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<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
[[File:Yuxweluptun.jpg|thumb|<i>Impending Nisga'a Deal. Last Stand. Chump Change</i> by Lawrence Paul Yuxweluptun]]<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo.<br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
Approaching First Nations' curricula in this manner encourages students to think beyond the official government prescribed learning outcomes. In order to accomplish this, however, students must be aware of the complex vernacular histories of individual First Nations groups. This can be problematic because of the reliance on oral history, cultural sensitivity, and the potential lack of community support.<br />
<br />
=== Challenges We Face as Educators ===<br />
[[File:Firstnationmap.jpg|thumb|Aboriginal Land Claims in BC]]<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. In this article briefly discussed below, there are a number of challenges that each teacher faces in the classroom, and it is an extremely useful piece of reading for a prospective educator.<br />
<br />
In our presentation, we outlined key historical and contemporary issues that envelop First Nations' history. When First Nations' history is depicted in the media, there are oftentimes very different views that are conveyed, and in many ways, these views are not indicative of the 'true' history. In one instance, we examined a [http://www.youtube.com/watch?v=s_V4d7sXoqU CBC Video] from 1955 that depicts a traditional residential school of the era. It is obvious to many that this short two-minute clip is not particularly accurate of a traditional residential school, but it is important to contextualize the information. Some of the questions that one might ask to this type of depiction of First Nations could be the following: ''Who made this video? Who might be the target audience? Why was this video made?'' These questions help to understand some of the possible underlying themes that lay hidden beneath the surface. <br />
<br />
Another video we showed was a clip from the Disney movie [http://www.youtube.com/watch?v=_MMMs7SNrJQ Pocahontas]. This clip exemplifies the notion that many contemporary depictions of aboriginal history are in many respects romanticized. To compare between this video and the CBC video brings to mind a rather contentious question: ''Is one representation of First Nations better than the other?'' Both examples are flawed insofar as the messages in either video do not properly represent First Nations history. Historical and contemporary media has distorted the image of the aboriginal, and it is important for educators to be mindful of these messages. Students will bring with them a mental image or idea of what First Nations or aboriginal means to them. Perhaps much of what students know about aboriginals has been drawn from forms of media; therefore, teachers might need to deconstruct or rework some of the preconceived notions throughout their teaching. <br />
<br />
<br />
==== Problems with Social Studies Curricula ====<br />
One of the major critiques of Social Studies Curricula in BC high-schools today—in terms of First Nations perspectives—is that it is far too Euro-centric. From Socials 8 until Socials 11—the last mandatory social studies course for most students—First Nation groups in Canada are given a tertiary role. Moreover, their position in Canadian history has always been seen as either subjugated—they are victims of European expansion—or conflict—Louis Riel and the Red River Rebellion. Consequently, little attention has been given to First Nations groups as a subject unto themselves. First Nations Studies 12, a ministry created credit course, was seemingly created to address this imbalance.<br />
<br />
==== Attempts at Redress ====<br />
The BC Ministry of Education has stipulated 4 overarching goals for First Nations 12<ref name="BC First">BC First Nations Studies 12 - Integrated Resource Package http://www.bced.gov.bc.ca/irp/pdfs/social_studies/2006bcfns12.pdf</ref>. They are: Land and Resources, Contact, Colonialism, and Resistance, Cultural Expressions, and Leadership and Self-Determination.<br />
<br />
{| class="wikitable"<br />
|-<br />
| <br />
<b>Land and Resources</b><ref name="BC First"/><br />
* locations of BC First Nations<br />
* the relationship of First Nations peoples and the natural world <br />
* education in traditional BC First Nations societies<br />
* interactions among BC First Nations (pre-contact and post-contact, up to the present)<br />
* cultural relationships between BC First Nations and other societies (especially European) <br />
|<br />
<br />
<b>Contact, Colonialism, and Resistance</b><ref name="BC First"/><br />
* the history of the Metis people in western Canada<br />
* economic, political, social, and cultural impacts of contact with Europeans on BC First Nations<br />
: - in the maritime fur trade period<br />
: - during the land-based fur trade and up to Confederation<br />
: - since Confederation (especially with reference to Canadian government policy and jurisdictional arrangements<br />
* evolving responses of BC First Nations to contact and colonialism<br />
|-<br />
| <br />
<b> Cultural Expressions</b><ref name="BC First"/><br />
* the function and significance of the oral tradition (including story-telling, drama, song, dance)<br />
* BC First Nations creation, origin, and trickster/transformer stories<br />
* literature by contemporary Aboriginal authors<br />
* the significance of traditional and contemporary BC First Nations art objects<br />
* the issues of repatriation and cultural appropriation <br />
|<br />
<b> Leadership and Self-Determination </b><ref name="BC First"/><br />
* 20th century issues that galvanized leadership within BC First Nations<br />
* key leaders and accomplishments<br />
* traditional and contemporary models of governance for Aboriginal peoples<br />
* contemporary legislation, policies, and events affecting self-determination of Aboriginal peoples (with particular reference to BC First Nations)<br />
|}<br />
<br />
== Journal Articles ==<br />
<br />
=== Two Teachers of Aboriginal Students: Effective Practice in Sociohistorical Realities by Linda Goulet<ref> Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82. </ref> === <br />
<br />
This article draws attention to the often-times looked over role of the community in First Nations learning. In this article, Goulet describes two teachers and their individual approaches to teaching First Nations students. She notes that both teachers were successful because they recognized the importance of community-based learning in First Nations education. Roxanne—the first teacher identified in Goulet’s article—is a fluent speaker of the Dene language. As a result, her students felt more comfortable speaking with her than the rest of the English-only speaking staff. Even more importantly, Roxanne was able to bridge the gap between formal education—as understood as a predominantly European construction—and vernacular history—a method often used to transmit First Nations history. Although the second teacher, Janet, is not a native speaker of a First Nations language, she recognizes the importance of her students’ traditional First Nations heritage. Janet attempts to bring as much of their diverse history in the classroom as possible by inviting elders to speak about artifacts of First Nations history.<br />
