Aboriginal Beliefs, Values, and Aspirations in Contemporary Society

Unit 1 Overview Chart
Activity Expectations Assessment Focus/Tasks/Activities
1
180
minutes
IDV.01,
IDV.02,
IDV.03,
IDV.04,
CH1.04,
CH2.03
- mapping (K/U, T/I)
- group investigation
(T/I, C, A)
Aboriginal Identity
Students:
- trace their family roots by constructing a
family tree;
- map regions of Canada and Ontario to show
where First Nation communities, Inuit
communities, and Métis are located;
- investigate ways an individual can establish an
identity within the context of family,
community, school, province, and nation.
2
180
minutes
3
240
minutes
RE1.02,
RE3.02,
SOV.01,
SOV.02
CHV.03,
CH1.01,
CH3.01,
IDV.03,
SO2.01
K/U = Knowledge/Understanding
T/I = Thinking/Inquiry
- construct an
organizer (K/U, T/I)
- write description of
roles (K/U, C, A)
- group investigations
of different contact
periods with different
Aboriginal cultures
(K/U, T/I)
- oral reports (C, A)
Cultural Identity
Students examine traditional roles that hunting,
gathering cultures demanded.
Challenges to Cultural Identity
Students investigate how roles were challenged
by non-Aboriginal society in different regions
and different time frames (e.g., 1600s, 1700s,
1800s, 1970s).
C = Communication
A = Application
Unit 2: Aboriginal Beliefs and Value Systems: The Impact of Colonialism
Time: 25 hours
Unit Description
In order to examine the question “Who Am I?” students explore the meanings and significance of
creation stories in both Aboriginal and non-Aboriginal contexts. Students examine how beliefs and value
systems are formed and reinforced through traditional learning and spiritual practices passed from
generation to generation through stories, ceremonies, and celebrations.
The impact of European and non-Aboriginal contacts, which have placed layers and layers of influence
on traditional beliefs and practices, is another focus of the unit. The experiences of communities, clans,
tribes, and nations are examined in an historical context. Students investigate how explorers, fur traders,
missionaries, churches, land agents, government agencies, and government policies came into conflict
with Aboriginal communities who were forced to re-adjust to contrasting notions of progress and
prosperity. The need for knowledge, self-awareness, support, and growth to restore balance for
Aboriginal peoples is examined through investigation of healing initiatives and traditional practices.
Roles of men, women, and children are examined historically and in a contemporary context.
Page 3
• Aboriginal Beliefs, Values, and Aspirations in Contemporary Society - College Preparation