeans."
· Assign other sections of the article to small groups:
Group 1 - Contact with the Europeans
Group 2 - The Impact of European Settlement
Group 3 - The Indian Act and Treaties
Group 4 - The Effect of Confederation on Aboriginal peoples
Group 5 - The Nishga Case
Group 6 - Aboriginal and Treaty Rights, 1982
· Instruct each group to summarize and present to the class what happened to the Aboriginal peoples as described in the section of Janigan's article that they read. Encourage students to present their summaries using graphic organizers, diagrams, role play, etc., rather than simply reading a written summary.
· Have the class share each summary.
· Instruct students to read "Student Handout #6: Understanding the Treaties." Have them complete "Student Handout #7: Viewpoint Analysis Form."
· Have students write an opinion piece on one of the two following questions. They may wish to consult resources for further background information.
° Do you think that the treaties were fair? Why?
° Do you think that an agreement is an agreement and that all parties should accept this idea? Do you think there is general understanding in Canada about the treaties as agreements between nations? Why is such understanding important?
Extended Learning
· Have students locate a Treaty Map of Saskatchewan."
· Research one of the treaties involving a First Nation people of Saskatchewan. Present the research as an oral or written report.
· Research The Indian Act (1876). Discuss the impact of this act on the Aboriginal people's way of life from 1870s to the present.

Topic Seven: Social and Economic Life - Past and Present

Learning Objectives

Knowledge/Content
Skills/Processes

Values/Attitudes

Know some of the beliefs underlying the traditional social paradigm of the Aboriginal cultures of pre-contact Saskatchewan.(COM)

Know some of the beliefs underlying the economic paradigm of the Aboriginal cultures of pre-contact Saskatchewan. (COM)

Express personal viewpoints. (COM, CCT)

Make inferences based on information gathered from the class. (CCT)

Read for information and understanding.

Appreciate that the concepts of "wealth" and "sharing" are culturally relevant. (PSVS)

Appreciate that all cultures operate upon the basis of social
Become more aware of their own personal economic and social worldviews. (PSVS)

Procedure

Teacher Notes
Survival in pre-contact Saskatchewan was based upon group efforts in hunting, gathering and trading. Social units were developed, such as the band, which were both flexible and stable. Kinship aided in achieving the cooperation necessary for achieving objectives.
Organizational components of societies:

the family

the extended family

the village/community/band

the clan system (not in pre-contact Saskatchewan)

the nation

roles: adults, children, elders, men, women, etc.

societies (as institutions)

socialization practices

customs, traditions

the arts

Assessment Suggestions

Assess students' inferencing skills.

Observe students for the abilities to express personal viewpoints clearly.

Instruction Suggestions

Have students identify 10 things each that they would do if they were given an unlimited amount of money to spend.

After they have done this, have them classify each item on their list according to:

for myself

for myself and others

for others

Once they have done this, have them indicate how many of their activities fall under each of the categories.

Get a class total for each of the categories and then discuss the results. Have the class make a generalization about its worldview regarding wealth (self-centred, or self-and-other centred, or other-centred). Relate this to the cooperation and sharing of wealth practised by pre-contact Aboriginal societies.

Explain to students the social structure of pre-contact First Nations. Give them several resources (see the suggested list at the beginning of this unit), including "Student Handout #8: Social and Economic Life." Have them gather more details about the diverse social structures of pre-contact Aboriginal cultures.

Have individual students or small groups of students prepare class presentations on either social or economic organization in a pre-contact First Nation.

Topic Eight: One Contemporary Economic Structure - Aboriginal Cooperative Organizations

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know that Aboriginal Canadians have created their own organizations to meet specific needs. (COM)
· Know that a cooperative is a democratic organization owned by people to meet their economic and social needs. (COM)
· Know that a credit union is a financial cooperative providing its members with financial services.

· Cooperate in groups. (COM, CCT)
· Contribute to group discussion. (COM)

· Appreciate the value of cooperation. (PSVS)
· Become aware of cooperatives as one type of community organization for economic development.

Procedure

Teacher Notes
Cooperatives:
· are locally-owned and democratically controlled · are formed to provide the members with needed goods or services.

Assessment Suggestions
· Assess students' abilities to contribute meaningfully to group discussions.

