Course Overview

English: Contemporary Aboriginal Voices, Grade 11, University Preparation, NBE3U

Course Description

This course emphasizes the development of literacy, critical thinking, and communication skills through the study of works in English by Aboriginal writers. Through the analysis of literary texts and media works, students develop an appreciation of the wealth and complexity of Aboriginal writing. Students also conduct research and analyse the information gathered; write persuasive essays and literary essays; and analyse the relationship between media forms and audiences. An important focus is the further development of students’ understanding of English language usage and conventions.

Course profiles are sample courses of study that represent only one of the many possible ways in which teachers can organize learning activities, teaching strategies, assessment, and evaluation techniques to implement the new Grade 11 Secondary School Curriculum.

This profile has been designed as a five-unit course of study which addresses the learning expectations stated in The Ontario Curriculum, Grades 11 and 12, Native Studies, 2000 - English: Contemporary Aboriginal Voices (for the course NBE3U). It is designed as a university preparation course, and students participate in, and are assessed on, the standard components of an English course: reading, writing, speaking, listening, and representing. Unit 1 focuses on issues of identity, Unit 2 on relationships, Unit 3 on sovereignty, Unit 4 on challenges; Unit 5 is a culminating activity that focuses on looking ahead.

Course Notes

English: Contemporary Aboriginal Voices follows instructional approaches that are consistent with those taken in The Ontario Curriculum, Grades 9 and 10, English and Native Studies programs. More specifically, prior knowledge and skills necessary for this course are outlined in the Grade 10 English program.

Although it is not a prerequisite, students benefit from having taken the Grades 9 and 10 Native Studies courses: Expressing Aboriginal Cultures, Grade 9, Open (NAC10) and Aboriginal Peoples in Canada, Grade 10, Open (NAC20).

In this course, a study of literary texts and media works by contemporary Aboriginal writers was developed around the five strands described in the Native Studies curriculum: Identity, Relationships, Sovereignty, Challenges, and Writing. Teachers should have an awareness of the issues surrounding each of these strands from a variety of Aboriginal perspectives. Teachers should also have an understanding of the rich, varied, and complex body of works by contemporary Aboriginal writers and select those works best suited to meet the needs of their students. Teachers also need to be sensitive to the use of language. If, for example, words like “squaw” and “halfbreed” are used in an Aboriginal text, teachers need to emphasize that these terms are derogatory and are used by the authors for a specific purpose (such as satire and irony).

The overall and specific expectations were organized into units developed around the four of the strands found in the Native Studies curriculum: Identity, Relationships, Sovereignty, and Challenges. Further, a fifth culminating unit – “Who Am I Now?” – is included as part of this English course. Because writing conventions are best learned in context, the writing strand expectations are integrated into each of the units, as are the other standard components of any English course – reading, speaking, listening, and representing. To summarize, although this is a Native Studies course, it is also an English course, and student expectations must focus on both of these areas.

Units: Titles and Times

* Unit 1	Identity	25 hours
* Unit 2	Relationships	25 hours
Unit 3	Sovereignty	25 hours
Unit 4	Challenges	25 hours
Unit 5	Who Am I Now?	10 hours

* These units are fully developed in this Course Profile.

Unit Descriptions

Unit 1: Identity

Time: 25 hours

Unit Description

In this unit, students describe the concept created in response to the question “Who Am I?” in Aboriginal literature and media works. They investigate identity as a personal journey of discovery and realization, which is part of the maturation process of all adolescents. Furthermore, students understand, analyse, and assess information, ideas, issues, and language as they relate to Aboriginal identities. Through learning activities that involve the use of different Aboriginal literary forms and styles, students communicate competently and develop a consistent use of voice.

Unit 2: Relationships

Time: 25 hours

Unit Description

In this unit, students identify images associated with an Aboriginal world view. They are able to recognize the forms used to portray these world views, including storytelling, music, video, and various literary genres. Students assess these forms through class discussion and formal written and oral products. Students analyse the relationships depicted by Aboriginal writers, with specific reference to cultural, spiritual, and societal relationships: how they are disrupted and how they are affirmed. Students compare their own experiences, the various interpretations of a literary work, and differing media perspectives of a current issue. They also create their own media work and demonstrate an understanding of the relationship between form and purpose. Finally, they research ways in which Aboriginal communities work to maintain and restore relationships.

