Ns20 courseplan SK curriculum
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This is the course plan for the Native Studies 20 level curriculum in Saskatchewan

This is the course plan for the Native Studies 20 level curriculum in Saskatchewan

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Ns20 courseplan SK curriculum Presentation Transcript

  • 1. Native Studies 20 Course Plan Tracy Laverty
  • 2. Peoples "The Earth is the foundation of Indigenous Peoples, it is the seat of spirituality, the fountain from which our cultures and languages flourish. The Earth is our historian, the keeper of events and the bones of our forefathers. Earth provides us with food, medicine, shelter and clothing. It is the source of our independence, it is our Mother. We do not dominate her; we must harmonize with her" -- Hayden Burgess, native Hawaiian
  • 3. The Fourth World  Four Worlds After World War II the world split into two large geopolitical blocs and spheres of influence with contrary views on government and the politically correct society: 1 - The bloc of democraticindustrial countries within the American influence sphere, the "First World". Examples include U.S.A. , Japan, Canada 2 - The Eastern bloc of the communist-socialist states, the "Second World". Examples include Russia, Ukraine, China.  3 - The remaining three- quarters of the world's population, developing worlds, states not aligned with either bloc were regarded as the "Third World.“Examples include Saudi Arabia, India, North Korea. 4 - The term "Fourth World", coined in the early 1970s by Shuswap Chief George Manuel, refers to widely unknown nations (cultural entities) of indigenous peoples, "First Nations" living within or across national state boundaries.  Click here for webpage  Assignment
  • 4. Bolivia: A Study in Development    The population of Bolivia is about 6.6 million, of which 70% live on the altiplano - a high plateau. Bolivia has one of the highest populations of Indigenous peoples in the world. It is the least affected by outside values and customs. 65% of the population belong to either the Quechua, Aymara or other Indigenous groups. The web site will introduce you to the culture, and the economic, social and political concerns of an Indigenous people. Activity Write your observations about the following:       the geography, landscape, and the economy of Bolivia the lifestyle, culture and religion of the Quechu the struggles which the Quechua have faced historically human rights abuses and struggles the ways in which the Quechua are working to improve their lives. Click here and here for resources
  • 5. Principles and Ethics Objectives:  Students will understand the ethics and principles of Indigenous peoples' philosophy and be able to relate to their own and other philosophies and codes of ethics or behavior. Activities  Principles  Read the and provide an example for each of the 12 Principles. Click here  Select the principle which impacts on you the most and write a paragraph about how it governs your life. Use this site, Paragraphs, to learn how to write an effective paragraph.  Ethics  Read the Code of Ethics click here and in a small group discuss why each ethic could be helpful to guide people in their every day lives. What would happen if we did not follow a code of ethics? Appoint one person to take notes on the discussion..
  • 6. Identity Your Identity is : Everything that makes you who you are. Click here for notes Activity Values and Identity Rank the following in terms of how important they are to your life right now (1 most important; 11 - least important) Relationship to: your parents your favorite sports team your friends and peers your grandparents or elders your school to new ideas, innovation, new technology animals, plants, other living things your spiritual beliefs and practices that one special person in your life the geographic area where you live popular culture: videos, music, TV, CDs
  • 7. Identity Activity  Values and Identity  Rank the following in terms of how important they are to your life right now (1 most important; 11 - least important) Relationship to:  your parents  your favorite sports team  your friends and peers  your grandparents or elders  your school  to new ideas, innovation, new technology  animals, plants, other living things  your spiritual beliefs and practices  that one special person in your life  the geographic area where you live  popular culture: videos, music, TV, CDs  Based on this ranking, write 3 - 4 lines on what the most important values are in your life.  Write a description of what a person would be like if his/her key values were 3, 6, and 11.  Write a description of what a person would be like if his/her key values were 4, 7, and 10.
