NBV 3C

Algonquin & Lakeshore Catholic District School Board
Course Outline
School: Holy Cross Catholic Secondary School, Kingston
Department Head: J. Drumm
Ministry Document: Aboriginal Beliefs, Values and Aspirations in Contemporary
Society Grade 11
Course Code: NBV3C
Course Title: Aboriginal Beliefs, Values and Aspirations in Contemporary Society
Course Type: College
Grade: Grade 11
Prerequisite: Any University, University/College, or College Preparation course in
Canadian and World Studies, English, or Social Sciences and Humanities
Credit Value: 1.0
Corequisite:
Teacher(s): R. Manion
Course Developer(s): R. Manion
Date of Development: January, 2010
Date Reviewed:
Course Description:
This course is designed as a study of how beliefs and values shape Aboriginal peoples’
history, culture, and aspirations. This course elaborates on how values, beliefs, and
spirituality form Aboriginal peoples’ identity and how colonial experiences have
threatened and impacted on Aboriginal peoples. Students examine how Aboriginal
peoples understand their natural and cosmological environment and explore hoe their
world views and philosophies have had an impact on relationships with Euro-Canadian
society both historically and in the present. The relevant topics of this course are
representation, colonialism, world views, accomplishment, renewal, reconciliation, and
revitalization. Students will use geotechnologies and skills of geographic inquiry and
analysis to develop and communicate balanced opinions about the complex issues facing
Aboriginals in Canada and in a world that is interdependent and constantly changing.
How This Course Supports the Ontario Catholic School Graduate Expectations
We live in a mutli-cultural global village. This global-village has not been created
without its problems or celebrations. Canada, as a nation, has a key role and
responsibility to the growth and prosperity for all citizens in this world/global village.
As Catholics we have to ask ourselves how we respond to the challenges of these new
frontiers of global citizenship. We, as responsible citizens and Catholics, cannot look

forward with improvements without assessing the past. These improvements must be
made to ensure all citizens are respected in all facets of life.
This course, through unit topics, will enhance our student’s global challenges and
develop moral, ethical and a realistic mindset in decision-making and growth as citizens.
Respect for community (common good), environment and Christian values are the
cornerstones for developing the student’s future. This future will inspire hope, confidence
and belief for a compassionate understanding global, national, local society.
1. Overall Expectations for Student Learning
By the end of this course students will demonstrate these understandings:
- describe traditional and contemporary beliefs and values of Aboriginal cultures
that influence present-day activities and behaviours
- identify aspects of cultural identity related to specific Aboriginal peoples
- compare Aboriginal and non-Aboriginal perspectives on the contemporary
cultural identities of Aboriginal peoples
- describe the efforts and actions of Aboriginal communities and individuals to
maintain their cultures and languages within traditional land bases, on reserve,
and in urban settings
- explain how Aboriginal peoples’ relationship to the land traditionally sustained
them in various environments across Canada
- demonstrate an understanding of the cultural practices of Aboriginal peoples
- explain how Aboriginal peoples’ links to the land and to a sustainable
environment are part of their cultural identity
- demonstrate an understanding of the varying perspectives on Aboriginal peoples’
right to self-determination
2. Units of Study
Unit #1: Aboriginal Identity Overview: Perceptions and Realities
Unit #2: Aboriginal Beliefs and Value Systems: The impact of Colonialism
Unit #3: Leadership, Responsibilities, and Aboriginal Knowledge
Unit #4: Pride, Power, and Accomplishments
Unit #5: Renewal and Reconciliation
3. Expectations Regarding Learning Skills
An important key to success in this course is a positive attitude toward learning and to the
investigative nature of the study of geography. Maximum use of class time is crucial to
obtain the support of the teacher and peers. Homework will be the continuation of work
begun in class and should be completed to obtain the practice and reinforcement needed
to succeed on summative evaluations. In accordance with ALCDS Board policy, parents
will be contacted when unsatisfactory learning skills place a student’s credit in jeopardy.
Learning skills will be assessed accurately and rigorously in the following areas:
- Responsibility - Self-regulation
- Organization - Collaboration
- Initiative - Independent Work

