Every attempt should be made to involve Aboriginal peoples in the delivery of this course of study. The most valid perspective is that which is expressed by individuals about themselves, viewpoints about others are always shaped by the cultural lens from which we see the world. If Aboriginal people are not meaningfully involved, students will be deprived of a truly unique perspective, that of traditional leadership.

Key Understanding: Native Studies promotes the development of sensitivity and understanding of the diverse elements of Aboriginal knowledge.

The aims of Native Studies are enhanced when students are able to correlate an understanding of the Aboriginal worldview with contemporary Canadian issues. Worldview represents a particular philosophy or view of life. "The notion of worldview denotes a distinctive vision of reality which not only interprets and orders the places and events in the experience, but lends form, direction and a continuity to life as well. Worldview provides people with a distinctive set of values, an identity, a feelings of rootedness, of belonging to a place and time, and a felt sense of continuity¼(Nahwegahbow, 1996)." Worldview influences and shapes our reactions to everything in life.

As Aboriginal peoples are diverse, the way in which worldview is expressed may differ from person to person, and from nation to nation. In Native Studies classrooms, the inclusion of worldview enhances learning objectives without abrogating local protocols for the delivery of such information. Ensure that students are aware of the need for care in following prescribed protocols.

Collect a wide range of resources depicting various examples of Aboriginal knowledge, worldview and philosophy such as the perspective expressed in Indian Giver: A Legacy of North American Native Peoples:

"We live in a society that sees the environment as a tool to be exploited in order that those who control the economic system continue to prosper. We call that PROGRESS. We live in a society that utilized its standard of living to create false material needs. We call that INITIATIVE. We live in a society that encourages competition, so that only the strongest survive. We call that FAIR PLAY. Traditional Native societies are the complete opposite. Nature must be protected so that it will benefit the next generations. Sharing ensured the survival and well-being of all people. The individual is respected as a unique human being, able to function within the community. We face a society intent on exhausting non-renewable resources. We face a society intent on destroying itself with its technology. We face a society intent on establishing a two founding nations theory with a total disregard for the values, traditions, and lifestyles of Canada’s original inhabitants. All

Canadians face these problems and all Canadians must address themselves to resolving these conflicts if we are to survive (Lowes, W. 1986, p.105)."

Be prepared to deal with the potential for conflict arising from the lively discussion of contemporary issues. Acknowledge diverse perspectives by planning for appropriate means to hold discussions airing all sides of an issue.

Key Understanding: There is tremendous diversity in the identity of Aboriginal peoples.

Specific terms may be used in describing a group of people. For Aboriginal peoples in Canada these terms have legal and social significance. Aboriginal peoples have the right to define themselves, although legal criteria exist. Other criteria are based on political and cultural factors. In 1850, the first statutory definition of who an Indian was included biology and culture as criteria:

In the late 1800s, mixed-blood people could be recognized as Indians and receive benefits, if Indians agreed. This marked the beginning of the Métis who were formalized in the Manitoba Act of 1870 as a separate group. In 1876, the Indian Act established a list of all status Indians based on government criteria. This Act resulted in the creation of the non-status Indian. In 1951, the Indian Act description of Indian paid no attention to culture and race in determining a definition. In 1985, another Indian Act amendment caused the reinstatement of Indian status under Bill C-31.

Since the late 18^th century, three major Indigenous groups existed, Indian, non-status Indian and the Métis. The BNA Act asserted the power of the federal government to define who an Indian was. The Indian Act says an "Indian refers to a person, who is registered as an Indian or is entitled to be registered as an Indian."

The Teacher may wish to review relevant sections of The Indian Act pertaining to persons who are not entitled to be registered as Indian. A teacher guided discussion on gender bias will ensure student interest in the significance of the 1985 Indian Act amendment.

The 1985 Indian Act amendment served to eliminate gender discrimination and provided a process for people to regain lost Indian status. Even though individuals receive legal status as Bill C-31, Band membership is not automatic.

Confirm the appropriate terms in your community and ensure students understand why it is important to refer to a group of people in the way they prefer. All inclusive terms may include:

Indigenous: refers to all living entities in an area

Key Understanding: Aboriginal people continue to make numerous positive contributions to Canada.

A belief that all peoples have potential to make positive contributions is an essential prerequisite to this section. Teachers must seek to achieve balance in the portrayal of Aboriginal contributions to Canada, in order to acknowledge the contributions of all Canadians. It is important to provide current information to counteract potential general lack of awareness. The potential of individuals, groups, and nations who continue to make positive contributions to Canada are to be affirmed.

Prior to contact, the entire continent was populated by various cultures who had developed complex societal structures. Contributions from this time include government structures, agricultural and horticultural expertise, knowledge of survival in a harsh land, the arts, and medicine. Most Aboriginal peoples also identify land and resources as their most significant continuing contribution to Canada.

By acknowledging the numerous positive contributions of Canada’s original peoples, the hope is that negative, stereotypical images will be replaced by true images. Depending upon prior knowledge and attitudes of students in Native Studies classrooms, teachers may have to spend a fair amount of time un-teaching negative stereotypes in order to teach this course.

Key Understanding: Native Studies provides a focus on five interrelated topics which potentially impact ALL Canadians.

The concept of interconnectedness is common to Aboriginal statements of worldview. The view that everything is related to everything else is a belief that affects relationships, knowledge, and way of life. This course is organized around contemporary issues which are central to understanding realities faced by Aboriginal people:

In Canada, Aboriginal peoples continue to be affected by the forces of history which brought about tremendous change. Although ways of living have changed since contact, the special status of the original inhabitants remains. The basis of this special status for Aboriginal people in Canada is recognized in national and international law. For example, the United Nations Declaration on the Rights of Indigenous Peoples states:

Insight into the rationale for all units may be derived from the ideas promoted by the United Nations.