Instruction Suggestions
· Have students locate the following communities on a map: Buffalo Narrows, Saskatchewan; Pelly Bay, Nunavut. Identify the Aboriginal peoples who live in these communities. Ask students to describe some of the challenges people living in these two communities might face. What would be some of the advantages of living in such remote communities?
· Review the basic information on the structure of cooperatives. See "Teacher Information Sheet #5: Cooperative Basics - FAQs."
· Give each student one case study, either "Student Handout #9: North West Credit Union, Buffalo Narrows, Saskatchewan" or "Student Handout #10" Arctic Cooperatives Limited." As well, give each student a copy of "Student Handout #11: Discussion Guide for Case Studies."
· Instruct students to read the case study, taking notes as they read by responding to the questions on the discussion guide handout.
· Have students form small groups of five or six students. All members of a group must have read the same case study. Assign the following roles in each group:
  ° Chairperson - lead the discussion and ensure everyone contributes
  ° Recorder - write down what people say
  ° Timekeeper - keep track of the time
  ° Presenter - report to the class the outcome of the group's discussion.
· Instruct the groups to discuss the case study and their responses to the questions in the discussion guide.
· Have each group report to the entire class.
· Engage students in a class discussion about the following questions:
  ° How did the people in these case studies achieve success by working together?
  ° How were they able to use the cooperative model to access resources and services?
  ° How are these organizations being agents of change in their communities?
  ° In what ways do the organizations in the case studies reflect Aboriginal tradition and culture?

The CD-ROM Ideas and Inspirations (listed in the Secondary Level Arts Education Bibliography) contains many examples of Inuit art and includes background information on the artists. The resource was produced by Saskatchewan Education and is available in all Saskatchewan high schools. Check with the art teacher in your school.

Extended Learning: Locate an Inuit piece of art to show students. Learn the story or legend that is being depicted by the sculpture or painting. Is the art work authentic? If it is authentic, try to learn as much about the piece as possible: the name of the artist, where he/she lives, etc. (Students may wish to contact the artist.) Was the piece marketed through Arctic Co-ops Ltd.? If you are unable to find an actual piece of art, locate pictures of Inuit art in books. Discuss the legends and images that are presented in the art.

Topic Nine: Contemporary Canadian Aboriginal Social and Economic Issues

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Acquire knowledge about a variety of contemporary social and economic concerns and issues of Aboriginal Canadians. (COM)
· Know that social and economic problems are rooted in the past, and that First Nations people are organizing and negotiating to address these issues. (COM )

· Cooperate in small groups. (COM)
· Engage in research to gather and present information. (CCT)

· Value the historical and traditional knowledge of Elders in dealing with contemporary concerns.

Procedure

Teacher Notes

Treaties with Aboriginal peoples, The Indian Act of 1876 and the reserve system have greatly influenced the way of life of the Aboriginal peoples.
"Never in our worst nightmare did we ever imagine what was going to take place: that for nearly 100 years, from 1867 until 1960, we would be so limited in our activity that we would need to get off reserves. We couldn't own businesses. We couldn't run for office. We couldn't vote. We never reached the age of majority. We weren't human beings, really."
George Erasmus, January 1991
"You have, all across this country, people who have been painfully, quietly putting up with atrocities that should never have happened. Residential schools where you could not speak your language and where virtually every value of your culture was being negated. Seeing your land being used by corporations from abroad, stripping your resources, shipping them out of the country and jobs with them and nothing being returned to you."
George Erasmus, January 1991

Assessment Suggestions

· Assess aspects of students' research skills and/or group skills.

Instruction Suggestions
· Give students an overview of issues related to contemporary Aboriginal society. Some areas of focus include: education, employment, health, housing and justice.
· Give students "Student Handout #12: Contemporary Canadian Aboriginal Issues Chart". Have them use it to explore their chosen issues.
· Divide students into groups of four. Have each group locate current events about one issue: health, employment, housing, justice and education. Examine the issue as it relates to Aboriginal peoples.
· Have groups present the news articles about their issue to the class, along with a synthesis of the information they gathered.
Extended Learning:
· Invite an Elder and/or government official to present personal views on one or more of the issues.
· Learn about the role of Elders in the Aboriginal community.

Topic Ten: Aboriginal Self-Determination and Self-Government

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitudes

· Know how societal needs for balance between freedom and order, equality and hierarchy, and group and individual rights led to the establishment of formal organizations and processes for decision making.
· Know some of the components of the traditional governmental framework within pre-contact Saskatchewan cultures . (COM)
· Know how and why individual rights were protected but considered secondary to group rights. (COM)

· Brainstorm to generate ideas and information. (CCT)
· Classify information into relevant categories. (CCT)
· Make inferences. (CCT)
· Debate as a means of developing understanding.

· Appreciate the value of self-determination. (PSVS)
· Appreciate the need for balance in social order and self-determination.

