Native Studies: A Curriculum Guide for the Secondary Level Copyright

Native Studies 10
Program Essentials

Curricula has two functions, it provides a mirror
in which students see themselves, but it also provides a window
through which students see others.
(Source unknown)

Native Studies 10: Social Organizations of First Nations, Métis and Inuit Peoples

Rationale

The development of Native Studies courses fulfils a central recommendation of Directions, the Five Year Action Plan for Native Curriculum Development, (Saskatchewan Education, 1984) and the Indian and Métis Education Policy from Kindergarten to Grade 12, (Saskatchewan Education, 1989). Further, in January, 1997, IMEAC (now AEPAC):

Affirmed the importance of supporting Aboriginal identity through continuing development and implementation of Native Studies Courses. The need exists for all students to have access to specific, accurate information on Aboriginal history, culture, and perspectives. Aboriginal life is an important part of Saskatchewan’s reality, and all students need to be empowered to work together for the future of the province. (p. 6) Priorities in Indian and Métis Education. (1997).

Courses of study for and about First Nations, Métis and Inuit peoples clarify identity and address misinformation of the past. All students are entitled access to accurate information on Saskatchewan’s history. Such information forms the basis for positive future relationships amongst the diverse groups in Saskatchewan.

Vision

All students will benefit from a historically accurate study of Aboriginal peoples. The vision of Native Studies 10 is to graduate a generation of students who will be prepared to interact in mutually respectful ways in a multicultural environment.

Aim

The aim of Native Studies 10 is to help all students develop their knowledge, positive attitudes and cultural understanding about First Nations, Métis and Inuit peoples. The unique history of Aboriginal peoples is part of our collective past and present reality. Thus, students will benefit from a study of Aboriginal peoples because it will give them the opportunity to understand and respect one another.

Goals

*AEPAC, the Aboriginal Education Provincial Advisory Committee (formerly IMEAC), developed goals for Native Studies. The major goals of the course are to have students:

Gain knowledge about First Nations, Métis and Inuit nations.

Clarify their own cultural identities, and function effectively within their local and broad-based communities.

Become sensitive, understanding and respectful of other cultural groups.

Understand First Nations, Métis and Inuit philosophies and the underlying importance of land, culture and the ideals that foster respect for the environment.

Understand the important connection between the preservation of language and tradition to the preservation of culture.

Appreciate the contributions made by First Nations, Métis and Inuit peoples to the development of Canada and contemporary Canadian society.

Appreciate current issues, and the historical context that affects First Nations, Métis and Inuit peoples and their position in Canadian society.

Develop knowledge about Aboriginal rights, land claims, treaties, legal distinctions and related policies such as the Indian Act.

*AEPAC is a committee represented by individuals from Saskatchewan’s educational community. AEPAC advises the Minister of Learning on issues related to Aboriginal education. For more information see AEPAC’s most recent publication, Action Plan 2000-2005, September 2000. Saskatchewan Education.

Aboriginal Content and Perspectives

Integrating First Nations, Métis and Inuit content and perspectives in the K-12 curriculum fulfils a central recommendation of Directions, the Five Year Action Plan for Native Curriculum Development and the Indian and Métis Education Policy from Kindergarten to Grade 12. In general, the policy states:

Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary to benefit all students (1995, p.2).

An understanding of traditional Aboriginal cultures and worldviews provides educators with a basis for teaching Aboriginal students whose diverse traditions and learning styles may be factors in learning. The policy further states:

The education system must recognize that Indian and Métis students are the children of people whose cultures are, in many ways, very different from those of the people who established the school system. These differences, which may include learning styles, language and worldview, must be accounted for in curriculum, programs, teaching methods and climate…(p.5).

The diversity of Aboriginal students in Saskatchewan should be reflected in curricula, teaching methods and the school climate. However, cultural norms must allow for individuality. No cultural group should be stereotyped as exhibiting a particular learning style.

Focus of Native Studies

The traditional diversity of Aboriginal societies is made complex by the effects of contemporary social change. Today, students of Aboriginal ancestry make up approximately one fourth of Saskatchewan schools’ population. (Saskatchewan Education Indicators Kindergarten to Grade 12, 1999. Saskatchewan Education).

Native Studies 10 concentrates on positive images of First Nations, Métis and Inuit peoples. It reinforces and complements the beliefs and values of the peoples, and presents materials in a continuum of traditional, historical and contemporary perspectives. The teacher and students will become familiar with the preferred terms used in Native Studies 10.

Aboriginal peoples have a unique position within the province’s cultural mosaic because they are, firstly, the original peoples of the province. Secondly, they are the first pluralistic society. The Cree, Siksika, Nakota, Dakota, Dene, Anishinabeg, Métis, Inuit and others, are distinct linguistic groups with individual languages (and dialects), cultural traditions and histories. The Métis form a distinct nation. Historically, the Métis draw from both First Nations and European traditions creating a new culture and a new identity.

Native Studies 10 focuses on social organizations of First Nations, Métis and Inuit peoples in Canada. Within the context of these organizations important concepts may be developed including, but not limited to:

Beliefs Decision making

Causality Distribution

Change Diversity

Conflict Location

Culture Needs

Environment Power

Identity Resources

Institution Technology

Interactions Time

Interdependence Values

Social Sciences disciplines, as demonstrated in provincial curricula, require the development of 20 core concepts. These concepts provide the foundation from which knowledge, skills, values and processes are learned. The interrelatedness of the Native Studies content makes it difficult to compartmentalize concepts. Instead, Native Studies 10 focuses on the bolded concepts and acknowledges the relatedness of the others as shown on the next page.

Native Studies 10 Concept Development

Concepts

Unit One -

Identity and Worldviews: Aboriginal Perspectives

Unit Two -

Community and Kinship: Aboriginal Perspectives

Unit Three -

Governance: Aboriginal Perspectives

Unit Four -

Economies: Aboriginal Perspectives

Beliefs

Focus

Causality

Focus

Change

Focus

Conflict

Focus

Culture

Focus

Decision making

Focus

Distribution

Focus

Diversity

Focus

Environment

Focus

Identity

Focus

Institution

Focus

Interaction

Focus

Interdependence

Focus

Location

Needs

Power

Focus

Resources

Focus

Technology

Focus

Time

Values

Focus