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Native Studies 10 Native Studies 10 If Natives began living on the Plains 11,500 years ago, and Europeans first saw the Canadian Plains less than 300 years ago, this means that more than 97% of Plains history is Native history alone. Imagine a textbook with ten chapters, with each chapter portraying an equal part of that history. The first nine chapters would be devoted to Native history, as would more than 70% of the final chapter. Full Circle Canada’s First Nations Steckley and Cummins, 2001, p. 91 Table of Contents ● Acknowledgements ● Native Studies 10: Program Essentials ● Social Organizations of First Nations, Métis and Inuit Peoples ● Foundational and Learning Objectives ● Saskatchewan Learning Essentials ● Native Studies 10 Resource-Based Focus ● Teacher Planning Guide ● Approaches to Instruction ● Assessment and Evaluation ● Assessment Tools ● Unit One - Identity and Worldviews: Aboriginal Perspectives Unit Two - Community and Kinship: Aboriginal Perspectives ● Unit Three - Governance: Aboriginal Perspectives ● Unit Four - Economies: Aboriginal Perspectives ● Appendices ● References - Native Studies 10 Acknowledgements Native Studies 10: Program Essentials Social Organizations of First Nations, Métis and Inuit Peoples ● Rationale ● Vision ● Aim ● Goals ● Aboriginal Content and Perspectives ● Focus of Native Studies ● Native Studies 10 Concept Development ● Native Studies 10, 20 and 30 Content Outline Foundational and Learning Objectives ● Unit One - Identity and Worldviews: Aboriginal Perspectives ● Unit Two - Community and Kinship: Aboriginal Perspectives ● Unit Three - Governance: Aboriginal Perspectives ● Unit Four - Economies: Aboriginal Perspectives ● Worldview ● Identity ● Culture ● Community Awareness and Involvement ● Inviting Elders into the School Saskatchewan Learning Essentials ● Components of Core Curriculum ● Common Essential Learnings ● The Adaptive Dimension ● Gender Equity ● Portrayal of Persons with Disabilities Native Studies 10 Resource-Based Focus ● Resource-Based Learning ● Reading Material ● First Nations, Métis and Inuit Resource Material ● Resources and the Adaptive Dimension ● Internet Use ● Selected List of Web Resources with Aboriginal Content ● Selecting Equitable Resources Teacher Planning Guide Approaches to Instruction ● An Indigenous Model for Teaching and Learning - Figure 1 ● Figure 2 ● Storytelling ● Oral Tradition ● Talking Circles ● Timeline Activities ● "Inspiration" Models ● Critical Thinking ● Concept Mapping ● Concept Webbing ● Figure 3 ● Direct Instruction ● Invited Speakers ● Indirect Instruction ● Inquiry ● Problem Solving and Decision-Making ● Experiential Learning ● Role Playing ● Case Studies ● Individual Study ● Journals ● Creative Writing Activities ● Reading Strategies ● Independent Research Activities ● Learning Contract ● Interactive Instruction ● Group Work ● Classroom Discussion ● Debate Assessment and Evaluation ● Phases of the Evaluation Process ● Assessment and Evaluation ● Guiding Principles of Student Evaluation ● Gathering Information and Keeping Records ● Student Self-Assessment ● Peer Assessment ● Communicating Evaluation to Students, Parents, or Guardians ● Assessment of Problem Solving/Decision-Making ● Assessment of Values and Attitude Objectives ● Portfolios ● Methods of Data Recording ● Anecdotal Records ● Observation Checklists ● Rating Scales ● Ongoing Student Activities ● Written Assignments ● Presentations ● Performance Assessment ● Homework ● Quizzes and Tests Assessment Tools ● Information Use - Checklist ● Attitudes and Values - Checklist ● Writing for Children - Checklist ● Listening - Checklist ● Portfolio Assessment: Rating Scale ● Rubrics ● Group Work Rubric ● Writing Rubric ● Case Study Rubric ● Holistic Essay Writing Rubric ● Creative Writing Rubric ● Essay Writing Rubric Unit One - Identity and Worldviews: Aboriginal Perspectives ● Foundational/Learning Objectives ● Key Resources ● Unit One - Identity and Worldviews: Aboriginal Perspectives - Video ● Aboriginal Voices, Introduction, Unit Organization ● Objectives, Suggested Activities, Resources ● Readings IWAP1 to IWAP19 Unit Two - Community and Kinship: Aboriginal Perspectives ● Foundational/Learning Objectives ● Key Resources ● Unit Two - Community and Kinship: Aboriginal Perspectives - Video ● Aboriginal Voices, Introduction, Unit Organization ● Objectives, Suggested Activities, Resources ● Readings CKAP1 to CKAP 31 Unit Three - Governance: Aboriginal Perspectives ● Foundational/Learning Objectives ● Key Resources ● Unit Three - Governance: Aboriginal Perspectives - Video ● Aboriginal Voices, Introduction, Unit Organization ● Objectives, Suggested Activities, Resources ● Readings GAP1 to GAP27 Unit Four - Economies: Aboriginal Perspectives ● Foundational/Learning Objectives ● Key Resources ● Unit Four - Economies: Aboriginal Perspectives - Video ● Aboriginal Voices, Introduction, Unit Organization ● Objectives, Suggested Activities, Resources ● Readings EAP1 to EAP27 Appendices ● Appendix A: Glossary of Terms ● Appendix B: Saskatchewan Tribal Councils ● Appendix C: Saskatchewan First Nations ● Appendix D: First Nation Affiliates ● Appendix E: Métis Nation of Saskatchewan ● Appendix F: Historical Developments in Aboriginal and European Worlds (Timeline) References - Native Studies 10 Social Sciences Unit Evergreen Curriculum Main Menu Social Studies 30 Curriculum Menu © This Document is Copyright by Saskatchewan Education When using excerpts or adapting material from this online document for presentation or publication the following citation must be used: Saskatchewan Education. (2002). Native Studies: A Curriculum Guide for Grade 10: Societal Structures of Indian, Métis, and Inuit Peoples Regina, SK: Saskatchewan Education. Written permission must be obtained to publish portions greater than 400 words. Social Sciences Curriculum and Instruction Branch Saskatchewan Education 2220 College Avenue Regina, Saskatchewan S4P 3V7 Canada Evergreen Curriculum Main Menu Social Studies 30 Main Menu Acknowledgements Saskatchewan Learning appreciates the work of curriculum writer/developer, Trish LaFontaine, Aboriginal Education Unit. Saskatchewan Learning also gratefully acknowledges the guidance and contributions of several professionals. In particular, the advice of the Aboriginal Education Provincial Advisory Committee (AEPAC) is most valuable. AEPAC Members who also served on the Curriculum Reference Committee: Vince Ahenakew Principal Rossignol High School Ile a La Crosse, Saskatchewan Larry McCallum Aboriginal Education Consultant North West Catholic School Division North Battleford, Saskatchewan Orest Murawsky Director ITEP, College of Education University of Saskatchewan Saskatoon, Saskatchewan Leah Dorion-Paquin Program Coordinator Gabriel Dumont Institute Saskatoon, Saskatchewan Dr. Cecil King, Invited Elder Saskatchewan Indian Federated College Saskatoon, Saskatchewan Other members appointed to AEPAC: Rita Bouvier Executive Assistant Saskatchewan Teachers' Federation Saskatoon, Saskatchewan Larry Ahenakew Superintendent of Education LEADS Northern Lights S.D. #113 Beauval, Saskatchewan Craig Melvin Executive Director Saskatchewan School Trustees Association Regina, Saskatchewan Dennis Barnett Barnett & Associates Saskatchewan School Trustees Association St. Walburg, Saskatchewan Darlene Speidel Director of Cultural Resource Development and Publications Saskatchewan Indian Cultural Centre Saskatoon, Saskatchewan Elie Fleury Director Northern Teacher Education Program La Ronge, Saskatchewan Angela Weenie Lecturer Saskatchewan Indian Federated College Faculty of Education University of Regina Regina, Saskatchewan Professor Florence Granfield Assistant Professor Department of Curriculum Studies University of Saskatchewan Saskatoon, Saskatchewan Michael Relland Director SUNTEP Prince Albert, Saskatchewan Sharlene McGowan Teacher Scott Collegiate Regina, Saskatchewan Reference Committee members: Leda Corrigal Valley View School Beauval, Saskatchewan Larry Gill William Mason School Choiceland, Saskatchewan Maureen Johns Simpson Scott Collegiate Regina, Saskatchewan Betty McKenna Prince Arthur School Division #1 Moose Jaw, Saskatchewan Elaine Oaks Father Porte Memorial Dene School Black Lake, Saskatchewan Gwen Paul Bert Fox High School Fort Qu' Appelle, Saskatchewan Joseph Pelletier Miller High School Regina, Saskatchewan Pilot Teachers: Corinne Cey Carlton Comprehensive High School Prince Albert, Saskatchewan Kristine Dreaver-Charles Rhoda Hardlotte Memorial Keethaw Stanley Mission, Saskatchewan Ted Green Headwaters Project Keewatin Career Development Corporation LaRonge, Saskatchewan. Yvette Iron Canoe Lake High School Canoe Narrows, Saskatchewan Ralph Klyne La Loche Community School La Loche, Saskatchewan Dwayne LaPlante Mount Royal Collegiate Saskatoon, Saskatchewan Kim Lawrence Martin Collegiate Regina, Saskatchewan Barry McKay Scott Collegiate Regina, Saskatchewan Vince Orieux Lloydminister Comprehensive High School Lloydminister, Saskatchewan Gwen Paul Bert Fox Composite High School Fort Qu'Appelle, Saskatchewan Kandis Riese Churchill Composite High School La Ronge, Saskatchewan Program Team Members Deborah Pelletier, Superintendent of Aboriginal Education Aboriginal Education Unit Planning, Evaluation and Children's Services Saskatchewan Learning Daryl Arnott, Regional Superintendent Curriculum & Instruction Region 6 - North Battleford Saskatchewan Learning Bev Buchan, Educational Consultant Assessment and Evaluation Unit Planning, Evaluation and Children's Services Saskatchewan Learning Sandra
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