Procedure

Teacher Notes Traditional Government Pardigm:
Some important beliefs underlying this paradigm:
· The governmental framework of the group is based upon the "natural law" systems of cause/effect and change/continuity, established by the Creator at the time of creation.
· Every person and group of people possesses the right and power of self-determination (total freedom to act upon one's values and beliefs).
· The right of self-determination can never be given or taken away as it is a gift from the Creator.
· Every person possesses the right to obey or disregard decisions taken by the group as a whole. The individual's right to disregard group-centred decisions is lost if the safety and well-being of the group is put into danger.
· Every act of political leadership should benefit the group and the future generations of the group. Leaders who put the safety and survival of the group in danger can be removed from their positions immediately.

Assessment Suggestions
· Assess students' abilities to classify and make inferences.

· The power to lead the group always remains with the group. The right to use this power may be given to an individual or a body of individuals so chosen by the group at any time, or the group can transfer it to others at any time.
· Protection of the land controlled by the group is the basis upon which all decision making involving other groups is made.

Instruction Suggestions
· Review for students (as necessary) the types and purposes of cultural systems common to all societies. For example, economic organization = making a living; finding meaning and purpose in life = religion and/or spirituality.
· Have students brainstorm ways in which people fulfill their needs within each system category. For example, making a living = getting an education to prepare for a future career, working part-time after school; finding meaning and purpose in life = attending spiritual gatherings, hiking in the wilderness, doing volunteer work, etc.
· Discuss the ultimate purpose of each of the listed activities (expressing identities, fulfilling needs, making reflective decisions).
· Have students re-examine each activity and then identify:
  ° which of the activities directly involve other people
  ° which of the activities are governed by rules, regulations and laws established by others
  ° which of the activities people are able to do without having to consider rules, regulations, laws or the expectations of others.

Although the Aboriginal peoples were the first peoples of the Americas, most Canadians did not become aware of the concept of Aboriginal rights until the 1980s.
· Have students look up the word self-determination in a dictionary. Discuss the meaning and students' interpretations of the concept of self-determination:
  ° an ideal in principle (what they think self-determination should be)
  ° as they have experienced it on a daily and practical level.
· Have them make generalizations about:
  ° how individual needs for self-determination and societal needs for order and control are balanced (or not) within our society
  ° how cultural systems facilitate individual self-determination.
· Give students "Student Handout #13: Governmental Organizations." Have students, working in pairs, make inferences about the traditional Indian governmental paradigm as a means of balancing individual self-determination and societal control. Do they believe this is a reasonable paradigm for contemporary society?

See page 360 in this curriculum guide for information about the Jigsaw group activity, and page 351-353 for information about conducting and assessing debate.
· Engage students in a cooperative Jigsaw to learn about each of the four principles on "Student Handout #14: Aboriginal Right to Self-Government."
· Have students debate one or more of the principles presented by Tony Penikett.

Procedure
Teacher Notes See pages 392 and 411 in this curriculum guide for information about teaching and assessing summarizing skills.	Assessment Suggestions · Assess students' summaries and/or their abilities to participate effectively in group discussion.
	Instruction Suggestions · Give each student a copy of "Student Handout # 1: KWL Chart - Aboriginal Peoples of Canada." Instruct them to complete the K and W columns, in point form. Explain that they are to write about the topic of Aboriginal peoples of Canada, stating what they know and want to know about their cultures and history.
Research Resources and Sources: The following are suggestions only, and teachers may select others: · For Angela (video) · "Civilization Drilled In" (article) by Brian Titely in Horizon Canada: A New Way to Discover Canada. Vol. 7, No. 76, August 1986, pp. 1814-1819. · "Hard Bargain" (article) by John Tobias in Horizon Canada: A New Way to Discover Canada. Vol. 6, No. 61, May 1986, pp. 1441-1447. · "The Beginning of the Cree World"--legend in Native Voices--The Issues Collection (p.6). · "I Grew Up", "Buffalo Dusk" and "Drums of My Father" (in Changes Anthology - Multisource Series). · "Only Yesterday" (audio speech) by Chief Dan George in We Are Canadians kit. See the bibliography and the resource list in this unit for other sources, as well as local and national newspapers and magazines. The kit Connecting Canada contains many useful articles. Horizon Canada magazine is out of print, but some libraries and schools have copies.	· Divide students into groups according to their abilities and learning style preferences. Some groups may be larger then others. Give each group a resource to listen to, read or view, based on their learning needs. See the Teacher Notes column for suggested resources and sources. · Instruct groups to read or view their assigned resource, and to jot notes in the LEARNED column of their KWL charts during the process. · Have each group discuss the notes they have taken, and compare their findings, responses and understanding. They should determine if all their questions in the WANT TO KNOW column have been answered, if they now have other questions, and if anything they learned surprised them. · Instruct students to create summaries of their findings in point form, as a web or concept map, or in sentences. · Have each group state the name and genre of its resource, and share the summaries with the entire class. · Debrief by highlighting key points of the class discussion and responding to questions. · Read aloud to students "Teacher Handout #1: What a Certain Visionary Once Said." · Tell students that they have just been introduced to this unit, which explores Canada's First Nations roots.

