Unit Five: Social Development

Unit Five: Social Development

There is a longing in the heart of my people to reach out and grasp that which is needed for our survival.

Chief Dan George, 1974.

Overview

This unit of study deals with the social development of contemporary Aboriginal peoples of Canada. Four issues provide the focus for gaining insight into the impact of justice, education, child welfare, and health on all Canadians. Current issues may be viewed from a historical perspective when relevant and appropriate .

The nature of Aboriginal involvement with the Canadian justice system, in light of justice inquiries, findings, and recommendations for change is studied in this unit. Traditional concepts of justice including customary law will provide background for students. This unit will help students gain insight into solutions offered by Aboriginal peoples.

Education as an instrument of survival and as a component of self-determination will be critically examined. Education is viewed as an inherent right of Aboriginal peoples guaranteed through the treaty process in Canada. Issues of control, governance and funding of Aboriginal education are of concern to all Canadians. The trend towards culturally relevant education for Aboriginal peoples, and the need to re-examine what all Canadians learn and know about its original citizens, will be investigated.

The potential for social development of any group of people is often directly related to historical and contemporary practices involving its youth. For Aboriginal children and youth living in Canada, the historical impact of education and child welfare policies have contributed to contemporary issues, challenges and problems. Issues relating to Aboriginal child welfare, such as the effects of poverty and the removal of Aboriginal children from their homes and communities, will be studied.

Emerging concepts of wellness and holistic health are generating interest across Canada about alternative approaches to health care delivery. Many possibilities are seen in traditional Aboriginal health practices and approaches. The specific needs of Aboriginal peoples' health care and innovations to provide service are examples of cultural accommodation in health care.

Innovative programs and initiatives continue to be undertaken by Aboriginal peoples in cooperation with various levels of governments. Initiatives such as friendship centres, nutrition and lifestyle programs, a return to traditional healing methods, and educational and cultural knowledge have proven instrumental in meeting the needs of Aboriginal peoples.

Instructional strategies such as oral history interviews, simulations, role-plays, research projects, cooperative learning, and dialectical thinking are emphasized. As much as possible it would be worthwhile to visit Aboriginal justice, health, education or child welfare agencies or to invite guest speakers into the classroom who are employed within such organizations. In most cases, these individuals will serve as positive role-models and living proof of peoples' ability to meet challenges.

The intended outcome of Native Studies, (students gaining understanding of the process of social development, with a focus on Aboriginal peoples), is to improve the quality of cross cultural relationships. It is hoped that increased capacity for understanding will ultimately lead to empathy, respect, and the development of personal and social responsibility enabling students to participate in, and contribute to, positive change. The aim is to develop positive attitudes in all students towards Aboriginal peoples.

Foundational Objectives

The foundational objectives are to guide student achievement in three areas:

Knowledge

Understand the many factors that have affected social relationships among Aboriginal peoples. (PSVS), (CCT)

Understand that all societies experience conflict and develop strategies based upon their particular worldview. (CCT), (IL)

Understand that contemporary justice issues faced by Aboriginal peoples are directly linked to monumental changes brought about through the introduction of foreign systems of justice. (C), (CCT)

Understand that education serves as an instrument of cultural survival and is a component of self-determination for Aboriginal peoples. (CCT), (PSVS), (IL)

Understand that the concept of wellness reflects traditional Aboriginal approaches to health and demonstrates a possibility for all Canadians. (PSVS), (C)

Understand that contemporary health issues affecting Aboriginal peoples result from socio-economic and cultural factors, and that solutions must consider both areas to be effective. (CCT), (PSVS), (IL), (TL)

Understand that Aboriginal communities are asserting control over child welfare programs. (CCT)

Understand that traditional Aboriginal justice methods provide alternatives for all Canadians. (CCT), (IL)

Understand that Aboriginal peoples respond to justice, education, child welfare, and health issues through participation in development and delivery of services and programs. (C), (PSVS)

Values

Explore and develop empathy for all persons based upon an understanding of human needs. (PSVS), (CCT)

Develop a sense of personal and social responsibility to participate in change for social justice. (PSVS)

Appreciate that social change requires personal and group action. (PSVS), (CCT), (IL)

Appreciate that indicators of socio-economic status improve with Aboriginal economic self-determination. (PSVS)

Skills/Processes

Read and interpret statistical data and evaluate the validity of arguments based on such information. (N)

Recognize stereotyping, bias, and racism in media, analyze their use, and understand how discriminatory practices affect various groups and individuals. (PSVS), (CCT)

Apply, analyze and evaluate information from a variety of sources. (CCT)

Use a wide range of language experiences for developing students' knowledge of a subject area. (C)

Concept Maps

From: Educational Leadership (Dec. 1995/Jan. 1996) Vol. 53, No. 4, pp.85-89. Article "Thinking Maps: Seeing is Understanding" by David Hyeree. Reprinted with permission.