<br />
=== The Color of Social Studies: A Post-Social Studies Reality Check by Frances V. Rains<ref> Rains, F. V. The Color of Social Studies: A Post-Social Studies Reality Check. In E. W. Ross (Ed.), The Social Studies Curriculum (3rd Ed., pp., 137-156). Albany: State University of New York Press, 2006. </ref> ===<br />
<br />
This article addresses the issue of race in the social studies curriculum. More broadly, Rains addresses the issue of agency and how selective omissions within the current social studies curriculum make evident the fact of a pro-European bias on world historical events. Rains identifies a dichotomy between how the word race is interpreted by both European and First Nations groups. He notes that contemporary social studies curricula attempts to neutralize racial bias by not attributing any particular value judgments on racist violations in history. The discovery of the New World by Christopher Columbus, for example, was “sanitized” so that the Columbus simply “encountered” native peoples, rather than describe their consequential subjugation. Rains goes on to suggest that the effects of racism are present even in this modern “progressively minded” society. Residential schooling—which attempted to destroy First Nation identity and culture and force European conformism—is largely identified as one of the most pervasive forms of 20th century racism. To this end, however, Rain does suggest both First Nations and “Europeans” come to a mutual agreement which respects First Nations identity and culture within the social studies curriculum.<br />
<br />
=== Schooled For Inequality: The Education of British Columbia Aboriginal Children by Jean Barman<ref> Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), Children, teachers, and schools in the history of British Columbia (2nd ed., pp. 55-79). Calgary: Detselig Enterprises. </ref> ===<br />
<br />
In ''Schooled for Inequality'', Jean Barman brings attention to a different view of residential schools in Canadian history, and its legacy seen today. He argues the reasons for the failure of the residential schools as a vehicle for aboriginal assimilation, "had to do less with the actions of individual teachers or administrators than with a federal policy that legitimized and even compelled children to be schooled, not for assimilation but for inequality." Essentially, the residential school system was designed to fail the First Nation students. An issue that was particularly interesting was Barman's discussion on time in the classroom. It is apparent that the aboriginal children would spend merely two to four hours per day in the classroom, compared to the five or more hours per day for students in a mainstream school. The rest of the day was set aside for chores such as sweeping, cleaning the washrooms, and other rudimentary chores. Barman asserts that the idea was for these students to gain some of the basic principles of a Canadian education like learning English, combined with practical skills needed in the working world. However, as he suggests, these skills that might be useful in mainstream society, are only useful "at its very lowest rungs." Similar examples are discussed throughout the article, to exemplify how the residential schools have had much more lasting effects on First Nations people than initially thought. It is necessary for teachers to read this article, to get a grasp of the legacies that are so intertwined with the residential school system.<br />
<br />
== Sample Lesson Plans ==<br />
* [http://wiki.ubc.ca/images/4/4e/Lesson_Plan_-_Nunavut.pdf Nunavut Lesson Plan] This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes: <br />
<br />
* [http://wiki.ubc.ca/images/c/c4/Aboriginal_sample_lesson.pdf Aboriginal Issues Lesson Plan] This lesson plan is intended to be an introduction on First Nations issues in Canada. It focuses on the Oka land claim debate in Northern Quebec.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.<br />
<br />
<br />
[http://archives.cbc.ca/ CBC Archives]<br />
<br />
Collection of video and audio resources that could be used in the Social Studies classroom. There is a Native Issues link that deals specifically with recent and historic First Nations stories.<br />
<br />
== References ==<br />
<references/><br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=127138Course:EDCP333/firstnations2011-12-06T04:58:58Z<p>Brperry: /* Journal Articles */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
[[File:Yuxweluptun.jpg|thumb|<i>Impending Nisga'a Deal. Last Stand. Chump Change</i> by Lawrence Paul Yuxweluptun]]<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo.<br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
Approaching First Nations' curricula in this manner encourages students to think beyond the official government prescribed learning outcomes. In order to accomplish this, however, students must be aware of the complex vernacular histories of individual First Nations groups. This can be problematic because of the reliance on oral history, cultural sensitivity, and the potential lack of community support.<br />
<br />
=== Challenges We Face as Educators ===<br />
[[File:Firstnationmap.jpg|thumb|Aboriginal Land Claims in BC]]<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. In this article briefly discussed below, there are a number of challenges that each teacher faces in the classroom, and it is an extremely useful piece of reading for a prospective educator.<br />
<br />
In our presentation, we outlined key historical and contemporary issues that envelop First Nations' history. When First Nations' history is depicted in the media, there are oftentimes very different views that are conveyed, and in many ways, these views are not indicative of the 'true' history. In one instance, we examined a [http://www.youtube.com/watch?v=s_V4d7sXoqU CBC Video] from 1955 that depicts a traditional residential school of the era. It is obvious to many that this short two-minute clip is not particularly accurate of a traditional residential school, but it is important to contextualize the information. Some of the questions that one might ask to this type of depiction of First Nations could be the following: ''Who made this video? Who might be the target audience? Why was this video made?'' These questions help to understand some of the possible underlying themes that lay hidden beneath the surface. <br />
<br />
Another video we showed was a clip from the Disney movie [http://www.youtube.com/watch?v=_MMMs7SNrJQ Pocahontas]. This clip exemplifies the notion that many contemporary depictions of aboriginal history are in many respects romanticized. To compare between this video and the CBC video brings to mind a rather contentious question: ''Is one representation of First Nations better than the other?'' Both examples are flawed insofar as the messages in either video do not properly represent First Nations history. Historical and contemporary media has distorted the image of the aboriginal, and it is important for educators to be mindful of these messages. Students will bring with them a mental image or idea of what First Nations or aboriginal means to them. Perhaps much of what students know about aboriginals has been drawn from forms of media; therefore, teachers might need to deconstruct or rework some of the preconceived notions throughout their teaching. <br />
