Using This Curriculum Guide

The foundation of the Native Studies program is based upon the aim and goals statements. Foundational objectives bring specificity to the aim and goals of Native Studies and the learning objectives add support and sustain the foundational objectives.

The foundational objectives state desired outcomes which all students are intended to achieve. These objectives direct teachers to key understandings to be developed. They provide guidance to teachers for unit planning and in incorporating the specific learning objectives.

The learning objectives are expressed as knowledge, values, and skills/processes. These objectives direct teachers to content, values, and skills/processes which serve to support key understandings.

Each unit of study contains an overview, foundational objectives with common essential learnings (C.E.L.s), and suggested instructional activities.

Suggested instructional activities contain learning objectives, instructional notes, suggested instructional approaches, assessment and evaluation techniques, and resources.

Instructional activities have been included to provide teachers with instructional and assessment options. Throughout the curriculum, a variety of instructional approaches has been suggested to provide guidance to teachers to facilitate the learning objectives. Teachers are not expected to implement all the suggestions; instead, it is recommended to select and adapt the suggestions as needed.

In the Resources column, materials are listed from the Canadian Studies 30 Bibliography, and from the Native Studies 30: Canadian Studies Student Resource Guide.

Figure 1. Structure of curriculum guide.

The Structure of the Native Studies 30 Curriculum Guide

Related Documents

Saskatchewan Education has produced the following documents to support the Native Studies 30: Canadian Studies Curriculum Guide.

Native Studies 30: Canadian Studies Student Resource Guide contains sample resources needed to plan and deliver the Native Studies 30 course.

Canadian Studies 30, History, Native Studies and Social Studies Bibliography contains a list of resources that can be used to support all three Canadian Studies courses.

Canadian Studies 30, An Information Bulletin for Administrators has information regarding all three Canadian Studies programs and addresses implications for implementation.

Overview of Native Studies

Native Studies 30 examines contemporary Canadian issues from the perspective of Aboriginal peoples. The course is organized in five interconnected units of study:

Introduction Unit: Optional
Unit One: Aboriginal and Treaty Rights
Unit Two: Governance
Unit Three: Land Claims and Treaty Land Entitlements
Unit Four: Economic Development
Unit Five: Social Development

Curricula Webbing

The Native Studies program is most effectively implemented when supported by, and delivered in cooperation with, other curriculum areas. Teachers are encouraged to establish a process for consulting with teachers from other curriculum areas.

Native Studies teachers may, in consultation with other teachers, identify areas for unit development across areas of study. This strengthens the integrity of the educational program offered, and enhances the holistic perspective and resource-based learning that is fundamental to the Native Studies program.

Sequence and Time Frame for Curriculum Delivery

When it has been determined that students require an overall introduction to Native Studies, it is recommended that the optional Introduction Unit be the starting point. If students have a basic understanding of Native Studies, teachers may begin by ensuring that students have a sound understanding of Unit One. Students require specific knowledge of who the Canadian Aboriginal peoples are; and they should also have insight into the diversity of identities which exist. The influence of philosophy and worldview are essential for students to have a context for understanding across cultures. In combination, these basic understandings contribute to the achievement of curriculum objectives.

It is recommended that all units be delivered; however, student abilities, needs, and interests, and community priorities and resources, should determine the order in which the content will be implemented.

Case studies which help students learn about an individual, institution, community, group, or event in a more detailed way, often involve concepts and issues from one or more units. For example, a case study of the James Bay hydro projects could involve issues regarding governance (Unit 2) treaty land entitlements and land claims (Unit 3), and economic and social development (Units 4 and 5).

The course is based upon 100 hours of instructional time. The following time allotments are suggested for the implementation of Native Studies 30.

Optional Introduction Unit Unit One: Aboriginal and Treaty Rights Unit Two: Governance Unit Three: Land Claims and Treaty Land Entitlements Unit Four: Economic Development Unit Five: Social Development

5 hours 14-20 hours 14-20 hours 14-20 hours 14-20 hours 14-20 hours

Unit Planning Guide

This checklist is for teacher use when planning and preparing a new unit. This checklist may be revised and/or photocopied for each planning session.

Unit Name:	Yes	No
Have I: reviewed the foundational objectives for Native Studies 30? considered students' needs and interests? mapped out a sequence of time for the semester or the year? identified evaluation strategies to match selected foundational objectives?
Have I: considered appropriate learning objectives for discussion with students? planned a sequence of lessons related to the selected learning objectives? connected the sequence of lessons? considered coordinating instructional methods and activities in overlapping content in other subject areas?
Have I: considered catch-up and/or enrichment for slower and/or faster students? considered adaptations for students with special needs? included a variety of experiences such as opportunities for research, individual and group work, discussion, and analysis? included material or activities that develop the Common Essential Learnings?
Have I: discussed my plans with other professional and support personnel so that they may assist in co-teaching, finding resources, planning the unit, and integrating specific skills? selected and obtained resources (including community and current resources)? evaluated resources for bias? ensured principles of equity have been accommodated?
Teacher Self-Evaluation
Is there: sufficient probing of student knowledge, understanding, skills, attitudes, and processes? sufficient range of information to be collected from the students to make interpretation and evaluation possible?
Are there: assessment strategies appropriate for the student information required? assessment conditions conducive to the best possible student performance? assessment strategies for the various levels of student abilities? means by which the results can be meaningfully reported to the students?

Adapted from Business Education: A Curriculum Guide for the Secondary Level. Accounting 16, 26, 36.