Unit 3: Sovereignty

Time: 25 hours

Unit Description

In this unit, students examine the evolving nature of the concept of sovereignty. They demonstrate an understanding of the traditional view of Aboriginal communities, which reflects the relationships among the Creator, the Land, and the People. They also assess contemporary interpretations of sovereignty, which include issues such as personal identity, the challenges of Aboriginal empowerment, and the evolving relationship with Canadian society, through learning activities which allow them to develop critical thinking skills. Students assess the ways in which various literary, informational, and media texts reflect the evolving concept of sovereignty. Knowledge of language conventions and personal voice are key elements in understanding the various expressions of sovereignty and in articulating their own views -personal, spiritual, collective,` and political.

Unit 4: Challenges

Time: 25 hours

Unit Description

In this unit, students focus on the current challenges faced by Aboriginal peoples in defining their places in Canadian life. They understand, analyse, and assess the challenges as depicted in various literary and media works. Topics such as racism, stereotyping, educational and employment barriers, and the difficulty of maintaining cultural identity are types of challenges that might be addressed. Students also identify responses to these challenges depicted in texts and media. Students also analyse the use of literary and linguistic forms. Finally, students focus on media, analysing associated techniques and creating their own media works.

Unit 5: Who Am I Now?

Time: 10 hours

Unit Description

In this unit, students are asked to apply their accumulated knowledge of Aboriginal perceptions of identity, relationship, sovereignty, and challenges. Using the ideas, skills, and writing process components developed throughout the course, students write a literary essay which focuses on a novel read independently and other literary material from the course. This essay demonstrates an understanding of English language usage and conventions. It will also, through the analysis of literary texts and media, illustrate an appreciation of the wealth and complexity of Aboriginal writing as we enter the third millennium. The final journal entry asks students to trace their own journeys, describing where the course has brought them and how they see the journey ahead.

Overall Course Summary: A Suggested Approach

Unit 1: Identity

Activity/ Time

Expectations

Suggested Assessment Strategies

Focus/Tasks/Activities

240 min

IDV.01, IDV.03, ID1.01, ID1.04, WRV.02, WRV.04, WR2.01, WR4.02, WR4.03

- diagnostic

- rubrics, checklist

- peer

K, C, A

Aboriginal Identities in Print

Students:

- read stories and identify genres;

- describe perceptions of Aboriginal identities;

- write poem, story, or essay;

- write first journal entry (Who Am I?).

120 min

IDV.04, WRV.03, ID3.01, ID3.02, WR1.02

- peer

- anecdotal

- checklist

K, I, C, A

Aboriginal Identities in Music

Students:

- share knowledge of Aboriginal musicians;

- listen to songs and elicit themes;

- compare portrayals and illustrate on chart;

- share findings.

180 min

IDV.04, WRV.01, WRV.03, WR1.01, WR2.02, WR3.03, ID3.02, ID3.03

- rubrics

- checklist

K, C, A

Aboriginal Identities in Media

Students:

- compare portrayals in videos;

- write a report;

- analyse how portrayals of Innu life have changed.

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

120 min

IDV.02, WRV.04, WRV.05, ID2.02, WR3.02, WR5.04

- anecdotal

- rubrics

- checklist

K, I, C, A

Aboriginal Identities in the Oral Tradition

Students:

- read and compare “Trickster” stories;

- analyse stories for themes;

- write a contemporary “Trickster” poem or story;

- revise writing.

180 min

WRV.04, IDV.02, WR1.02, WR2.01-.03, WR4.01-.04, ID1.01

- anecdotal

K, I, C

Aboriginal Identities in Drama

Students:

- speak about poetry selection;

- write in journals;

- read play and identify themes.

120 min

WRV.05, IDV.04, WR1.04, WR5.01, ID1.03, ID3.02

- anecdotal

- checklist

K, I, C

Research

Students:

- brainstorm perceptions of Pocahontas;

- identify and analyse Disney version;

- research articles on Internet and catalogue them
in a binder;

- create a chart showing range of perceptions.

180 min

WRV.03, IDV.03, WR1.03, ID2.01

- self-evaluation

- checklist

- anecdotal

K, I, C

Image and Symbol

Students:

- write a creative piece;

- define concrete and abstract;

- identify concrete images;

- analyse symbolism.

360 min

IDV.01, IDV.02, WRV.01-.05, WR1.01-.04, WR2.03-.04, WR3.01-.02, WR5.01-.04, ID1.02, ID1.04

- peer

- rubrics

- checklist

- marks

K, I, C, A

Acting Out

Students:

- read a play independently;

- write a summary using a model;

- develop content test questions for peers;

- perform or teach to peers;

- write an essay outline from a model.