  • 8. Identity  Factors influencing identity: Who am I?  Create an identity web. Place your name in the     middle of a sheet of paper. Draw lines from your name to words that describe who you are. (gender, race, religion, socio-economic class, cultural influences, age, family, geographic origin). Take a few minutes to reflect on your identity chart. Which words came easily to you? (Circle them) Which words did you have to think about longer? (Put a square around them) Why do you think this is so? Which words were you born into and which words did you become as you grew older? What do you think is the significance of these differences? Choose one word that gives you power and one word that denies you power. Write a brief explanation of each. In two - three sentences explain how the factors on
  • 9. Identity  A personal worldview: A worldview acts as a template that provide people with a set of beliefs about dealing with reality, creates expectations and provides meaning to life.  Spiritual beliefs define the meaning and purpose of life  Political beliefs provide a process for making collective decisions  Economic beliefs to ensure the creation and distribution of wealth  Social Beliefs establish the organization of individuals into a society  Moral beliefs define people's rights and obligations  Write one statement that represents the values and beliefs of your personal worldview for each of the categories above.
  • 10. Identity ACTIVITY: Once you have completed the identity web, you are to create a collage silhouette using magazine cut outs, words, pictures etc… that reflect your identity web.
  • 11. What's in a Name? Objectives:  Students will use appropriate terminology when referring to groups of Indigenous peoples. Activities  Using the resources below define the following terms:  First Nations  Indian  Métis  Aboriginal  Indigenous  Native American  Inuit  What is the correct term to use to refer to Canadian aboriginal peoples?  Aborigine  Torres Strait Islander  What is the correct term to use to refer to Australian Aboriginal peoples?  Maori  Click here for resource
  • 12. What’s in a Name?  Using the resources below prepare a one page paper which addressed the following questions:  What are the differing theories about the origin of the term Indian?  What are some problems with terms such as Indian, American Indian or native?  What do most indigenous people call themselves? Why?  What do terms that reflect generalizations and stereotypes allow?  Why are names important in establishing identity?  Why is it important for people to choose their own name?  What is the most respectful term to use when referring to an indigenous person or group? Why?  Resources:  What’s in a Name?  Native American Indian Studies - A Note on Names  Native American or American Indian: Can you be Politically Correct? from Honoring the Medicine: The Essential Guide to Native American Healing
  • 13. Worldview Activity Read the article, World-view from the tutorial, Process of Socialization: How We Acquire Our Cultures, World Views, and Personalities by Dennis O'Neil which describes how we learn our world view through the socialization process. At the end of the article click on the link 'practice quiz' and take the short test. You will receive immediate responses as to the correctness of your answers.  Once you have taken the quiz click your back button until you return to this page and answer the following questions:   How is world view defined in this     article? Describe the key element of the Indigenous world view. What is the key element of the Metropolitan (European) world view? What are Core Values. Describe your world view with regard to each of the four sets of questions asked in the article.
  • 14. Nature and Land Objectives:  Students will develop and appreciate for the Indigenous worldview and identify it as practiced by Indigenous peoples. Activities  Read the chapter, "Aboriginal World View" (pages 10 - 13) in Aboriginal Peoples: Building for the Future.  What are the four common beliefs that reflect how Indigenous people see events in the world and how they behave and interact?  Give an example for each as illustrated in the article. Read the poem below, and explain how it reflects the four common beliefs held by Indigenous peoples:  I am born of the land, my soul is the sun Nature is my mother, I am Mother Nature's son The wind is my spirit, running wild, running free Water is my mirror, reflecting visions in me I am like a great river that slowly runs dry Polluted and abused, I am the river - slowly - I die I am a child of the earth created from dust I live for this land, taking only what I must I am a hunter of animals imitating their stance I am what I hunt, I am its spirit in the dance I am a painter of wall, I am an artist of dreams Depicting mythological creatures and spirits in my scenes I am from the Never Never, a time long gone by The dreaming is my creation, I am at home when I die I own no land for the land owns me That's how it has been, how it always will be For I am - what I am - I am – Aborigine Stephen Clayton Insights '93
  • 15. Nature and Land  The Nisga’a people of Nass Valley, B.C. have struggled for over 100 years to maintain their land right and way of life. In class, we will view a video called Time Immemorial depicting events surrounding the land question of Nass Valley. You will be expected to answer the questions from this video. Their story is an example a comprehensive land claim. Please read the notes to know the difference between a comprehensive and a specific land claim  The Mohawks of Oka, Quebec struggled for 78 days in order to settle a claim between their people and the municipal of Oka. Their story is an example of a specific land claim. Please watch the news clips to answer the assigned questions.
