Board / Authority Authorized Courses
(Developed by Districts Other than SD67)
Course Name:
Aboriginal Cultural Connections 12
Developed by (District Name):
School District 61 (Greater Victoria) - Nella Nelson/Deb Whitten
District Number:
61
Grade Level of Course:
12
Number of Course Credits:
4
Number of Hours of Instruction:
100
Prerequisite(s):
None
Special Training, Facilities or
Equipment Required:
None
Course Synopsis:
Aboriginal Cultural Connections 12 is designed to acknowledge
that Aboriginal learning is a highly social process that nurtures
relationships within the family and the community and is a
process of lifelong learning. ACC 12 encourages Aboriginal youth
to connect with their cultural heritage and supports the
recognition of the richness of their culture. Students will explore
and reflect on their Aboriginal culture through their personal
lens and through their daily life experiences. Aboriginal Cultural
Connections 12 aims to acknowledge experiential and
cooperative learning for students who are actively engaged
as lifelong learners in their community. This course seeks to
empower Aboriginal students by supporting their developing
skills as leaders and mentors in their families, schools and
communities.
Rationale:
(How does this course fit into the school’s instruction program?)
Developing District Approval
Date:
Dec. 2012
Board/Authority Approval Date:
February 3, 2014
This course seeks to empower Aboriginal students by supporting
their developing skills as leaders and mentors in their families,
schools and communities. The Aboriginal Cultural Connections
12 course aims to encourage students to develop and engage in
the four aspects of self: the intellectual, socio-emotional,
physical and spiritual.
(Note: Curriculum will be attached when received from developing district)
Ref: Doic Data/Forms/00650-20 Board Authority Authorized Courses Dev by other districts 30Dec2008.doc (lw)
Aboriginal Cultural Connections 12
Course Outline
Welcome to Aboriginal Cultural Connections 12. This course is designed to acknowledge that
Aboriginal Learning is a highly social process that nurtures relationships within the family,
community and traditional culture. It is a process of lifelong learning and encourages Aboriginal
youth to connect with their cultural heritage and supports the richness and diversity of the
cultures. Students will explore and reflect on their Aboriginal culture through their personal lens
and through their daily life experiences. Aboriginal Cultural Connections 12 aims to acknowledge
personal experiential and cooperative learning for students who are actively engaged as lifelong
learners in their cultural community.
The course seeks to empower Aboriginal students by supporting their developing strengths and
skills as life-long learners. It seeks to empower Aboriginal students by honoring their roles as
community members, leaders and mentors in their schools, families, communities and cultures.
Aboriginal Cultural Connections 12 course aims to encourage students to develop and engage
the four aspects of self: the intellectual, socio-emotional, physical and spiritual self and to
connect these to their personal experiences.
This course is comprised of 100 hours which may be done through a variety of activities.
Physical
Socio-Emotional
Spiritual
Intellectual
Leadership
Here are the types of topics and activities that you can explore through Aboriginal Cultural
Connections and Leadership 12 (Learning Outcomes):
Physical:
Develop interpersonal relationships with others, experience Aboriginal culture through
traditional family, community, ceremonies, and events. Participate in discussions, workshops,
youth leadership training, gatherings and talking circles. Engage in traditional training for
activities such as canoe racing, archery, traditional dancing and the North American Indigenous
games.
Opportunities are provided to reflect on cultural elements and skills represented through
various art forms, and compare artistic expressions from a variety of Aboriginal cultures.
Socio-Emotional:
Understand the connection to the socio-emotional, mental, physical and spiritual aspects of
self. To identify values that are important to you. To monitor and understand your personal
wellbeing and relationship to your behavior and response patterns. To be involved in activities
that develops a sense of self-worth, pride and belonging as an Aboriginal youth. Ref: Guiding
Circles an Aboriginal guide to finding career paths, Step 1: Understanding Yourself (Aboriginal
Human Resource Council, 2006).
To demonstrate an understanding of how culture and heritage relate to the contemporary world
through formal and informal experiences of traditional education. You will demonstrate an
understanding that lifelong learning is based on social relationships through the teachings of
language, culture, spirituality, history and the natural world. Appreciate the importance of humor
and laughter within the cultural context of your community.
Spiritual:
Develop an awareness of the significance of specific ceremonies and their role in maintaining a
strong relationship and respect for the land, air, water and earth. This relationship enhances a
strong sense of cultural identity and connection to the traditional teachings. Create an
understanding that ceremony and ritual maintain balance. Analyze, compare and make
connections to traditional values, ceremony, contemporary knowledge, with a focus on
ancestors, family, lineage, relationship to the environment and the role of Elders.