Unit 2: Relationships

Activity/ Time

Expectations

Suggested Assessment Strategies

Focus/Tasks/Activities

180 min

REV.01, RE1.01, RE2.02, RE3.01, WRV.02, RE3.02, WR1.02, WR2.01

- diagnostic

- formative

- checklist

- anecdotal

K, I, C

Structuring Relationships

Students:

- learn short story elements;

- analyse stories for narrative structure;

- discuss and debate findings.

300 min

REV.02, RE1.01, RE1.02, RE2.02, WRV.02, WR1.03, WR2.02, WR2.03

- formative

- self-assessment

- anecdotal

- formal

K, I, C

Understanding Relationships

Students:

- read stories to find various Aboriginal world views as expressed in spiritual and communal relationships.

360 min

REV.01, RE1.02, WRV.02, WR1.04, WR2.04, WR5.04

- diagnostic

- formative

- peer and self-assessments

K, C, A

Expressing Relationships

Students:

- learn by direct instruction influence relevant to voice, purpose, and audience;

- listen to readings on tape;

- learn about teaching stories.

360 min

REV.04, RE1.01, REV.03, RE3.01, RE3.03, RE3.05, WR3.02

- peer assessment

- rubrics

- checklist

- formal assessment

I, C, A

Seeing Relationships

Students:

- compare and analyse verbal, visual, and media portrayals;

- compare images and packaging;

- discover sensory images in fiction;

- study and create media illustrating Aboriginal voices and relationships;

- create book jackets.

The teacher gives book talk on novels to be selected for Independent Study (Unit 5).

300 min

REV.01, REV.02, REV.03, REV.04, RE1.03, WR4.03, WR5.02

- formal quiz

- formative outlines, rubrics, and checklist

- teacher,
peer, and
self-assessments

K, I, C, A

Creating Relationships

Students:

- write a quiz on elements of short fiction (esp. conflict and voice);

- plan and outline a teaching story with a moral reflecting world view;

- learn methods of editing and revising;

- compose, edit, and revise story;

- tell story.

Unit 3: Sovereignty

Activity/ Time

Expectations

Suggested Assessment Strategies

Focus/Tasks/Activities

360 min

SOV.01, SO1.01, SO1.02, SO1.03, WRV.03, WR1.01, WR1.02, WR3.03, WR4.01

- formal

- diagnostic

- rubrics

K, C

Students:

- write short, structured paragraphs on definitions of sovereignty;

- explain role and impact and importance of sovereignty.

240 min

SOV.03, SO1.04, SO1.05, SO3.01, SO3.03, WRV.02, WR1.02, WR1. 04, WR2.01, WR4.02

- formative, self-assessment by checklist

- formal marking scheme

- formative peer and self-anecdotal

K, C

Students:

- write journal responses to role models in media;

- compare barriers to sovereignty;

- discuss themes in groups.

240 min

SOV.02, SO2.02, SO3.02, WRV.02, WR2.02, WR2.04

- formal marking scheme

- formative peer and self- anecdotal

K, C, A

Students:

- analyse rhetorical and literary devices;

- learn elements of pun and caricature in stories, poetry, and skits.

260 min

SOV.02, SO2.01, WR3.01, WR3.02, WR5.01-.04, WRV.04, WRV.05, WR4.04

- formal

- self-assessment

- rubric

K, C, A

Students:

- create speech or declaration.

480 min

SOV.03, SO2.01, WRV.01, WRV.04, WRV.05, WR1.01, WR1.02, WR3.01, WR3.02, WR4.04, WR5.01-.4

- summative by teacher using marking scheme

K, I, C, A

Students:

- write academic essay using computer applications

Unit 4: Challenges

Activity/ Time

Expectation

Suggested Assessment Strategies

Focus/Tasks/Activities

60 min

WRV.03, CHV.03, CH1.01, CH1.02

- diagnostic

- anecdotal

K, C

Students:

- brainstorm stereotypes and challenges;

- assess representations in literature;

- write journal responses on personal barriers.

240 min

WRV.02, WR1.02, CH1.03, CH1.04, CH2.02

- formative student/teacher assessment by checklist

K, C, A

Students:

- watch teacher demonstrate oracy methods (rehearse from written);

- adapt traditional story forms;

- locate legend in print for Activity 5.

