Aboriginal Beliefs, Values, and Aspirations in Contemporary Society

SO3.03 - describe specific healing practices that promote individual and community renewal (e.g., sweat
lodges in prison environments, traditional uses of tobacco);
CH3.05 - identify physical and spiritual survival methods practised by Aboriginal peoples to maintain
their cultural distinctiveness (e.g., vision quests, dream interpretation, naming ceremonies).
Prior Knowledge & Skills
The teacher reviews activities, from Unit 1: Aboriginal Identity: Perceptions and Realities, that relate to
Aboriginal identity, cultural identity, and challenges to cultural identity. Grade 11 English:
Contemporary Aboriginal Voices deals with autobiographical accounts. Reference should be made to the
importance of storytelling within Aboriginal cultures. Skills of social and self-analysis developed earlier
are used.
Planning Notes
• If possible, invite a knowledgeable Aboriginal person who is willing to share his/her personal and
community stories to speak to the class.
• Another source of stories is by accessing a Cultural Centre and requesting copies of audiotape
stories.
• The teacher could search out autobiographical references (see Resources).
• The NFB catalogue provides opportunities for students to view stories and experiences of Aboriginal
peoples from a variety of cultural groups (see Resources).
• Attention should be given to spiritual practices and beliefs from a variety of cultural perspectives.
Teaching/Learning Strategies
1. The teacher could reinforce the importance of oral traditions transmitted through distinct Aboriginal
languages in different Aboriginal cultures.
2. Appropriate questions are:
• Why can’t Aboriginal people enjoy their stories in their own languages?
• What in your view are the dominant strengths within your local Aboriginal community?
• Compare these identified qualities with perceived strengths of your school community.
• How do these community and individual strengths support an individual’s values and beliefs?
• How does an individual overcome perceived weaknesses in community and/or school structures?
• What social skills are needed to survive in challenging environment (e.g., on reserve, in urban
centre, in mainstream school)? What stories could you tell a younger brother or sister to help
them cope in each of these environments?
3. Students compare their own personal observations with an autobiographical account or a testimony
shown on a video. The teacher needs to give students quiet time as they attempt to decide on their
“most important personal experiences”. This will not come easily to many students, and the teacher
needs to allow for a variety of answers. In their comparison, a worksheet could be constructed using
the following headings:
• identity of individual;
• personal qualities of individual;
• significant experiences portrayed;
• reactions to circumstances or experiences a) short-term reactions, b) long-term reactions;
• support for individual from family, friends, community, and institutions.
4. Students, in groups, explore their responses and compare them to personal challenges that were
portrayed from different regions of Canada, but only if they feel comfortable in doing so. The teacher
may provide a model answer from his/her own life.
Unit 4 - Page 9
• Aboriginal Beliefs, Values, and Aspirations in Contemporary Society - College Preparation