Intellectual:
Demonstrate active engagement in traditional oral education such as storytelling, singing,
legends, family history narratives, historical records, archival information, language classes and
family trees. Understand the value and impact of oral storytelling tradition and how it relates to
Aboriginal literature in a contemporary context and how bias and stereotyping has been
reflected in a variety of mediums. Through connections with Aboriginal role models students will
understand the impact of their lives on others.
Leadership:
Understand the roles and responsibilities of leadership in an Aboriginal community and
demonstrate cultural responsibility/and or service in areas such as family, ceremony,
community and school. Engage in self-exploration of personal leadership skills, practice goal
setting, demonstrate an understanding of interpersonal skills (Aboriginal and non-Aboriginal)
Practice effective communication skills, participate in a leadership or mentorship role in the
community. Practice a leadership/speaker role in discussions, gatherings and circles.
Demonstrate an understanding of healthy relationships and the process of healthy conflict
resolution.
Activities and Experiences:
You can receive credit for any number of activities and experiences that are a part of your
Aboriginal culture and traditions.
We have identified some examples of cultural and traditional activities that you may have
participated in. If you participate in something that is not on this list, please inform us and we
will review for credit.
Traditional teachings (stories, legends, protocols and/or or direct teachings)
Cultural ceremonies, gatherings and special events
Traditional Language classes
Drum Group / drum-making
Songs (singing/composing)
Dance (Aboriginal traditional and contemporary focus)
Theater and Drama (Aboriginal Focus)
Regalia making
Art Work (Traditional and Contemporary)
Artistic handwork (painting, beading, handwork, textiles, design, etc.)
Preparation of traditional foods and feasts
Aboriginal Youth Clubs / Aboriginal Youth Conferences
Aboriginal youth leadership training / leadership participation
Aboriginal Youth Council participation
Cultural Responsibility and/or volunteer activities
Mentoring younger Aboriginal students
Participating in the UBC’s Aboriginal eMentoring BC
Interactions with Aboriginal role models
Provincial Aboriginal leadership organizations
Participation in Winter Dance and traditional events
Participation in Tribal Journeys and/or traditional canoe racing
Cultural or Environmental Field Trips
Multimedia work within an Aboriginal context
Aboriginal literature and film
Reflective Journals, poetry and song writing
Critical exploration of topics of significance to Aboriginal youth
Archival Research
Research on a specific topic
Assessment: One of the main methods of assessment in this course will be through the
Community and Student Tracking and Reflections Form where you will log your activities and
think about what you have learned through these activities (Guiding Circles an Aboriginal
Guide Workbook). In addition we will also receive feedback from your contacts in the
Aboriginal community.
When you are reflecting on your activities, there will be a connection between the various
activities listed above and you will recognize that many activities in the cultural community are
connected and related to each other. These relationships support the learning of traditional
knowledge and awareness in a community context. The goal is to support you as an Aboriginal
learner in a variety of cultural activities you on your journey as a lifelong learner.
Seventy-five percent (75%) of the grade will be based on student reflections and completion of
the Community Cultural Activities and Events Tracking form as logged throughout the course.
This portion of the grade will reflect the students’ most consistent level of achievement
throughout the course, although special consideration will be given to the more recent evidence
of achievement.
Members of the community who are authorized will certify that students have taken part in
cultural events in their community and students will log the time that they commit to these
experiences. Assessment will take place by way of any number of methods, such as selfevaluation checklists, videos, photographic essays, digital presentations, brochures, oral and
written responses.
Twenty-five percent (25%) of the grade will be based on a final evaluation of each student’s
reflection activity. Students may choose to share their reflection using technology, a written
reflection, presentation and/or another method of demonstration of learning suitable to the
course content and administered toward the end of the course.
Assessment for this course will be:
Student & Community Tracking Form
Guiding Circles Aboriginal Guide, Step 1: Understanding Yourself
Technology Presentations
Rationale
Organizational Structure:
The topics are not taught in order. Components of different topics are combined throughout the course.
