Posted: September 19, 2019
Bonar Law Memorial High School
Indigenous Studies 120 Course Outline
September – January, M-F 4th Period (12:50-1:50)
Ms. Clair, Katrina.clair@nbed.nb.ca, 506 521 7160
Room 201
Course Description:
Indigenous Studies 120 provides students with the opportunity to learn about Wabanaki cultures, history and contributions prior to European contact, as well as to learn about the shameful legacy of colonization and the genocide which ensued. This course also seeks to explore contemporary expressions of Indigeneity.
Materials:
Journals, binders, highlighters, pens, dictionaries, pencils.
Assessment:
Reflective Journals, Note Taking and Active Listening ---- 20%
Class Presentations/ Research Projects (group)--- 20%
Learning portfolios with Self-Assessment or Interview---25%
Agents of Social Change/Reconciliation/Action Project -----35%
« If assessments are missed due to absence, students will be expected to make up for them at a later date.
Students will be assessed on their ability to meet the following curriculum outcomes:
GCO 1 Students will apply their knowledge of worldview to understand Indigenous perspectives. |
1.1 Students will use the seven elements of worldview to examine their own worldview. 1.2 Students will be able to identify biases. 1.3 Students will summarize the components of oral traditions. 1.4 Students will explore the significance of stories to Indigenous worldviews. 1.5 Students will describe the importance placed on interdependence within the natural world. |
GCO 2 Students will investigate the history and culture of Wabanaki societies. |
2.1 Students will identify and investigate traditional Wabanaki territories and their governance prior to European colonization. 2.2 Students will demonstrate an understanding of social relationships within Wabanaki societies and the importance of the roles of Elders. 2.3 Students will research aspects of the organization of Mi’kmaq, Wolastoqey, and Peskotomuhkati societies. 2.4 Students will examine the Wabanaki territories and how this has shaped social relationships and identity, and informed resource management and land stewardship. |
GCO 3 Students will examine the relationship of Indigenous peoples to non-Indigenous peoples in New Brunswick and in Canada. |
3.1 Students will examine the period of initial contact with Europeans. 3.2 Students will apply their understanding of the sacred treaty-making process to the Peace and Friendship Treaties made in agreement with Europeans. 3.3 Students will examine the intent of discriminatory legislation and the role of education to undermine family and social structure, and to destroy Indigenous languages and cultures through the Indian Residential Schools and by other means. 3.4 Students will examine experiences and policies pertaining to Indigenous peoples during periods of global conflict and evaluate impacts. 3.5 Students will analyze current Indigenous and non-Indigenous relations. |
GCO 4Students will recognize the importance of Indigenous advocacy and act as allies for social change. |
4.1 Students will investigate significant Indigenous lead movements for social change. 4.2 Students will describe the tools for systemic and societal change including the national inquiry process. 4.3 Students will identify local initiatives that are addressing systemic and social inequities in First Nation realities. 4.4 Students will take action in ways that reflect their learning and context. |