Procedure
Teacher Notes See pages 382-390 in this curriculum guide for information about teaching and assessing the research process.	Assessment Suggestions · Assess selected aspects of students' research processes and products, based upon their needs and abilities.
See page 394 of this curriculum guide for details about using Talking Circles. Spiritual Systems and the Self: Spiritual systems develop from the need to find ways to achieve personal and group actualization and fulfillment. Identity and Spirituality: What we believe and how we feel about ourselves combine to form our identity, which is: · shaped by the time and place within which we live · linked to the past (continuity with our parents, grandparents, etc.) · geared to the future (our continued survival). Spiritual systems develop because of the human need to find an identifiable role and place for humanity within the universe, and to find meaning and purpose in life and death.	Instruction Suggestions · Have students list holidays and special occasions that they celebrate. Ask them to record the activities that they do and any special foods they eat during these times. Ask them if they, or their families, take part in any spiritual or religious traditions and ceremonies during these times. Discuss their responses. Remind students that Canada is a pluralistic society where many different religious traditions are practised. · Have students read "Student Handout #3: Aboriginal Spirituality" (silently or aloud, as a class). · Have students define "spirituality." Discuss the definition(s). Is it meaningful for them? For others? Why? Why not? · Engage students in Talking Circles to consider questions such as: What is spirituality? Is there more than one type of spirituality? What is the importance of spirituality in people's lives? Are spirituality and religion necessarily the same thing? · Discuss what a society would be like without spiritual or religious beliefs and traditions. · Explain that Aboriginal cultures developed many spiritual rituals and traditions to celebrate their beliefs.
Rituals and Ceremonies: All cultures develop sets of beliefs, behaviours and institutions, that their members will attempt to preserve. The importance attached to these is so personal that information is often not revealed to outsiders. When knowledge is gained, it should be treated with respect. Components of spiritual systems within pre-contact Saskatchewan include the following: naming ceremonies prayer and fasting vision quests sweat lodges Indian doctors (medicines, treatments for physical and psychological illness) Pipes and pipe ceremonies symbols and symbolism Rain Dance and Sun Dance death rituals connecting to the spirit world.	· Have students, individually or in small groups, research various aspects of Aboriginal spirituality. Some areas of inquiry include: Sweetgrass Ceremony, Potlatch, Medicine Wheels, Sacred Tree, relationship to nature (Mother Earth), Sun Dance and other special dances and music (drumming, singing). Their research should describe the spiritual activity or belief and explain its significance to traditional and contemporary Aboriginal culture. They might also explain any personal significance of what they have learned, or how their research has affected their understanding of Aboriginal cultures. · Help students recognize the "interconnectedness" in Aboriginal spirituality and Aboriginal existence (e.g., the life cycle is reflected in the Medicine Wheel as birth, life, death and rebirth-a continuous circle where all elements are connected). · Discuss the discoveries that students make about the Aboriginal belief that our treatment of Mother Earth affects all of nature, including the lives of humans. Explore what this means today, for Aboriginal peoples, for other people and for themselves.

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
Know some of the beliefs underlying the traditional social paradigm of the Aboriginal cultures of pre-contact Saskatchewan.(COM) Know some of the beliefs underlying the economic paradigm of the Aboriginal cultures of pre-contact Saskatchewan. (COM)	Express personal viewpoints. (COM, CCT) Make inferences based on information gathered from the class. (CCT) Read for information and understanding.	Appreciate that the concepts of "wealth" and "sharing" are culturally relevant. (PSVS) Appreciate that all cultures operate upon the basis of social Become more aware of their own personal economic and social worldviews. (PSVS)

