Aboriginal Beliefs, Values, and Aspirations in Contemporary Society
Aboriginal Beliefs, Values, and Aspirations in Contemporary Society
Aboriginal Beliefs, Values, and Aspirations in Contemporary Society
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Assessment & Evaluation of Student Achievement<br />
The first set of questions <strong>in</strong> Teach<strong>in</strong>g/Learn<strong>in</strong>g Strategies that clarify attitudes <strong>and</strong> practices should be<br />
journal entries. Some students may be will<strong>in</strong>g to share their views; others may not. Focused discussion<br />
that is non-evaluative is encouraged. A fact sheet on economic term<strong>in</strong>ology <strong>and</strong> possible environmental<br />
<strong>and</strong> social consequences from resource development provides a basis for a short quiz. Op<strong>in</strong>ions about<br />
contrast<strong>in</strong>g values should be encouraged, but op<strong>in</strong>ions must be supported by specific reference to facts<br />
<strong>and</strong> images depicted <strong>in</strong> the videos. The teacher should encourage open-ended debate, where alternative<br />
viewpo<strong>in</strong>ts can be openly discussed. Worksheets provide assessment tools <strong>and</strong> serve as a basis for<br />
retention of knowledge.<br />
Accommodations<br />
Students work <strong>in</strong> pairs to assist them <strong>in</strong> shar<strong>in</strong>g personal values <strong>and</strong> attitudes. More emphasis could be<br />
placed on community values if personal thoughts <strong>and</strong> family issues are deemed to be private by<br />
students.” Students could exam<strong>in</strong>e profits of one energy-related corporation as an alternative. Questions<br />
for videos could be pre-planned to focus student attention.<br />
Resources<br />
Pr<strong>in</strong>t<br />
Platiel, R. “Natives Take to Bus<strong>in</strong>ess With Zeal.” In Ahenakew, F., B. Gardepy, <strong>and</strong> B. Lanfond, eds.<br />
Voices of the First Nations: The Senior Issues Collections. Toronto: McGraw-Hill Ryerson, 1995.<br />
Spielman, Roger. You’re So Fat! Explor<strong>in</strong>g Ojibwe Discourse. Toronto: University of Toronto Press,<br />
1998. ISBN 0-80204958-x<br />
Video<br />
The Spirit Lives: <strong>Aborig<strong>in</strong>al</strong> Entrepreneurs <strong>in</strong> Canada. (Six half-hour video programs <strong>and</strong> accompany<strong>in</strong>g<br />
user’s guide features <strong>Aborig<strong>in</strong>al</strong> entrepreneurs from across Canada) Canadian Foundation for Economic<br />
Education, 2 St. Clair Ave., West, Suite 501, Toronto. (416) 968-2236.<br />
Suzuki, David. “James Bay: The W<strong>in</strong>d that Keeps on Blow<strong>in</strong>g,” A Nature of Th<strong>in</strong>gs Special. CBC<br />
Educational Sales, 1994.<br />
Websites<br />
The Prairie Litmus Test – http://www.time.com/time/magaz<strong>in</strong>e/0,9171,20931,00html<br />
Unit 2 - Page 16<br />
• <strong>Aborig<strong>in</strong>al</strong> <strong>Beliefs</strong>, <strong>Values</strong>, <strong>and</strong> <strong>Aspirations</strong> <strong>in</strong> <strong>Contemporary</strong> <strong>Society</strong> - College Preparation
Change language