Aboriginal Beliefs, Values, and Aspirations in Contemporary Society

Activity 5: Renewal and Reconciliation Models
Time: 360 minutes
Description
Students examine the varied meanings associated with the term “values”, consider how different values
(e.g., economic and cultural) may conflict, and investigate ways that these differences can be reconciled.
Students write a short editorial explaining why the reconciliation of different values is a challenge of
utmost significance to Aboriginal self-government in the 21st century.
Strand(s) & Learning Expectations
Strand(s): Identity, Relationships, Challenges
Overall Expectations
CHV.01 - identify the obstacles that Aboriginal peoples must overcome to protect and maintain their
cultures and languages;
REV.04 - demonstrate an understanding of the varying perspectives on Aboriginal peoples’ right to selfdetermination;
Specific Expectations
ID2.01 - explain how Aboriginal values might conflict with economic forces;
RE3.01 - identify specific challenges facing Aboriginal peoples within various communities across
Canada in their relationship with the Canadian government (e.g., the social problems of the Innu at Davis
Inlet, the Lubicon Cree land issue);
CH2.01 - describe the impact of technology on the relationship of Aboriginal communities with Canadian
society (e.g., advances in technology lead to acculturation);
CH3.04 - demonstrate an understanding of how Aboriginal peoples have adapted to challenges caused by
technological and environmental changes (e.g., using snowmobiles, air travel, and computer technology;
the impact of dam construction in Quebec).
Prior Knowledge & Skills
Review issues raised in Unit 2, Activity 3 relating to attitudes and practices associated with land use,
hunting, trading, health, economic issues, and spiritual practices. Skills that some students may have
developed in values clarification would be useful to share with the class.
Planning Notes
• Much of this activity deals with personal values and value clarification. The teacher needs to be
sensitive and to expect a wide range of possible answers, some of which might shock or surprise.
Moreover, students may at first not be willing to share their values with others in the class. This is to
be expected when dealing with adolescents whose values may not be fully formed or well thought
out. Students should write their answers to the questions in Strategies 1-6 to encourage them to share
their opinions with others.
• The teacher needs to be sensitive, but also needs to point out that certain values are contradictory,
and that too is part of life. Not every adult will come to hold thoughtful and consistent values.
• Students may find that not only do they have trouble articulating values, but so will adults in their
lives. This provides the teacher with the opportunity to point out that not even economic leaders fully
understand either the values that they are espousing, or the consequences of the decisions that they
make.
Unit 2 - Page 14
• Aboriginal Beliefs, Values, and Aspirations in Contemporary Society - College Preparation