Aboriginal Beliefs, Values, and Aspirations in Contemporary Society
Aboriginal Beliefs, Values, and Aspirations in Contemporary Society
Aboriginal Beliefs, Values, and Aspirations in Contemporary Society
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9. For deeper <strong>in</strong>vestigation <strong>in</strong>to issues of reconciliation, teachers could utilize specific chapters <strong>in</strong> the<br />
Report of the Royal Commission on <strong>Aborig<strong>in</strong>al</strong> Peoples, Volume 4 Perspectives <strong>and</strong> Realities. The<br />
focus <strong>in</strong> this volume is on:<br />
• Women’s Perspectives;<br />
• Elders’ Perspectives;<br />
• Youth Perspectives;<br />
• Métis Perspectives;<br />
• Northern Perspectives;<br />
• Urban Perspectives.<br />
Recommendations could be analysed by students to see how reconciliation <strong>and</strong> renewal is<br />
encouraged.<br />
10. Another form of reconciliation occurred when the Anglican Church of Canada, the United Church of<br />
Canada, <strong>and</strong> the Roman Catholic Church issued apologies for their roles <strong>in</strong> operat<strong>in</strong>g residential<br />
schools. Students read An Apology From the Primate, August 6 1993 <strong>and</strong> the Letter of Apology from<br />
the United Church of Canada, October 27,1998. (See Appendices 2.4.1 <strong>and</strong> 2.4.2.)<br />
11. Students respond to the follow<strong>in</strong>g questions to promote debate <strong>and</strong> discussion:<br />
a) Why did the Anglican Church Primate apologize?<br />
b) Why did the United Church of Canada apologize?<br />
c) In your view, is each apology sufficient? Why or why not?<br />
d) What actions is each church promis<strong>in</strong>g beyond the apology?<br />
e) Investigate how heal<strong>in</strong>g can effectively occur if <strong>in</strong>dividuals have been abused physically,<br />
mentally, <strong>and</strong> sexually.<br />
f) Investigate literature, philosophy, <strong>and</strong> approaches advocated by the <strong>Aborig<strong>in</strong>al</strong> Heal<strong>in</strong>g<br />
Foundation.<br />
Assessment & Evaluation of Student Achievement<br />
Because material <strong>in</strong> this activity is sensitive, the teacher may wish to re<strong>in</strong>force a sense of confidentiality<br />
<strong>in</strong> the student work submitted.<br />
1. Assessment of worksheet on video, us<strong>in</strong>g mark<strong>in</strong>g scheme. Focus is on the factual content of the<br />
video, but should <strong>in</strong>clude opportunities for students to raise issues. Questions might <strong>in</strong>clude:<br />
a. In your op<strong>in</strong>ion, what was the worst effect of residential schools?<br />
b. Expla<strong>in</strong> how residential schools affected more people <strong>in</strong> the <strong>Aborig<strong>in</strong>al</strong> community than just the<br />
students.<br />
c. Did residential schools have any good effects? Expla<strong>in</strong>.<br />
d. Ask three questions about residential schools that this video does not answer.<br />
2. Summative assessment of six group reports outl<strong>in</strong>ed <strong>in</strong> Strategy 4. use the follow<strong>in</strong>g head<strong>in</strong>gs:<br />
• Clear underst<strong>and</strong><strong>in</strong>g of the task<br />
• Clear underst<strong>and</strong><strong>in</strong>g of the video’s messages<br />
• Use of evidence from video to prove po<strong>in</strong>ts<br />
• Good use of language <strong>and</strong> correct grammar<br />
Accommodations<br />
As these issues deal with sensitive emotions, feel<strong>in</strong>gs, reactions, <strong>and</strong> op<strong>in</strong>ions, teachers may wish to pace<br />
lessons with care. It may be appropriate to use private journal writ<strong>in</strong>g <strong>and</strong> factual worksheets to build<br />
confidence <strong>and</strong> awareness. Some students could be encouraged to <strong>in</strong>vestigate relevant issues beyond the<br />
material presented. Some students may have difficulty with the read<strong>in</strong>g level <strong>in</strong> some of the governmentpublished<br />
material <strong>and</strong> may need a “buddy” or a specific teacher-developed worksheet to assist<br />
comprehension.<br />
Unit 2 - Page 12<br />
• <strong>Aborig<strong>in</strong>al</strong> <strong>Beliefs</strong>, <strong>Values</strong>, <strong>and</strong> <strong>Aspirations</strong> <strong>in</strong> <strong>Contemporary</strong> <strong>Society</strong> - College Preparation