This unit is provided to meet the needs of students, with varied backgrounds in Native Studies. The range of student background knowledge of Native Studies varies widely. It is expected that the spectrum of student insights span from those who require a basic introduction to who the Aboriginal peoples are, to those who have sophisticated understanding of the intricacies of contemporary Aboriginal life. Perhaps even more significant are those factors which influence student enrolment in the course. For some it’s an opportunity to learn more about one’s self, while for others, it poses the opportunity to appreciate Canada's relationship to the original peoples of Canada.
It is the teacher’s responsibility to assess each student's grasp of key understandings in terms of foundational and learning objectives. Involve students in identifying contemporary issues for in-depth study. Establish criteria for student evaluation based upon a range of instructional approaches and assessment instruments. The learning community created in the Native Studies classroom should seek to "...achieve a basic level of competence and then to transcend this competence to get extraordinary commitment and performance (Sergiovani, 1995, p.115)." It is suggested that teachers prepare to facilitate student leadership by encouraging peer instruction and tutoring.
An optional Introductory Unit responds to the fact that there is no prerequisite for Native Studies 30: Canadian Studies. If students have no prior experience or background with Native Studies or Aboriginal peoples, teachers may find it necessary to spend a week or more ensuring students gain sufficient preliminary understanding. The focus of the grade 12 program requires competent knowledge, skills/processes and values relating to Aboriginal identity and diversity. Content is organized around contemporary Canadian issues. It is recommended that the content be kept current by up-dating the issues identified within the curriculum. This optional Introductory Unit introduces students to basic knowledge, values and skills/processes for Native Studies.
Teachers will utilize an approach for teaching Native Studies based upon their education and experience. This curriculum guide presents options addressing a number of approaches for the delivery of the program.
Aboriginal knowledge is of primary worth and presents a legitimate way of knowing. In Native Studies classrooms the opportunity exists to transform the way in which all students think about and react to Aboriginal issues.
The foundational objectives are to guide students to achievement:
Knowledge
Values
Skills/Processes