<br />
<br />
==== Problems with Social Studies Curricula ====<br />
One of the major critiques of Social Studies Curricula in BC high-schools today—in terms of First Nations perspectives—is that it is far too Euro-centric. From Socials 8 until Socials 11—the last mandatory social studies course for most students—First Nation groups in Canada are given a tertiary role. Moreover, their position in Canadian history has always been seen as either subjugated—they are victims of European expansion—or conflict—Louis Riel and the Red River Rebellion. Consequently, little attention has been given to First Nations groups as a subject unto themselves. First Nations Studies 12, a ministry created credit course, was seemingly created to address this imbalance.<br />
<br />
==== Attempts at Redress ====<br />
The BC Ministry of Education has stipulated 4 overarching goals for First Nations 12<ref name="BC First">BC First Nations Studies 12 - Integrated Resource Package http://www.bced.gov.bc.ca/irp/pdfs/social_studies/2006bcfns12.pdf</ref>. They are: Land and Resources, Contact, Colonialism, and Resistance, Cultural Expressions, and Leadership and Self-Determination.<br />
<br />
{| class="wikitable"<br />
|-<br />
| <br />
<b>Land and Resources</b><ref name="BC First"/><br />
* locations of BC First Nations<br />
* the relationship of First Nations peoples and the natural world <br />
* education in traditional BC First Nations societies<br />
* interactions among BC First Nations (pre-contact and post-contact, up to the present)<br />
* cultural relationships between BC First Nations and other societies (especially European) <br />
|<br />
<br />
<b>Contact, Colonialism, and Resistance</b><ref name="BC First"/><br />
* the history of the Metis people in western Canada<br />
* economic, political, social, and cultural impacts of contact with Europeans on BC First Nations<br />
: - in the maritime fur trade period<br />
: - during the land-based fur trade and up to Confederation<br />
: - since Confederation (especially with reference to Canadian government policy and jurisdictional arrangements<br />
* evolving responses of BC First Nations to contact and colonialism<br />
|-<br />
| <br />
<b> Cultural Expressions</b><ref name="BC First"/><br />
* the function and significance of the oral tradition (including story-telling, drama, song, dance)<br />
* BC First Nations creation, origin, and trickster/transformer stories<br />
* literature by contemporary Aboriginal authors<br />
* the significance of traditional and contemporary BC First Nations art objects<br />
* the issues of repatriation and cultural appropriation <br />
|<br />
<b> Leadership and Self-Determination </b><ref name="BC First"/><br />
* 20th century issues that galvanized leadership within BC First Nations<br />
* key leaders and accomplishments<br />
* traditional and contemporary models of governance for Aboriginal peoples<br />
* contemporary legislation, policies, and events affecting self-determination of Aboriginal peoples (with particular reference to BC First Nations)<br />
|}<br />
<br />
== Journal Articles ==<br />
<br />
=== Two Teachers of Aboriginal Students: Effective Practice in Sociohistorical Realities by Linda Goulet<ref> Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82. </ref> === <br />
<br />
This article draws attention to the often-times looked over role of the community in First Nations learning. In this article, Goulet describes two teachers and their individual approaches to teaching First Nations students. She notes that both teachers were successful because they recognized the importance of community-based learning in First Nations education. Roxanne—the first teacher identified in Goulet’s article—is a fluent speaker of the Dene language. As a result, her students felt more comfortable speaking with her than the rest of the English-only speaking staff. Even more importantly, Roxanne was able to bridge the gap between formal education—as understood as a predominantly European construction—and vernacular history—a method often used to transmit First Nations history. Although the second teacher, Janet, is not a native speaker of a First Nations language, she recognizes the importance of her students’ traditional First Nations heritage. Janet attempts to bring as much of their diverse history in the classroom as possible by inviting elders to speak about artifacts of First Nations history.<br />
<br />
=== The Color of Social Studies: A Post-Social Studies Reality Check by Frances V. Rains<ref> Rains, F. V. The Color of Social Studies: A Post-Social Studies Reality Check. In E. W. Ross (Ed.), The Social Studies Curriculum (3rd Ed., pp., 137-156). Albany: State University of New York Press, 2006. </ref> ===<br />
<br />
This article addresses the issue of race in the social studies curriculum. More broadly, Rains addresses the issue of agency and how selective omissions within the current social studies curriculum make evident the fact of a pro-European bias on world historical events. Rains identifies a dichotomy between how the word race is interpreted by both European and First Nations groups. He notes that contemporary social studies curricula attempts to neutralize racial bias by not attributing any particular value judgments on racist violations in history. The discovery of the New World by Christopher Columbus, for example, was “sanitized” so that the Columbus simply “encountered” native peoples, rather than describe their consequential subjugation. Rains goes on to suggest that the effects of racism are present even in this modern “progressively minded” society. Residential schooling—which attempted to destroy First Nation identity and culture and force European conformism—is largely identified as one of the most pervasive forms of 20th century racism. To this end, however, Rain does suggest both First Nations and “Europeans” come to a mutual agreement which respects First Nations identity and culture within the social studies curriculum.<br />
<br />
=== Schooled For Inequality: The Education of British Columbia Aboriginal Children by Jean Barman<ref> Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), Children, teachers, and schools in the history of British Columbia (2nd ed., pp. 55-79). Calgary: Detselig Enterprises. </ref> ===<br />
<br />
In ''Schooled for Inequality'', Jean Barman brings attention to a different view of residential schools in Canadian history, and its legacy seen today. He argues the reasons for the failure of the residential schools as a vehicle for aboriginal assimilation, "had to do less with the actions of individual teachers or administrators than with a federal policy that legitimized and even compelled children to be schooled, not for assimilation but for inequality." Essentially, the residential school system was designed to fail the First Nation students. An issue that was particularly interesting was Barman's discussion on time in the classroom. It is apparent that the aboriginal children would spend merely two to four hours per day in the classroom, compared to the five or more hours per day for students in a mainstream school. The rest of the day was set aside for chores such as sweeping, cleaning the washrooms, and other rudimentary chores. Barman asserts that the idea was for these students to gain some of the basic principles of a Canadian education like learning English, combined with practical skills needed in the working world. However, as he suggests, these skills that might be useful in mainstream society, are only useful "at its very lowest rungs." Similar examples are discussed throughout the article, to exemplify how the residential schools have had much more lasting effects on First Nations people than initially thought. It is necessary for teachers to read this article, to get a grasp of the legacies that are so intertwined with the residential school system.<br />