Procedure
Teacher Notes Cooperatives: · are locally-owned and democratically controlled · are formed to provide the members with needed goods or services.	Assessment Suggestions · Assess students' abilities to contribute meaningfully to group discussions.
	Instruction Suggestions · Have students locate the following communities on a map: Buffalo Narrows, Saskatchewan; Pelly Bay, Nunavut. Identify the Aboriginal peoples who live in these communities. Ask students to describe some of the challenges people living in these two communities might face. What would be some of the advantages of living in such remote communities? · Review the basic information on the structure of cooperatives. See "Teacher Information Sheet #5: Cooperative Basics - FAQs." · Give each student one case study, either "Student Handout #9: North West Credit Union, Buffalo Narrows, Saskatchewan" or "Student Handout #10" Arctic Cooperatives Limited." As well, give each student a copy of "Student Handout #11: Discussion Guide for Case Studies." · Instruct students to read the case study, taking notes as they read by responding to the questions on the discussion guide handout. · Have students form small groups of five or six students. All members of a group must have read the same case study. Assign the following roles in each group: ° Chairperson - lead the discussion and ensure everyone contributes ° Recorder - write down what people say ° Timekeeper - keep track of the time ° Presenter - report to the class the outcome of the group's discussion. · Instruct the groups to discuss the case study and their responses to the questions in the discussion guide. · Have each group report to the entire class. · Engage students in a class discussion about the following questions: ° How did the people in these case studies achieve success by working together? ° How were they able to use the cooperative model to access resources and services? ° How are these organizations being agents of change in their communities? ° In what ways do the organizations in the case studies reflect Aboriginal tradition and culture?
The CD-ROM Ideas and Inspirations (listed in the Secondary Level Arts Education Bibliography) contains many examples of Inuit art and includes background information on the artists. The resource was produced by Saskatchewan Education and is available in all Saskatchewan high schools. Check with the art teacher in your school.	Extended Learning: Locate an Inuit piece of art to show students. Learn the story or legend that is being depicted by the sculpture or painting. Is the art work authentic? If it is authentic, try to learn as much about the piece as possible: the name of the artist, where he/she lives, etc. (Students may wish to contact the artist.) Was the piece marketed through Arctic Co-ops Ltd.? If you are unable to find an actual piece of art, locate pictures of Inuit art in books. Discuss the legends and images that are presented in the art.

Procedure
Teacher Notes Traditional Government Pardigm: Some important beliefs underlying this paradigm: · The governmental framework of the group is based upon the "natural law" systems of cause/effect and change/continuity, established by the Creator at the time of creation. · Every person and group of people possesses the right and power of self-determination (total freedom to act upon one's values and beliefs). · The right of self-determination can never be given or taken away as it is a gift from the Creator. · Every person possesses the right to obey or disregard decisions taken by the group as a whole. The individual's right to disregard group-centred decisions is lost if the safety and well-being of the group is put into danger. · Every act of political leadership should benefit the group and the future generations of the group. Leaders who put the safety and survival of the group in danger can be removed from their positions immediately.	Assessment Suggestions · Assess students' abilities to classify and make inferences.
· The power to lead the group always remains with the group. The right to use this power may be given to an individual or a body of individuals so chosen by the group at any time, or the group can transfer it to others at any time. · Protection of the land controlled by the group is the basis upon which all decision making involving other groups is made.	Instruction Suggestions · Review for students (as necessary) the types and purposes of cultural systems common to all societies. For example, economic organization = making a living; finding meaning and purpose in life = religion and/or spirituality. · Have students brainstorm ways in which people fulfill their needs within each system category. For example, making a living = getting an education to prepare for a future career, working part-time after school; finding meaning and purpose in life = attending spiritual gatherings, hiking in the wilderness, doing volunteer work, etc. · Discuss the ultimate purpose of each of the listed activities (expressing identities, fulfilling needs, making reflective decisions). · Have students re-examine each activity and then identify: ° which of the activities directly involve other people ° which of the activities are governed by rules, regulations and laws established by others ° which of the activities people are able to do without having to consider rules, regulations, laws or the expectations of others.
Although the Aboriginal peoples were the first peoples of the Americas, most Canadians did not become aware of the concept of Aboriginal rights until the 1980s.	· Have students look up the word self-determination in a dictionary. Discuss the meaning and students' interpretations of the concept of self-determination: ° an ideal in principle (what they think self-determination should be) ° as they have experienced it on a daily and practical level. · Have them make generalizations about: ° how individual needs for self-determination and societal needs for order and control are balanced (or not) within our society ° how cultural systems facilitate individual self-determination. · Give students "Student Handout #13: Governmental Organizations." Have students, working in pairs, make inferences about the traditional Indian governmental paradigm as a means of balancing individual self-determination and societal control. Do they believe this is a reasonable paradigm for contemporary society?
See page 360 in this curriculum guide for information about the Jigsaw group activity, and page 351-353 for information about conducting and assessing debate.	· Engage students in a cooperative Jigsaw to learn about each of the four principles on "Student Handout #14: Aboriginal Right to Self-Government." · Have students debate one or more of the principles presented by Tony Penikett.