A student’s demonstration of learning skills will be reported separately from achievement
of curriculum expectations using a four-point scale: E - excellent, G - good, S -
satisfactory and N - needs improvement. Although learning skills may have an effect on
achievement, evaluation of the learning skills will not be included in the determination of
the student’s percentage grade.
4. Supports for Higher Learning
Whenever accommodations are made to address student learning needs, or alternative or
modified expectations are identified for a student, these accommodations, modifications,
or alternative expectations will be outlined in an Individual Education Plan (IEP) and will
be communicated to parents.
5. Career Education in Aboriginal Studies
The knowledge and skills students acquire in this course will be useful in a variety of
careers. A background in geography, history, politics, or law can lead to employment in
fields such as law, politics, resource management, information technology, teaching,
recreation, hospitality and tourism, and journalism. Students should be made aware of
these possibilities and encouraged to explore areas of interest to them.
6. The Importance of the Study of Current Events
The study of current events forms an integral component of the Aboriginal studies
enhancing both the relevance and the immediacy of the program. Discussion of current
events not only stimulates student interest and curiosity but also helps students to connect
what they are learning in class with past and present-day world events or situations. The
study of current relevant events needs to be thought of not as a separate topic removed
from the program but as an integral extension of the expectations found in the
curriculum.
7. Antidiscrimination Education in Aboriginal Studies
The Aboriginal studies courses curriculum is designed to help students acquire the
“habits of mind” essential for citizens in a complex democratic society characterized by
rapid technological, economic, political, and social change. Students are expected to
demonstrate an understanding of the rights, privileges, and responsibilities of citizenship,
as well as willingness to show respect, tolerance, and understanding towards individuals,
groups, and cultures in the global community and respect and responsibility towards the
environment. They are also expected to understand that protecting human rights and
taking a stand against racism and other expressions of hatred and discrimination are basic
requirements of responsible citizenship.
8. The Role of Technology in the Curriculum
Information and communications technology (ICT) provides a range of tools that can
significantly extend and enrich teachers’ instructional strategies and support students’
learning in Canadian and world studies. These tools include simulations, multimedia
resources, databases, and computer-assisted learning modules. Teachers can use ICT
tools and resources both for whole class instruction and for the design of curriculum to
meet diverse student needs.

ICT can be used to connect students to other schools, locally and abroad, and to bring the
global community into the local classroom. Through Internet websites and CD-ROM
technology, students can now access primary resources held in museums, libraries,
archives, and public institutions across the country and around the world. ICT resources
allow secondary students to conduct more far-ranging and authentic research than ever
before.
Applications such as databases, spreadsheets, word processors, enhanced with smart
board and presentation software can be used to support various methods of inquiry. The
technology also makes possible simulations of complex systems that are useful for
problem-solving purposes or when field studies on a particular topic are not feasible.
Students are able to develop job-related computer skills through the use of industry
applications such as geographic information systems (GIS) and the global positioning
system (GPS).
9. Assessment and Evaluation of Student Achievement
Assessment practices will be aligned with curriculum expectations and will incorporate a
variety of appropriate and authentic assessment methods, strategies, and instruments.
The Achievement Chart for Geography will be used to provide a reference point for all
assessment practice, including the assignment of percentage grades. In accordance with
ALCDS Board policy and the concept of assessment for learning, students will be given a
variety of opportunities, appropriate to their learning needs, to demonstrate what they
know and can do. Student achievement of the overall expectations will be evaluated in a
balanced manner among the four learning categories:
· Knowledge and Understanding · Thinking
· Communication · Application
ASSESSMENT, EVALUATION AND REPORTING
2010 – 2011
1. LEARNING SKILLS
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-regulation (we report on three at early semester report:
Resp, Org, and Ind. Work – still use E,G,S or N)
2. ASSESSMENT
Assignments for evaluation will not include ongoing homework intended
to consolidate skills
Assignments for evaluation may include group work but not group-graded
(individualized grades for group work)
Student self-evaluation and peer evaluation may not be included in the
grade.

Both mathematical calculations and professional judgment will inform the
determination of percentage grades. Final grades will be a 70/30 split of
course work and final evaluation(s)/activities (but see below for marks
below 50 %).
3. EVALUATION
New conversion chart looks like this:
Achievement
4 +
4
4 -
3 +
3
3 -
Percentage
Mark Range
95 - 100
87 - 94
80 - 86
77 - 79
73 - 76
70 - 72
Achievement
2 +
2
2 -
1 +
1
1 -
Percentage
Mark Range
67 - 69
63 - 66
60 - 62
57 - 59
53 - 56
50 - 52
***At midterm and at final reporting times, marks below 50 % are as follows:
45 % indicates that the student was able to achieve some course expectations in limited
way.
40 % indicates that the student had difficulty achieving most of the course expectations.
35 % indicates that the student had difficulty achieving any of the course expectations.
(The next two are additional options for Grades 11 and 12 only.)
30 % indicates that the student provided insufficient evidence of achievement of course
expectations.
20 % indicates that the student provided little or not evidence of achievement of course
expectations.
(The following is an option for Grades 9 and 10 students only.)
“I” may be used to suggest credit recovery is needed in order for the student to achieve
the credit. In this instance, the report card comment must be “the student has missed or
failed to complete some evaluation activities and evidence of achievement is insufficient
to warrant a credit.”