<br />
== Sample Lesson Plans ==<br />
* [http://wiki.ubc.ca/images/4/4e/Lesson_Plan_-_Nunavut.pdf Nunavut Lesson Plan] This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes: <br />
<br />
* [http://wiki.ubc.ca/images/c/c4/Aboriginal_sample_lesson.pdf Aboriginal Issues Lesson Plan] This lesson plan is intended to be an introduction on First Nations issues in Canada. It focuses on the Oka land claim debate in Northern Quebec.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.<br />
<br />
== References ==<br />
<references/><br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=127137Course:EDCP333/firstnations2011-12-06T04:57:33Z<p>Brperry: /* Journal Articles */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
[[File:Yuxweluptun.jpg|thumb|<i>Impending Nisga'a Deal. Last Stand. Chump Change</i> by Lawrence Paul Yuxweluptun]]<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo.<br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
Approaching First Nations' curricula in this manner encourages students to think beyond the official government prescribed learning outcomes. In order to accomplish this, however, students must be aware of the complex vernacular histories of individual First Nations groups. This can be problematic because of the reliance on oral history, cultural sensitivity, and the potential lack of community support.<br />
<br />
=== Challenges We Face as Educators ===<br />
[[File:Firstnationmap.jpg|thumb|Aboriginal Land Claims in BC]]<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. In this article briefly discussed below, there are a number of challenges that each teacher faces in the classroom, and it is an extremely useful piece of reading for a prospective educator.<br />
<br />
In our presentation, we outlined key historical and contemporary issues that envelop First Nations' history. When First Nations' history is depicted in the media, there are oftentimes very different views that are conveyed, and in many ways, these views are not indicative of the 'true' history. In one instance, we examined a [http://www.youtube.com/watch?v=s_V4d7sXoqU CBC Video] from 1955 that depicts a traditional residential school of the era. It is obvious to many that this short two-minute clip is not particularly accurate of a traditional residential school, but it is important to contextualize the information. Some of the questions that one might ask to this type of depiction of First Nations could be the following: ''Who made this video? Who might be the target audience? Why was this video made?'' These questions help to understand some of the possible underlying themes that lay hidden beneath the surface. <br />
<br />
Another video we showed was a clip from the Disney movie [http://www.youtube.com/watch?v=_MMMs7SNrJQ Pocahontas]. This clip exemplifies the notion that many contemporary depictions of aboriginal history are in many respects romanticized. To compare between this video and the CBC video brings to mind a rather contentious question: ''Is one representation of First Nations better than the other?'' Both examples are flawed insofar as the messages in either video do not properly represent First Nations history. Historical and contemporary media has distorted the image of the aboriginal, and it is important for educators to be mindful of these messages. Students will bring with them a mental image or idea of what First Nations or aboriginal means to them. Perhaps much of what students know about aboriginals has been drawn from forms of media; therefore, teachers might need to deconstruct or rework some of the preconceived notions throughout their teaching. <br />
<br />
<br />
==== Problems with Social Studies Curricula ====<br />
One of the major critiques of Social Studies Curricula in BC high-schools today—in terms of First Nations perspectives—is that it is far too Euro-centric. From Socials 8 until Socials 11—the last mandatory social studies course for most students—First Nation groups in Canada are given a tertiary role. Moreover, their position in Canadian history has always been seen as either subjugated—they are victims of European expansion—or conflict—Louis Riel and the Red River Rebellion. Consequently, little attention has been given to First Nations groups as a subject unto themselves. First Nations Studies 12, a ministry created credit course, was seemingly created to address this imbalance.<br />
<br />
==== Attempts at Redress ====<br />
The BC Ministry of Education has stipulated 4 overarching goals for First Nations 12<ref name="BC First">BC First Nations Studies 12 - Integrated Resource Package http://www.bced.gov.bc.ca/irp/pdfs/social_studies/2006bcfns12.pdf</ref>. They are: Land and Resources, Contact, Colonialism, and Resistance, Cultural Expressions, and Leadership and Self-Determination.<br />
<br />
{| class="wikitable"<br />
|-<br />
| <br />
<b>Land and Resources</b><ref name="BC First"/><br />
* locations of BC First Nations<br />
* the relationship of First Nations peoples and the natural world <br />
* education in traditional BC First Nations societies<br />
* interactions among BC First Nations (pre-contact and post-contact, up to the present)<br />
* cultural relationships between BC First Nations and other societies (especially European) <br />
|<br />
<br />
<b>Contact, Colonialism, and Resistance</b><ref name="BC First"/><br />
* the history of the Metis people in western Canada<br />
* economic, political, social, and cultural impacts of contact with Europeans on BC First Nations<br />
: - in the maritime fur trade period<br />
: - during the land-based fur trade and up to Confederation<br />
: - since Confederation (especially with reference to Canadian government policy and jurisdictional arrangements<br />
* evolving responses of BC First Nations to contact and colonialism<br />
|-<br />
| <br />
<b> Cultural Expressions</b><ref name="BC First"/><br />
* the function and significance of the oral tradition (including story-telling, drama, song, dance)<br />
* BC First Nations creation, origin, and trickster/transformer stories<br />
* literature by contemporary Aboriginal authors<br />
* the significance of traditional and contemporary BC First Nations art objects<br />
* the issues of repatriation and cultural appropriation <br />
|<br />
<b> Leadership and Self-Determination </b><ref name="BC First"/><br />
* 20th century issues that galvanized leadership within BC First Nations<br />
* key leaders and accomplishments<br />
* traditional and contemporary models of governance for Aboriginal peoples<br />
* contemporary legislation, policies, and events affecting self-determination of Aboriginal peoples (with particular reference to BC First Nations)<br />
|}<br />
<br />
== Journal Articles ==<br />
<br />