  • 16. Comparing World Views Activity  Read the notes on Social Organization and World View.  More notes to read for information on Canadian Aboriginals and European Contact.  Using the resources below complete the chart to compare the three First Peoples' with the European/Canadian world view.  Aborigines Culture  Inuit Culture  Traditional Political Values of the Iroquois
  • 17. The Indigenous People of the World Objectives:  Students will understand the official definition of indigenous and apply it to First Peoples around the world. Activities  Complete the definition worksheet to understand the official definition of Indigenous.  Using the Internet , library, and your 4th world handout, find 10 Indigenous groups from around the world. Remember, these groups need to fit the four characteristics of Indigenous from the previous assignment. Create a table with the headings below and complete it for each of the 10 Indigenous groups  Name of Indigenous group  Country where the Indigenous group is located  Population of the Indigenous group (numbers or percentage)  One sentence which explains why the group is considered Indigenous  Using an outline map of the world place each of your Indigenous groups on the map. Include on the map the name of the country in which they are located and the name of the group. Make sure you place them in the correct part of the country in which they reside. (e.g. place Cree peoples in Saskatchewan).
  • 18. Unit 2 Self Determination and Self Government  The political rights of Indigenous peoples globally have been denied. This unit attempts to address the historical bases of this denial of selfdetermination and selfgovernment. Historical and current injustices must examined and understood if strategies are to be implemented to promote and support indigenous peoples in their desire to develop their full potential. The survival of the world's Indigenous peoples is a testimony to their strength, knowledge and determination to exist and control their own destinies.
  • 19. Terms to Know Assimilate: To absorb into the prevailing culture. Ethnic Minority: An immigrant or racial group regarded by those claiming to speak for the cultural majority as distinct and unassimilated. Colonization: The spreading of a species into a new habitat. Self Government: A people or group being able to exercise all of the necessary functions of power without intervention from any authority which they cannot themselves alter. Treaty: Willing parties assuming obligations among themselves, and a party to either that fails to live up to their obligations can be held liable under international law for that breach. Contract: Is a legally binding exchange of promises or agreement between parties that the law will enforce. Right: Is the legal or moral entitlement to do or refrain from doing something in civil society. Political: Social relations involving authority or power. Indigenous: Population groups with ancestral connections to place prior to formally recorded. Responsibility: Individuals in society are/can be held responsible for their actions if not following norms/laws/rules. Activity Read and complete the question sheet about self government. Read and discuss the article The Lament for Confederation
  • 20. Colonization First contact with the outside world had devastating effect on the world's first peoples . Explorers, settlers, missionaries, anthropologists and colonial administrators each in their own way destroyed the social structures of many Indigenous groups. Objectives: Students will understand and appreciate that the political rights of Indigenous peoples have historically been repressed by mainstream societies. Notes on the Indian Act Activities:  View the movie Avatar in class. Using the document, Colonization , give specific examples from the article which describe how a culture is destroyed through colonization.  Make connections with one of the following Examples: Kalahari of Africa Bakhtiari of Iran Ainu of Japan San of Africa  Basque of Europe Maori of Australia First Nations of N. America Lurs of Iraq Make sure the web site you are using is an authentic resource. How do I know?  Use the site to describe the impact of colonization on the Indigenous group.
  • 21. Indigenous Rights: ILO Convention Objectives: Students will understand and appreciate that varied methods and strategies exist and must evolve to resolve political issues. Activities:  Read Articles 1 - 31 of the International Labour Organization's (ILO) Convention (No. 169) concerning Indigenous and Tribal Peoples in Independent Countries, Find one article appropriate to each category in the chart. Indicate the article number and summarize the article in one sentence.
  • 22. Indigenous Rights: The Ainu  Objective: Students will understand and appreciate that political concerns involve control over internal affairs and relationships with mainstream society. Activity: Read the article about the Ainu, an Indigenous group from Japan,. The Japanese have recently recognized the Ainu as an ethnic minority in Japan. However they have not officially been recognized as an Indigenous people. What rights continue to be violated because the Ainu are not recognized as Indigenous? 