4. PLAGIARISM OR CHEATING
Grades 11 and 12 – should plagiarism or cheating occur
The student is informed by the subject teacher and the teacher will contact the
parent/guardian, where appropriate.
The assignment will receive a mark of zero. As determined by the teacher, an
alternate assignment or form of assessment may be permitted to demonstrate
achievement of the same curriculum expectations.
The teacher will notify administration by completing an Academic Honesty
Report.
Administration will contact the parent / guardian.
In Grades 9 through 12, should SUBSEQUENT INCIDENTS of cheating or
plagiarism occur
The student is informed by the subject teacher.
The assignment will receive a mark of zero.
The teacher will contact the parent/guardian, where appropriate.
The teacher will notify administration by completing an Academic Honesty
Report.
Administration will meet with the student.
Administration will inform the parents/guardians (where appropriate) by letter.
LATE AND MISSED ASSIGNMENTS
Early in the semester, teachers will remind students that they are responsible to submit all
assignments in a timely manner. Teachers and school teams will use a variety of
strategies to encourage students to submit assignments and meet timelines. Late or failed
submissions will be noted on learning skills, and may be included on report card
comments or, at times, in report card grades.
Teachers will ensure due dates and timelines are reasonable and involve students where
appropriate; they are clearly stated and communicated to students and parents/guardians
when appropriate; provide checkpoints; encourage self-monitoring; involve
consultations with other teachers in the school to avoid overlap; can be extended when,
in the teacher’s professional judgment and in the best interest of the student, it is
appropriate to do so.
There are a number of proactive measures to encourage timely submission of
assignments:
Asking the student to clarify the reason for not completing the assignment
Helping students to develop better time-management skills
Collaborating with other staff to prepare a part- or full-year calendar of major
assignment dates for every class
Planning for major assignments to be completed in stages
Maintaining ongoing communication with students and/or parents/guardians
about due dates and late assignments; scheduling conferences where necessary
Referring student to Student Success team or teacher
Taking into consideration legitimate reasons for missed deadlines
Setting up a student contract

Using counseling or peer tutoring to try to deal positively with problems
Holding teacher-student conferences
Reviewing the need for extra support for English language learners
Reviewing whether students require special education services
Requiring the student to work with a school team to complete the assignment
For First Nation, Metis, and Inuit students, involving Aboriginal counselors and
members of the extended family
Understanding and taking into account the cultures, histories, and contexts of
students and their families’ previous experiences with the school system
Providing alternative assignments or tests/exams where, in the teacher’s
professional judgment, it is reasonable and appropriate to do so
Deducting marks for late assignments, up to and including the full value of the
assignment.
In brief,
Teachers will set due dates and deadlines. All assignments and activities are due on
the date specified by the teacher. In cases of lateness, a teacher may use a mark
penalty deduction of up to one level. Once a class set of assignments has been
returned to students, a teacher is under no obligation to accept late assignments.
For missing assignments, the mark deduction can be the full value of the
assignment; however, teacher must conference with the student and contact
parents/guardians (where appropriate) before assigning the full-value deduction.
Students who are absent must discuss the missing evaluation activity with their
teacher and any subsequent consequences. Teachers will record an “I” for missing
evaluation activities. Incomplete assignments will be considered when determining
the student’s overall grade at mid-term and final reporting times.
See Section 16 of ALCDSB Assessment, Evaluation and Reporting – Grades 1-12
Administrative Procedures, September 2010, for details.
Thirty percent of the grade will be based on final evaluation in the form of an
examination (20 %) and a culminating task (10%).
10. Key Dates, Special Events, Additional Considerations:
Field trips which will enrich and support the course material.
11. Teaching / Learning Strategies
Students learn best when they are engaged in a variety of ways of learning. Aboriginal
Studies courses lend themselves to a wide range of approaches in that they require
students to research, think critically, work cooperatively, discuss relevant issues, and
make decisions about significant human concerns. When students are engaged in such
active learning strategies, they tend to retain knowledge for longer periods and to develop
meaningful skills. Active learning strategies also enable students to apply their
knowledge and skills to real-life issues and situations.
Some of the teaching and learning strategies that are suitable to material taught in
Canadian and world studies are fieldwork (including data collection), cooperative small-

group learning, role playing, simulations, brainstorming, mind mapping, creating
scenarios for decision making, independent research, personal reflection, seminar
presentations, Socratic lessons, and constructive or creative dialogue. In combination,
such approaches promote the acquisition of knowledge, foster positive attitudes towards
learning, and encourage students to become lifelong learners.
12. Learning Resources
The Ontario Curriculum, Grades 11 First Nations, Inuit, and Metis Peoples, Exploring
Their Past, Present, and Future Emond Montgomery Publilcations Limited, Toronto,
Canada, 2006
13. Board, School, Department and Classroom Policies
The following policies apply to this course:
® Administrative Procedures. October, 2005. Secondary School Policy for
Assessment, Evaluation, Grading and Reporting, Grades 9-12, 2005-2006.
® School Evaluation Policy (if available)
® Social Science Department Evaluation Policy (if available)