=== Two Teachers of Aboriginal Students: Effective Practice in Sociohistorical Realities by Linda Goulet<ref> Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82. </ref> === <br />
<br />
This article draws attention to the often-times looked over role of the community in First Nations learning. In this article, Goulet describes two teachers and their individual approaches to teaching First Nations students. She notes that both teachers were successful because they recognized the importance of community-based learning in First Nations education. Roxanne—the first teacher identified in Goulet’s article—is a fluent speaker of the Dene language. As a result, her students felt more comfortable speaking with her than the rest of the English-only speaking staff. Even more importantly, Roxanne was able to bridge the gap between formal education—as understood as a predominantly European construction—and vernacular history—a method often used to transmit First Nations history. Although the second teacher, Janet, is not a native speaker of a First Nations language, she recognizes the importance of her students’ traditional First Nations heritage. Janet attempts to bring as much of their diverse history in the classroom as possible by inviting elders to speak about artifacts of First Nations history.<br />
<br />
=== The Color of Social Studies: A Post-Social Studies Reality Check by Frances V. Rains<ref> Rains, F. V. The Color of Social Studies: A Post-Social Studies Reality Check. In E. W. Ross (Ed.), The Social Studies Curriculum (3rd Ed., pp., 137-156). Albany: State University of New York Press, 2006. </ref> ===<br />
<br />
This article addresses the issue of race in the social studies curriculum. More broadly, Rains addresses the issue of agency and how selective omissions within the current social studies curriculum make evident the fact of a pro-European bias on world historical events. Rains identifies a dichotomy between how the word race is interpreted by both European and First Nations groups. He notes that contemporary social studies curricula attempts to neutralize racial bias by not attributing any particular value judgments on racist violations in history. The discovery of the New World by Christopher Columbus, for example, was “sanitized” so that the Columbus simply “encountered” native peoples, rather than describe their consequential subjugation. Rains goes on to suggest that the effects of racism are present even in this modern “progressively minded” society. Residential schooling—which attempted to destroy First Nation identity and culture and force European conformism—is largely identified as one of the most pervasive forms of 20th century racism. To this end, however, Rain does suggest both First Nations and “Europeans” come to a mutual agreement which respects First Nations identity and culture within the social studies curriculum.<br />
<br />
=== Schooled For Inequality: The Education of British Columbia Aboriginal Children by Jean Barman ===<br />
<br />
In ''Schooled for Inequality'', Jean Barman brings attention to a different view of residential schools in Canadian history, and its legacy seen today. He argues the reasons for the failure of the residential schools as a vehicle for aboriginal assimilation, "had to do less with the actions of individual teachers or administrators than with a federal policy that legitimized and even compelled children to be schooled, not for assimilation but for inequality." Essentially, the residential school system was designed to fail the First Nation students. An issue that was particularly interesting was Barman's discussion on time in the classroom. It is apparent that the aboriginal children would spend merely two to four hours per day in the classroom, compared to the five or more hours per day for students in a mainstream school. The rest of the day was set aside for chores such as sweeping, cleaning the washrooms, and other rudimentary chores. Barman asserts that the idea was for these students to gain some of the basic principles of a Canadian education like learning English, combined with practical skills needed in the working world. However, as he suggests, these skills that might be useful in mainstream society, are only useful "at its very lowest rungs." Similar examples are discussed throughout the article, to exemplify how the residential schools have had much more lasting effects on First Nations people than initially thought. It is necessary for teachers to read this article, to get a grasp of the legacies that are so intertwined with the residential school system.<br />
<br />
== Sample Lesson Plans ==<br />
* [http://wiki.ubc.ca/images/4/4e/Lesson_Plan_-_Nunavut.pdf Nunavut Lesson Plan] This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes: <br />
<br />
* [http://wiki.ubc.ca/images/c/c4/Aboriginal_sample_lesson.pdf Aboriginal Issues Lesson Plan] This lesson plan is intended to be an introduction on First Nations issues in Canada. It focuses on the Oka land claim debate in Northern Quebec.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.<br />
<br />
== References ==<br />
<references/><br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=127136Course:EDCP333/firstnations2011-12-06T04:35:39Z<p>Brperry: /* Challenges We Face as Educators */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
[[File:Yuxweluptun.jpg|thumb|<i>Impending Nisga'a Deal. Last Stand. Chump Change</i> by Lawrence Paul Yuxweluptun]]<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo.<br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
Approaching First Nations' curricula in this manner encourages students to think beyond the official government prescribed learning outcomes. In order to accomplish this, however, students must be aware of the complex vernacular histories of individual First Nations groups. This can be problematic because of the reliance on oral history, cultural sensitivity, and the potential lack of community support.<br />
<br />
=== Challenges We Face as Educators ===<br />
[[File:Firstnationmap.jpg|thumb|Aboriginal Land Claims in BC]]<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. In this article briefly discussed below, there are a number of challenges that each teacher faces in the classroom, and it is an extremely useful piece of reading for a prospective educator.<br />
<br />
In our presentation, we outlined key historical and contemporary issues that envelop First Nations' history. When First Nations' history is depicted in the media, there are oftentimes very different views that are conveyed, and in many ways, these views are not indicative of the 'true' history. In one instance, we examined a [http://www.youtube.com/watch?v=s_V4d7sXoqU CBC Video] from 1955 that depicts a traditional residential school of the era. It is obvious to many that this short two-minute clip is not particularly accurate of a traditional residential school, but it is important to contextualize the information. Some of the questions that one might ask to this type of depiction of First Nations could be the following: ''Who made this video? Who might be the target audience? Why was this video made?'' These questions help to understand some of the possible underlying themes that lay hidden beneath the surface. <br />
<br />