  • 23. Treaties: What is a Treaty? Objectives:  Students will understand and appreciate that political concerns vary among Aboriginal people and varied methods and strategies exist and must evolve to resolve political issues.  Using any web site answer the following questions:  What is a treaty?  How is a treaty arrived at?  What are the similarities and differences between a contract and a treaty ?
  • 24. Treaties: Treaty Making: Four Experiences The purpose of these activities are to provide you with an understanding of the commonalities and the differences in the relationships that were established between the indigenous peoples of Canada, the United States, New Zealand and Australia. Activities:  Please complete the following questions on Treaty experiences of Canada, United States, Australia and New Zealand.  Using the information you’ve learned in the previous activity, compare the treaty making experiences of Canada, the United States, Australia and New Zealand by completing the Treaty Comparison Worksheet.
  • 25. Treaties: Broken Promises Objectives:  Students will understand and appreciate that Indigenous peoples continue to struggle for empowerment through the recognition of their unique political rights. Activity: Case Study  In the previous lesson you examined and compared the treaty process in Canada, New Zealand, the United States and Australia. In this lesson you will research how, despite the promises made, many were broken and the Indigenous peoples were forced to fight for the realization of the terms of the treaties. Choose one of the following and use the questions to complete your case study. Please feel free to explore other resources on the web or on the on-line data-bases.  Canada: Fishing Rights  Showdown at Burnt Church  Fishing [Native Fishing in the Maritimes]  New Zealand: Te Reo (Language Claims )  Maori Language Claim – you may need to use the search bar on the   Australia: Uranium Mining  Kakadu Controversy  Kakadu Uranium Mine shuts down United States: Indian Removal: Westward Expansion and the Trail of Tears  Indian Removal  Trail of Tears Use the following questions to guide your inquiry: 1. Give the name of the country and the treaty or contract. Give the name of the event. 2. Describe the actions that led to the treaty/contract not being honored. 3. Outline the ways in which it was not honored. 4. Explain the impact how not honoring the treaty affected the Indigenous people. 5. Explain in depth how this event affected relationships between the Indigenous people and the government in the past and today. 6. State the resolution of the issue, or if it is
  • 26. Land Claims: Calder and Mabo  Until twenty years ago, Canadian courts refused to accept that Aboriginal people had an interest in Canadian land. The court's treatment of the "native land question" is an example of how the legal system has discriminated against Aboriginal by providing legal sanction for their oppression. However, in 1973, the Supreme Court of Canada delivered its landmark judgment in Calder v. Attorney General of British Columbia. The case was brought by the Nisg'a of northern British Columbia, who argued that they possessed Aboriginal title to their traditional territory since time immemorial and that they never surrendered or lost their rights to the land. The court agreed that Aboriginal title was a valid legal concept recognized the Canadian common law although the judges were divided about whether the Nisg'a title had been extinguished. The decision in Calder forced the Canadian Government to recognize Aboriginal claims to their traditional lands. - schoolnet.ca Activities:  Using what you learned about Mabo v. The State of Queensland and the sites listed below compare the importance and the implications of the Mabo and the Calder cases to the Indigenous peoples of Australia and Canada. Resources:  The Calder Case  Mabo VS Queensland Significance of ruling  Post-Calder, Canada’s Judiciary Struggles to Reconfigure Native Rights [ Rarely in the history of a country is a court judgment so momentous that it causes society to reexamine basic premises. Such was the impact of the 1973 judgment of the Supreme Court of Canada in Calder et al v. Attorney-General of British Columbia.
  • 27. Land Claims Objectives:  Students will understand and appreciate that commonalities exist among Indigenous peoples and their struggles for political, social, economic, spiritual and cultural survival and development. Activities:  Read the article, Nations Within and answer the following questions:  Why does the ILO Convention need to be strengthened? Do you agree?  Do you believe the Sioux received adequate compensation for their land? Why or why not?  What new powers do the Indigenous people of Nicaragua and the Philippines have?  Give four examples of Indigenous people striving for land rights. Outline their struggles.
