Posted: September 3, 2020
Bonar Law Memorial High School
Indigenous Studies 120 Course Outline
January-June 2020-2021, Period 2 9:50-10:50
Ms. Clair, Katrina.clair@nbed.nb.ca, 506 523 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 asks students to take part as leaders in reconciliation.
Materials:
Please be sure to bring a notebook, highlighters, pens, pencils, erasers, a laptop & life experience! Please label all of your personal belongings as there will be no sharing of materials.
Assessment:
Journal Entries 15%
Daily Assignments 25%
Presentations (individual and group) 30%
Reconciliation/Action Project 30% Due Jan 25, 2021
BLMS LATE ASSIGNMENT POLICY:
- To get full marks, assignments need to be handed in by the assigned due date.
- For every date late, after the assignment due date, 10% will be deducted from the mark (up to a maximum of 40%). Weekends count as one day.
- If a student is absent on a due date, a written excuse from a parent or guardian must be presented upon the student’s return, or the late-day deductions will apply.
- A student’s mark cannot be lower than 60% given that the student deserves a passing grade on the assignment to begin with. Any work getting a mark of less than 60% will receive that grade.
- In order to be graded, all work must be handed in no later than 2 weeks after the given due date of the assignment. Term marks are final.
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 4 Students 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. |