Another video we showed was a clip from the Disney movie [http://www.youtube.com/watch?v=_MMMs7SNrJQ Pocahontas]. This clip exemplifies the notion that many contemporary depictions of aboriginal history are in many respects romanticized. To compare between this video and the CBC video brings to mind a rather contentious question: ''Is one representation of First Nations better than the other?'' Both examples are flawed insofar as the messages in either video do not properly represent First Nations history. Historical and contemporary media has distorted the image of the aboriginal, and it is important for educators to be mindful of these messages. Students will bring with them a mental image or idea of what First Nations or aboriginal means to them. Perhaps much of what students know about aboriginals has been drawn from forms of media; therefore, teachers might need to deconstruct or rework some of the preconceived notions throughout their teaching. <br />
<br />
<br />
==== Problems with Social Studies Curricula ====<br />
One of the major critiques of Social Studies Curricula in BC high-schools today—in terms of First Nations perspectives—is that it is far too Euro-centric. From Socials 8 until Socials 11—the last mandatory social studies course for most students—First Nation groups in Canada are given a tertiary role. Moreover, their position in Canadian history has always been seen as either subjugated—they are victims of European expansion—or conflict—Louis Riel and the Red River Rebellion. Consequently, little attention has been given to First Nations groups as a subject unto themselves. First Nations Studies 12, a ministry created credit course, was seemingly created to address this imbalance.<br />
<br />
==== Attempts at Redress ====<br />
The BC Ministry of Education has stipulated 4 overarching goals for First Nations 12<ref name="BC First">BC First Nations Studies 12 - Integrated Resource Package http://www.bced.gov.bc.ca/irp/pdfs/social_studies/2006bcfns12.pdf</ref>. They are: Land and Resources, Contact, Colonialism, and Resistance, Cultural Expressions, and Leadership and Self-Determination.<br />
<br />
{| class="wikitable"<br />
|-<br />
| <br />
<b>Land and Resources</b><ref name="BC First"/><br />
* locations of BC First Nations<br />
* the relationship of First Nations peoples and the natural world <br />
* education in traditional BC First Nations societies<br />
* interactions among BC First Nations (pre-contact and post-contact, up to the present)<br />
* cultural relationships between BC First Nations and other societies (especially European) <br />
|<br />
<br />
<b>Contact, Colonialism, and Resistance</b><ref name="BC First"/><br />
* the history of the Metis people in western Canada<br />
* economic, political, social, and cultural impacts of contact with Europeans on BC First Nations<br />
: - in the maritime fur trade period<br />
: - during the land-based fur trade and up to Confederation<br />
: - since Confederation (especially with reference to Canadian government policy and jurisdictional arrangements<br />
* evolving responses of BC First Nations to contact and colonialism<br />
|-<br />
| <br />
<b> Cultural Expressions</b><ref name="BC First"/><br />
* the function and significance of the oral tradition (including story-telling, drama, song, dance)<br />
* BC First Nations creation, origin, and trickster/transformer stories<br />
* literature by contemporary Aboriginal authors<br />
* the significance of traditional and contemporary BC First Nations art objects<br />
* the issues of repatriation and cultural appropriation <br />
|<br />
<b> Leadership and Self-Determination </b><ref name="BC First"/><br />
* 20th century issues that galvanized leadership within BC First Nations<br />
* key leaders and accomplishments<br />
* traditional and contemporary models of governance for Aboriginal peoples<br />
* contemporary legislation, policies, and events affecting self-determination of Aboriginal peoples (with particular reference to BC First Nations)<br />
|}<br />
<br />
== Journal Articles ==<br />
<br />
=== Two Teachers of Aboriginal Students: Effective Practice in Sociohistorical Realities by Linda Goulet<ref> Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82. </ref> === <br />
<br />
This article draws attention to the often-times looked over role of the community in First Nations learning. In this article, Goulet describes two teachers and their individual approaches to teaching First Nations students. She notes that both teachers were successful because they recognized the importance of community-based learning in First Nations education. Roxanne—the first teacher identified in Goulet’s article—is a fluent speaker of the Dene language. As a result, her students felt more comfortable speaking with her than the rest of the English-only speaking staff. Even more importantly, Roxanne was able to bridge the gap between formal education—as understood as a predominantly European construction—and vernacular history—a method often used to transmit First Nations history. Although the second teacher, Janet, is not a native speaker of a First Nations language, she recognizes the importance of her students’ traditional First Nations heritage. Janet attempts to bring as much of their diverse history in the classroom as possible by inviting elders to speak about artifacts of First Nations history.<br />
<br />
=== The Color of Social Studies: A Post-Social Studies Reality Check by Frances V. Rains<ref> Rains, F. V. The Color of Social Studies: A Post-Social Studies Reality Check. In E. W. Ross (Ed.), The Social Studies Curriculum (3rd Ed., pp., 137-156). Albany: State University of New York Press, 2006. </ref> ===<br />
<br />
This article addresses the issue of race in the social studies curriculum. More broadly, Rains addresses the issue of agency and how selective omissions within the current social studies curriculum make evident the fact of a pro-European bias on world historical events. Rains identifies a dichotomy between how the word race is interpreted by both European and First Nations groups. He notes that contemporary social studies curricula attempts to neutralize racial bias by not attributing any particular value judgments on racist violations in history. The discovery of the New World by Christopher Columbus, for example, was “sanitized” so that the Columbus simply “encountered” native peoples, rather than describe their consequential subjugation. Rains goes on to suggest that the effects of racism are present even in this modern “progressively minded” society. Residential schooling—which attempted to destroy First Nation identity and culture and force European conformism—is largely identified as one of the most pervasive forms of 20th century racism. To this end, however, Rain does suggest both First Nations and “Europeans” come to a mutual agreement which respects First Nations identity and culture within the social studies curriculum.<br />
<br />
== Sample Lesson Plans ==<br />
* [http://wiki.ubc.ca/images/4/4e/Lesson_Plan_-_Nunavut.pdf Nunavut Lesson Plan] This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes: <br />
<br />
* [http://wiki.ubc.ca/images/c/c4/Aboriginal_sample_lesson.pdf Aboriginal Issues Lesson Plan] This lesson plan is intended to be an introduction on First Nations issues in Canada. It focuses on the Oka land claim debate in Northern Quebec.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.<br />
<br />