  • 28. Land Claims: International Land Claims Indigenous peoples have the right to maintain and strengthen their distinctive spiritual and material relationship with the lands, territories, waters, a nd coastal seas and other resources which they have traditionally owned or otherwise occupied or used, and to uphold their responsibilities to future generations in this regard - Article 25: Draft UN Declaration on the Rights of Indigenous Peoples
  • 29. Land Claim Resources Guarani Survival-International: Guarani [explore the links on the right hand side of the page for detailed information] Guarani - Suicides CAFOD partner in Brazil killed in attack over land rights Land row dilemma for Brazil's Lula  Kalahari San !Khomani San Land Claim [Cultural Survival] !Khomani San: An Historic Land Deal The San (Faces: People, Place and Cultures)  Mapuche Industry, `people of earth' clash over land [Article from the Miami Herald, September, 1999] Chile's battleground of culture vs. profit: Logging industry grows a forest of controversy on tracts claimed by Indigenous people [The Christian Science Monitor, June 2001] Mapuche       Strong Future for All: Settling Yukon Land Claims [INAC] News Release: COUNCIL FOR YUKON INDIANS SIGN UMBRELL FINAL AGREEMENT/FOUR YUKON FIRST NATIONS SIGN LAND CLAIM AND SELFGOVERNMENT AGREEMENTS (Whitehorse, May 29, 1993) Old Crow, Yukon: Home of the VuntutGwitchin First Nation Council of Yukon First Nations
  • 30. Self-determination The right of self-determination of peoples is a fundamental principle in the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights. Common Article 1, paragraph 1 of these Covenants provide that: “All peoples hAve the rights of selfdetermination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development." Objectives:  Students will understand and appreciate that the pursuit of self-determination and self-government by Indigenous peoples is a global phenomenon. Activities:  Read the article, A Common Struggle to Regain Control, and answer the following questions:  What experiences do all indigenous peoples share?  What is the most common aspiration of all indigenous peoples. What does its attainment imply?  Describe the difference between "sovereignty and independence. and "general autonomy within the nationstate".  What are some of the approaches taken by Indigenous peoples to achieve selfdetermination?
  • 31. Indigenous Sovereignty and the Nation State  Indigenous peoples, as a specific form of exercising their right to selfdetermination, have the right to autonomy or selfgovernment in matters relating to their internal and local affairs, including culture, religion, education, i nformation, media, health, ho using, employment, social welfare, economic activities, land and resource management, environment and entry by nonmembers, as well as ways and means for financing these autonomous functions. Article 31: Draft UN Declaration on the Rights of Indigenous Peoples.
  • 32. Unit 3 Development  Development is a complex term which is defined in a variety of ways. This unit is an investigation of what development means to Indigenous peoples in Canada and globally. Factors affecting the personal, spiritual, social, educational, political, and economic development of Indigenous peoples are examined and commonalities among Indigenous societies are made apparent through the examination of a detailed case study.
  • 33. Sustainable Development  Sustainable development is  In groups of 3 or 4, read the seeking to meet the needs of the present without compromising those of future generations. We have to learn our way out of current social and environmental problems and learn to live sustainably.  Sustainable development is a vision of development that encompasses populations, animal and plant species, ecosystems, natural resources and that integrates concerns such as the fight against poverty, gender equality, human rights, education for all, health, human security, intercultural dialogue, etc. article. List the key factors and give a 1-2 sentence description for each.  Write a 1-2 paragraph on reasons why education would be a strong force in sustainable development in terms of the key factors listed above.  You may wish to use this link for further references.
  • 34.  Education Education as an instrument of survival and as a component of selfdetermination 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 reexamine what all Canadians learn and know about its original citizens, will be investigated.
  • 35. Novel Study: My Name is Seepeetza byShirley Sterling  Seepeetza is a Canadian Indian girl who, since the age of six, has been forced by government regulations to attend a Catholic residential boarding school (and take a "white" name, Martha); now in the sixth grade, she is inspired to keep a diary of life at school as well as of the rare vacations when  Activities:  Students will complete the chapter questions as well as post novel assignments.
  • 36. Where are we going? Partnership  Education as an instrument of survival and as a component of selfdetermination 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  Prairie Spirit School Division works in Partnership toward a common education goal. Please read for more information.