480 min

CH2.01, CH2.02, CH2.03

- formative

- formal by marking scheme

K, I, C

Students:

- analyse literary conventions (heroic and
stock types);

- compare with oral conventions (voice, gesture, and contact).

320 min

CHV.01, CHV.02, CHV.04, CHV.05, CH3.01, CH3.03

- checklist

K, I, C A

Students:

- read, identify, and assess solutions to challenges in newspaper and magazine articles;

- assess balance and critical thinking.

160 min

CH1.04, CH3.02

- peer assessment

- formal teacher assessment by checklist

K, I, C, A

Students:

- present oral story rehearsed and transformed from print version.

Unit 5: Who Am I Now?

Activity/ Time

Expectations

Suggested Assessment Strategies

Focus/Tasks/Activities

120 min

WRV.01, WRV.02, WRV.03, WR1.01

- assessment and approval by teacher

K, C, A

Students:

- develop a thesis statement for a literary essay based on novel read independently.

120 min

ID2.02, RE1.03, WR1.02, WR1.04, WR2.03, WR3.01, WR3.03

- assessment and approval by teacher

K, C, A

Students:

- develop an outline for the essay.

120 min

WR2.04, WR5.03, WR5.04

- checklist- peer assessment

I, C, A

Students:

- write first draft and check mechanics.

120 min

WRV.04, WRV.05, WR4.01, WR4.02, WR4.03, WR4.04

- self-assessment

K, I, C, A

Students:

- edit and proofread essay for argument, coherence, and mechanics.

120 min

WR2.01, WR5.01, WR5.02, ID2.03

- formal assessment by teacher- rubrics

- anecdotal

- marks/grades

K, I, C, A

Students:

- publish essays;

- write final journal response from prompt: “Who Am I Now?”.

Teaching/Learning Strategies

The teaching and learning strategies designed for this course must reflect the dual conditions noted
(i.e., they must include the best practices of Native Studies, with its emphasis on understanding Aboriginal issues, and the practices of English, with its emphasis on literacy, critical thinking, and communication). In addition, teaching and learning strategies must take into account individual student’s needs and abilities.

Throughout this course, a number of teaching and learning strategies have been employed. Students study short stories, poems, plays, media works, songs, and a novel. Classroom activities include Socratic lessons, journal writing, oral presentations, student-teacher interviews, seminars, simulations, dramatization, and the creation of organizers (webs) and visuals (tables).

Although The Ontario Curriculum, Grades 11 and 12, Native Studies program prescribes the use of overall and specific expectations, it is the responsibility of the teacher to determine the most appropriate strategies to achieve them. The strategies outlined in this course are offered as suggestions only.

Assessment & Evaluation of Student Achievement

To measure student achievement of course and unit expectations, teachers must develop and use a complete repertoire of assessment tools and techniques consistent with The Ontario Curriculum, Grades 11 and 12, Native Studies Achievement Chart categories - Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.

Assessment techniques may include:

· tests and quizzes of a variety of types - multiple choice, true/false, matching, fill in the blanks, and short answer;

· longer written assessments - essays and research papers;

· daily journals and workbooks;

· presentational assessments - in-class responses, debates, dramatizations, and seminars;

· creation of media works;

· student-teacher conferences.

Besides teacher assessment, self- and peer assessment should be used to enhance student learning. The use of diagnostic, formative, and summative assessment also helps in strengthening student learning and in ensuring fair evaluation. Reporting of achievement may include checklists, graphs, anecdotal comments, rubrics, grades, and marks. Where appropriate, teachers and students should co-design assessment schemes to clarify expectations and enhance learning. Both teachers and students must receive feedback to improve their teaching and learning respectively.

The assessment techniques suggested for activities reflect those outlined in the Achievement Chart found in The Ontario Curriculum, Grades 11 and 12, Native Studies. Seventy percent of the final grade is based on course work and 30% is based on a summative assessment of the culminating unit.

Accommodations

All students must be given the opportunity to achieve the overall and specific expectations described in the Native Studies, English: Contemporary Aboriginal Voices curriculum. To meet the range and diversity of student abilities that teachers encounter, a variety of teaching and learning strategies and assessment techniques has been provided in each unit. An examination of the IEPs of exceptional students may help teachers select appropriate strategies and techniques.

Further, teachers must acknowledge and accommodate cultural and language differences. The use of strategies, such as letting students learn from each other, promoting holistic learning, fostering active learning techniques, and encouraging cooperative learning, may be necessary for Aboriginal and ESL students.