== References ==<br />
<references/><br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1). 68-82.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125608Course:EDCP333/firstnations2011-11-30T01:11:25Z<p>Brperry: /* Challenges We Face as Educators */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency.[[File:Yuxweluptun.jpg|thumb|Caption]] Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo.<br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. [[File:Firstnationmap.jpg|thumb|Aboriginal Land Claims in BC]] For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful.<br />
<br />
== Sample Lesson Plans ==<br />
This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes: [http://wiki.ubc.ca/images/4/4e/Lesson_Plan_-_Nunavut.pdf Nunavut Lesson Plan]<br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125586Course:EDCP333/firstnations2011-11-30T01:04:43Z<p>Brperry: /* Sample Lesson Plans */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
[[File:Yuxweluptun.jpg]|frame|Caption]<br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
[[File:Firstnationmap.jpg]]<br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. <br />
<br />
== Sample Lesson Plans ==<br />
This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes: [http://wiki.ubc.ca/images/4/4e/Lesson_Plan_-_Nunavut.pdf Nunavut Lesson Plan]<br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125580Course:EDCP333/firstnations2011-11-30T01:03:21Z<p>Brperry: /* Sample Lesson Plans */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<gallery><br />
File:Yuxweluptun.jpg|Impending Nisga'a Deal. Last Stand. Chump Change by Lawrence Paul Yuxweluptun<br />
</gallery><br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
[[File:Firstnationmap.jpg]]<br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. <br />
<br />
== Sample Lesson Plans ==<br />
[http://wiki.ubc.ca/images/4/4e/Lesson_Plan_-_Nunavut.pdf Nunavut Lesson Plan]<br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125573Course:EDCP333/firstnations2011-11-30T00:58:51Z<p>Brperry: </p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
[[File:Yuxweluptun.jpg]]<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
[[File:Firstnationmap.jpg]]<br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. <br />
<br />
== Sample Lesson Plans ==<br />
<br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=File:Lesson_Plan_-_Nunavut.pdf&diff=125566File:Lesson Plan - Nunavut.pdf2011-11-30T00:57:30Z<p>Brperry: This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes</p>
<hr />
<div>== Summary ==<br />
This is a lesson plan that exemplifies the spirited debate surrounding Canadian land claims and territorial changes<br />
== Copyright status: ==<br />
<br />
== Source: ==</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125517Course:EDCP333/firstnations2011-11-30T00:43:49Z<p>Brperry: </p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
[[File:Firstnationmap.jpg]]<br />
<br />
The Goulet article, ''Two teachers of Aboriginal Students'', gives a rather unique perspective and provides significant insight into how to deal with potential problematic scenarios. One of the scenarios described depicted a non-aboriginal teacher teaching aboriginal teachers. This situation has the potential to be troublesome, but it is the creativity and strategies used by the teacher that makes this situation more bearable and even successful. <br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125492Course:EDCP333/firstnations2011-11-30T00:32:50Z<p>Brperry: /* Challenges We Face as Educators */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
<br />
[[File:Firstnationmap.jpg]]<br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125491Course:EDCP333/firstnations2011-11-30T00:32:34Z<p>Brperry: /* Challenges We Face as Educators */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture below identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. <br />
[[File:Firstnationmap.jpg]]<br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=125490Course:EDCP333/firstnations2011-11-30T00:32:05Z<p>Brperry: /* Challenges We Face as Educators */</p>
<hr />
<div>Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
<br />
== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<br />
=== Using First Nations' Culture as a Medium for Teaching ===<br />
<br />
<br />
<br />
=== Challenges We Face as Educators ===<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
This picture identifies the diversity of the British Columbian demographical landscape with respect to First Nations. For an educator, it is important to recognize and be sympathetic to the variety of cultures that may exist in your classroom. This is also something to bear in mind when teaching First Nations and non-First Nations students alike. [[File:Firstnationmap.jpg]]<br />
<br />
== Resources ==<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
== Online Resources ==<br />
[http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao31045.html Aboriginal Canada]<br />
<br />
Aboriginal Canada is an official Government of Canada repository of Lesson Plans and Resources for teachers in Canada. It contains links to resources throughout the web suitable for both Secondary and Elementary students.<br />
<br />
<br />
[http://www3.nfb.ca/enclasse/doclens/visau/index.php?language=english Aboriginal Perspectives]<br />
<br />
Aboriginal Perspectives is a website created by the National Film Board of Canada. It provides official government films regarding First Nations videos. The resource can be used by teachers or by students.<br />
<br />
<br />
[http://www.collectionscanada.gc.ca/aboriginal/index-e.html Aboriginal Resources and Services]<br />
<br />
Aboriginal Resources and Services is an index provided by the Government of Canada. It provides treaty and census data for Aboriginal issues in Canada.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121615Course:EDCP333/firstnations2011-11-09T01:00:33Z<p>Brperry: </p>
<hr />
<div>== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<br />
==== Using First Nations' Culture as a Medium for Teaching ====<br />
<br />
<br />
<br />
==== Challenges We Face as Educators ====<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
[[File:Firstnationmap.jpg]]<br />
<br />
=== Resources ===<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
<br />
<br />
Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=File:Firstnationmap.jpg&diff=121613File:Firstnationmap.jpg2011-11-09T00:59:47Z<p>Brperry: This map identifies the many groups indigenous to British Columbia</p>
<hr />
<div>== Summary ==<br />
This map identifies the many groups indigenous to British Columbia<br />
== Copyright status: ==<br />
<br />
== Source: ==<br />
http://www.bced.gov.bc.ca/abed/map.htm</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121610Course:EDCP333/firstnations2011-11-09T00:57:37Z<p>Brperry: /* First Nations peoples are not victims of history; rather, they are agents of it */</p>
<hr />
<div>== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. Therefore, we will present evidence that challenges the status quo. <br />
<br />
==== Using First Nations' Culture as a Medium for Teaching ====<br />
<br />
<br />
<br />
==== Challenges We Face as Educators ====<br />
<br />
