Aboriginal Beliefs, Values, and Aspirations in Contemporary Society

Activity 5: Traditional Cultural Practices:
A Revisitation in a Contemporary Setting
Time: 400 minutes
Description
Students conduct a biographical study of a representative individual from an Aboriginal cultural group.
Students interpret the meaning and significance of “Pride, Power, and Accomplishments” and interview a
family member, relative, friend, or community elder to determine how this individual exemplifies these
quantities. Students then investigate how they individually can aspire to exemplify and achieve positive
statements of identity and pride.
Strand(s) & Learning Expectations
Strand(s): Identity, Relationship, Sovereignty, Challenges
Overall Expectations
REV.04 - demonstrate an understanding of the varying perspectives on Aboriginal peoples’ right to selfdetermination.
Specific Expectations
ID2.02 - describe individuals, First Nations communities, and organizations that promote public
understanding of Aboriginal cultural identity (e.g., Tomson Highway, M’Chigeeng First Nation, Native
Friendship Centres, Métis Nation of Ontario);
ID2.03 - describe how Aboriginal cultural activities and symbols (e.g., eagle feathers) increase public
awareness and contribute to public understanding of Aboriginal cultural contributions (e.g., Inuit
carvings);
ID2.05 - describe ways in which contemporary Aboriginal leaders have furthered the understanding of all
Canadians of Aboriginal values and aspirations;
ID3.03 - explain ways in which artists, healers, elders, women, and politicians define and promote
Aboriginal peoples’ aspirations (e.g., in the briefs and submissions as recorded in the Final Report of the
Royal Commission on Aboriginal Peoples, 1996);
RE1.02 - identify examples of art, architecture, and artifacts that depict a spiritual and emotional link
between Aboriginal peoples and their traditional lands (e.g., totem pole carvings; masks; designs of
cultural centres; artwork of Daphne Odjig, Maxine Noel, and Joane Cardinal Schubert);
RE3.04 - identify efforts of Aboriginal peoples towards cultural revitalization (e.g., reinstituting
ceremonial practices, providing Native language classes for adults);
SO2.02 - identify places, people, and events that are associated with success in maintaining the autonomy
of Aboriginal peoples (e.g., First Nation schools, maintenance of the Confederacy Council on the Six
Nations Reserve after it’s “overthrow” by the RCMP in 1924);
CH3.03 - demonstrate an understanding of the challenges involved in sensitizing mainstream health and
social service providers to the needs and aspirations of various Aboriginal peoples (e.g., through
affirmative action, cross-cultural awareness, Aboriginal input).
Prior Knowledge & Skills
Students who have completed the Grade 9 course, Expressing Aboriginal Cultures and the Grade 10
course, Aboriginal Peoples in Canada are aware of accomplishments of some individual Aboriginal
personalities and leaders. Names associated with Aboriginal organizations previously studied may help
students identify directions for individual research. Links to works studied in the Grade 11 English:
Contemporary Aboriginal Voices may also provide direction for students. Reference to autobiographical
works by Aboriginal writers assists students. These can be accessed from the English: Contemporary
Aboriginal Voices course profiles.
Unit 4 - Page 13
• Aboriginal Beliefs, Values, and Aspirations in Contemporary Society - College Preparation