Unit/Topic
Title
Time
Topic 1
Physical
20 hours
Topic 2
Socio-Emotional
20 hours
Topic 3
Spiritual
20 hours
Topic 4
Intellectual
20 hours
Topic 5
Leadership
20 hours
Total Hours
6|Page
100 hours
Board/Authority Authoris
ed
Course Framework Templa
te
Unit/Topic/Module Descriptions
Physical
Socio-Emotional
Spiritual
Intellectual
Leadership
7|Page
According to student choice, it is expected that students will:
- develop interpersonal relationships with others
- experience and reflect upon their Aboriginal culture through
traditional family, community, ceremonies, and events
- reflect on cultural elements and skills as they are represented
through various art forms, and compare artistic expressions of
different Aboriginal Nations
According to student choice, it is expected that students will:
- understand their connection to the socio-emotional, mental,
physical and spiritual aspect of self
- monitor their personal well-being and understand their patterns
of behavior and response
- develop a sense of self-worth, pride and belonging as an
Aboriginal youth
- demonstrate an understanding of how culture and heritage relate
to the contemporary world
- examine the value of both formal and informal forms of education
and experience
- demonstrate an understanding that lifelong learning is based on the
social relationships in the Aboriginal community through the teachers
of language, culture, spirituality, history and the natural world.
According to student choice, it is expected that students will:
- develop a respectful awareness of the significance of specific
ceremonies and how it relates to maintaining a strong sense of
cultural identity
- analyze and compare traditional knowledge and values to
contemporary knowledge, with a focus on Family, Ancestors,
lineage, relationship to the land, and the role of Elders
According to student choice, it is expected that students will:
analyze the impact of bias and stereotyping
- demonstrate active engagement in traditional oral education
(storytelling, traditional medicines, singing, family history
narratives, family trees, language classes)
- explore the value of the oral story telling tradition and the impact
on culture
- experience and reflect on Aboriginal literature
- demonstrate an understanding of the positive impact of Aboriginal
role models and mentors
According to student choice, it is expected that students will:
- understand the roles and responsibilities of leadership in the
Aboriginal community
- demonstrate cultural responsibility and/or service to family,
ceremony, community and school
Board/Authority Authoris
ed
Course Framework Templa
te
-
8|Page
understand the process of self-exploration
demonstrate an understanding of goal setting skills
demonstrate an understanding of interpersonal skills
demonstrate effective communication skills
demonstrate an understanding of decision making skills and conflict
resolution
demonstrate an understanding of healthy relationships
demonstrate a leadership and mentorship role in the community
demonstrate a leadership/speaker role in discussions, gatherings or
circles
Board/Authority Authoris
ed
Course Framework Templa
te
Instructional Component
Instructional strategies for Aboriginal Cultural Connections 12 will be varied. The emphasis will be on handson, experiential learning, focusing on expertise within the Aboriginal community. As part of their instruction,
students will be exposed to and may participate in a variety of learning experiences.
Learning Resources
Guiding Circles: An Aboriginal guide to finding career paths, Step 1: Understanding Yourself
Aboriginal Human Resource Council, By Rod McCormick, Norm Amundson and Gray Poehnell, 2006
First Nations Young People Becoming Healthy Leaders for Today and Tomorrow (Part One and Part Two)
Aboriginal Nations Education Division, Greater Victoria School District, 1996
The Sacred Tree, Four Worlds Development Project, Judie & Michael Bopp, Carolyn Peter and Lorraine Baker,
1988
Additional Information
9|Page
Board/Authority Authoris
ed
Course Framework Templa
te
BAA - Aboriginal Cultural Connections )
STUDENT CULTURAL ACTIVITIES & EVENTS TRACKING FORM
Student Name & PEN:
School & Year:
Aboriginal Ancestry:
 Status
 Non-Status
 Métis
 Inuit
Community Contact:
Phone Number:
Email address:
Cultural Activities & Events
Dates
Total
Hours
Type of Activity:
(describe)
Personal Reflection
(attached):
Area:
o Physical
o Spiritual
o Socioemotional
o Leadership
o Intellectual
Type of Activity:
(describe)
Personal Reflection
(attached):
Area:
o Physical
o Spiritual
o Socioemotional
o Leadership
o Intellectual
Student….
 I was respectful
 I demonstrates Leadership Skills
 I have good time management
 I am able to retell stories and teachings
 I understand the teachings
 I am a willing learner
Other:
StudentSignature:
Telephone & Address:
Date:
1
BAA - Aboriginal Cultural Connections
COMMUNITY CULTURAL ACTIVITIES & EVENTS TRACKING
FORM
Student Name:
Student PEN:
School Name:
School Year:
Aboriginal Ancestry:
 Status
 Non-Status
 Métis
 Inuit
Community Contact:
Phone Number:
Email address:
Cultural Activities & Events
Dates
Student….
 Was respectful
 Demonstrates Leadership Skills
 Had good time management
 Is able to retell stories and teachings
 Understood teachings
 Is a willing learner
 Other:
Community Contact Signature:
Telephone & Address:
Date:
Total
Hours