There are common misconceptions and preconditions that often stigmatize First Nations' history and culture. We want to deconstruct the terminology of "First Nations" to show the multitude of cultures and aboriginal groups indigenous to British Columbia specifically.<br />
<br />
=== Resources ===<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
<br />
<br />
Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121599Course:EDCP333/firstnations2011-11-09T00:51:18Z<p>Brperry: /* First Nations peoples are not victims of history; rather, they are agents of it */</p>
<hr />
<div>== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
Within the scope of teaching about First Nations peoples, it is important to remember the conception of agency. Our understanding of the current teaching of First Nations in British Columbia illustrates a notion of helplessness, passivity, and victimization. Our goal is to present and identify the often overlooked historical perspective, whereby aboriginals are empowered actors within the grand narrative of history. We will present evidence that challenges the status quo. <br />
<br />
<br />
==== Using First Nations' Culture as a Medium for Teaching ====<br />
<br />
==== Challenges We Face as Educators ====<br />
<br />
=== Resources ===<br />
<br />
# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
<br />
<br />
<br />
Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121558Course:EDCP333/firstnations2011-11-09T00:12:25Z<p>Brperry: </p>
<hr />
<div>== Rethinking First Nations Studies in British Columbia High Schools ==<br />
<br />
<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
<br />
<br />
==== Using First Nations' Culture as a Medium for Teaching ====<br />
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==== Challenges We Face as Educators ====<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
#Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native<br />
Education, 25(1). 68-82.<br />
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Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121555Course:EDCP333/firstnations2011-11-09T00:07:27Z<p>Brperry: </p>
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<div>== Rethinking First Nations Studies in British Columbia High Schools ==<br />
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=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
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==== Using First Nations' Culture as a Medium for Teaching ====<br />
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==== Challenges We Face as Educators ====<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
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Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121543Course:EDCP333/firstnations2011-11-09T00:00:19Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
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=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
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==== Challenges We Face as Educators ====<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
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Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121540Course:EDCP333/firstnations2011-11-08T23:58:47Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
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=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
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==== Challenges We Face as Educators ====<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
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Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121539Course:EDCP333/firstnations2011-11-08T23:58:01Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
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=== ''First Nations peoples are not victims of history; rather, they are agents of it'' ===<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
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Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121534Course:EDCP333/firstnations2011-11-08T23:55:37Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
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=== ''First Nations peoples are not victims of history; rather, they are agents of it.'' ===<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
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Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121533Course:EDCP333/firstnations2011-11-08T23:55:15Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
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'''=== ''First Nations peoples are not victims of history; rather, they are agents of it.'' ==='''<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.<br />
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Names: Brendan Perry, Vincent Choo, Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121531Course:EDCP333/firstnations2011-11-08T23:53:42Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
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'''<br />
=== ''First Nations peoples are not victims of history; rather, they are agents of it.'' ===<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121529Course:EDCP333/firstnations2011-11-08T23:53:19Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
Names: Brendan Perry, Vincent Choo, Beau Tanner<br />
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'''<br />
=== ''Italic tFirst Nations peoples are not victims of history; rather, they are agents of it.'' ===<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121522Course:EDCP333/firstnations2011-11-08T23:48:57Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
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Names:<br />
Brendan Perry<br />
Vincent Choo<br />
Beau Tanner<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.<br />
# Barman, J. (2003) Schooled for inequality: The education of British Columbia Aboriginal children. In J. Barman & M. Gleason (Eds.), ''Children, teachers, and schools in the history of British Columbia'' (2nd ed., pp. 55-79). Calgary: Detselig Enterprises.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=121513Course:EDCP333/firstnations2011-11-08T23:46:33Z<p>Brperry: </p>
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<div>== Rethinking Aboriginal Studies in British Columbia High Schools ==<br />
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Names:<br />
Brendan Perry<br />
Vincent Choo<br />
Beau Tanner<br />
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=== Resources ===<br />
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# Hare, J. (2003). Aboriginal families and Aboriginal education: Coming full circle. In J. Barman & M. Gleason (Eds.), ''Children, teachers and schools in the history of British Columbia'' (2nd ed, pp. 411-430). Calgary: Detselig Enterprises.</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=114188Course:EDCP333/firstnations2011-09-21T01:54:33Z<p>Brperry: </p>
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<div>First Nations Page<br />
Names:<br />
Brendan Perry<br />
Vincent Choo<br />
Beau Tanner</div>Brperryhttps://wiki.ubc.ca/index.php?title=Course:EDCP333/firstnations&diff=114183Course:EDCP333/firstnations2011-09-21T01:51:28Z<p>Brperry: Created page with "First Nations Page"</p>
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<div>First Nations Page</div>Brperry