  • 37. Unit 4 Social Justice  The concept of Social Justice arises out of the individuals' inherent sense of what is required for survival without external threat and a personal sense of dignity and respect.  This unit presents examples of human rights legislation and examples of Indigenous peoples struggling to achieve the respect they deserve.
  • 38. Human Rights Objectives: Students will become aware of their fundamental human rights and freedoms as stated and protected by national and international legislation. Students will recognize rights and freedoms not yet stated and protected by national and international legislation. Terms to know:  Human Rights is a paradigm (model) that people within society collectively use to define how people should behave in order to maintain successful relationships.  Universality– Human Rights are universal and as such apply to everyone regardless of their nationality, race, religion, political beliefs, ages, sex, etc. Morality– Human rights are not “demands for rights”; they involve a moral entitlement to the right in question which other individuals and society must honor. Humanity – The foundational basis for Human Rights is the inherent dignity of the individual. Inviolability – Morally and ethically Human Rights can neither be taken from or surrendered by the individual. Obligations– Human rights means that individuals in society accept a set of responsibilities and obligations which govern the way individuals and groups treat each other.    
  • 39. Human Rights Activities:  What are human rights? The following tasks will provide you with the opportunity to examine your own personal knowledge about human rights and to begin thinking about how having or not having rights affects our lives. Please complete the following assignments:  Thinking about Human Rights  Rights Vs Privileges
  • 40. Human Rights Abuses  Racism Vs Prejudice notes  In Canada, First Nations people were denied the right to participate in their own cultural ceremonies. One example is the banning of the Potlatch. Please read these notes, watch the video in class and
  • 41. Human Rights Abuses Activity:  Newspaper Article. In this assignment you will research the human rights abuses in a country from the list below. Once you have completed your research you will write a newspaper article documenting the human rights abuses about which you have learned. •Burma • Cambodia • Malaysia • China •Kosovo • Cuba • Algeria • South Africa •Iraq • El Salvador • Rwanda • Indonesia - East Timor •Haiti • Romania • Nigeria • Afghanistan (Taliban) •Brazil • Mexico- Chiapas • Chile • Israel/Palestine/West Bank •Russia • Turkey [Kurds] • Tibet
  • 42. Human Rights Abuses  This stoqy is tque but AminaLawal's sentence was oveqtuqned and she was fqeed to live heq life and qeaq heq child.and Opqah Winfqey has qallied to heq aid. AminaLawal was at the time of the tqial a 30yeaq-old divoqced woman who was said to have confessed to conceiving a child while single. She was sentenced to death by stoning in Maqch, 2002 in Katsina state undeq a new law that consideqs pqegnancy outside of maqqiage as gqounds foq being convicted of adulteqy. Accoqding to Amnesty Inteqnational, she had no lawyeq duqing the tqial that qesulted in heq conviction and sentencing. With the help of attoqneys fqom human qights oqganizations heq case was appealed. One appeal in August, 2002, upheld heq sentence. The alleged fatheq of
  • 43. Genocide Terms to Know:  Genocide - the deliberate and systematic extermination of a national, racial, political, or cultural group.  Ethnocide - intentional and systematic destruction of an ethnic culture. Objectives:  Students will increase their understanding of the history, nature and effects of prejudice, discrimination, racism, ethnocide and genocide. Students will gain an understanding of the genocides and mass murders that have taken place since 1945 by preparing an oral/visual presentation. Activities:  Get an overview of the genocides and mass murders that have taken place since 1945 by doing an internet search to complete genocide chart  Select one of the countries from chart and create an oral/visual presentation which includes the following:  Overview  Origin/causes of the conflict  Map  Timeline of major events  Major players (victims and killers)  Outcomes  World Response
  • 44. Indigenous Justice  After reviewing these notes on Indigenous Justice, watch the story of Frank Brown Frank Brown was a Native youth headed for a juvenile detention center when his uncle intervened and asked the judge to sentence him to the traditional Native punishment of banishment. He spent his time alone on an island and credits the experience with changing his life. Please answer the questions from the video called Voyage of Rediscovery.