Resources

The resources cited below provide support for teaching and learning in this course. Teachers are advised to review the contents before introducing them to the classroom. This is especially important for electronic resources. As well, teachers should review with students the terms and conditions of student access to the Internet and what constitutes appropriate use within the classroom. Teachers should also be aware of the sensitivity of certain topics and language in the literature.

The first text listed is especially recommended as it is useful to the entire course or a major portion of it.

Primary

Moses, Daniel David and Terry Goldie, eds. An Anthology of Canadian Native Literature, 2nd ed. Don Mills: Oxford University Press, 1998. ISBN 0-19-541282-6

Secondary

Novels/Autobiographies/Autobiographical Fiction (organized by cultural affiliation)

Johnston, Basil H. (Ojibway). Indian Schooldays. Toronto: Key Porter Books, 1988.
ISBN 1-55013-072-2

Johnston, Basil H. (Ojibway). Crazy Dave. Toronto: Key Porter Books, 1999. ISBN 1-55263-051-X

Slipperjack, Ruby (Ojibway). Honour the Sun. Winnipeg: Pemmican Publications Inc., 1987.
ISBN 0-919143-44-X

Slipperjack, Ruby (Ojibway). Silent Words. Saskatoon: Fifth House Publishers, 1992.
ISBN 0-920079-93-8

Slipperjack, Ruby (Ojibway). Weesquachak and the Lost Ones. Penticton: Theytus Books, Ltd., 2000.
ISBN 0-919441-88-2

Wagamese, Richard (Ojibway). Keeper’N Me. Toronto: Doubleday Canada Limited, 1994.
ISBN 0-385-25452-0

Wagamese, Richard (Ojibway). A Quality of Light. Toronto: Doubleday Canada Limited.
ISBN 0-385-25606-X

Crate, Joan (Cree). Breathing Water. Edmonton: NeWest Publishers Ltd., 1989. ISBN 0-920897-60-6

Highway, Tomson (Cree). Kiss of the Fur Queen. Toronto: Doubleday Canada Limited, 1998.
ISBN 0-385-25652-3

Campbell, Maria (Métis). Halfbreed. Toronto: McClelland and Stewart, 1973. ISBN 0-7704-1537-7

Culleton Mosionier, Beatrice (Métis). In Search of April Raintree. Critical Edition. Cheryl Suzack, ed. Winnipeg: Portage & Main Press, 1999. ISBN 1-894110-43-9

Culleton Mosionier, Beatrice (Métis). In the Shadow of Evil. Penticton, BC: Theytus Books Ltd., 2000.
ISBN 0-91-944-198-X

Scofield, Gregory (Métis). Thunder Through My Veins: Memories of a Metis Childhood. Toronto: Harper Collins, 1999. ISBN 0-00-200025-3

Tyman, James (Métis). Inside Out: An Autobiography by a Native Canadian. Saskatoon: Fifth House Publishers, 1989. ISBN 0-920079-49-0

King, Thomas (Cherokee). Medicine River. Markham, Ontario: Penguin Books, 1990.
ISBN 0-670-82962-5

King, Thomas (Cherokee). Green Grass, Running Water. Toronto: Harper Perennial edition, 1994.
ISBN 0-00-647506-X

King, Thomas (Cherokee). Truth & Bright Water. Toronto: Harper Collins, 1999. ISBN 0-00-225503-0

Maracle, Brian (Mohawk). Back On The Rez: Finding The Way Home. Toronto: Penguin Books, 1997. ISBN 0-14-024361-5

Joe, Rita ( Mi’kmaq). Song of Rita Joe: Autobiography Of A Mi’kmaq Poet. Charlottetown: Ragweed Press, 1996. ISBN 0-921556-59-4

Knockwood, Isabella (Mi’kmaq). Out Of The Depths: The Experiences of Mi’kmaw Children at the Indian Residential School at Shubenacadie, Nova Scotia. Lockeport, NS: Roseway Publishing, 1992.
ISBN 0-9694180-6-X

Simon, Lorne (Mi’kmaq). Stones and Switches. Penticton: Theytus Books Ltd., 1994.
ISBN 0-919441-68-8

Armstrong, Jeannette (Okanagan). Slash. Penticton: Theytus Books Ltd., 1985. ISBN 0-919441-29-7

Armstrong, Jeannette (Okanagan) Whispering in Shadows. Penticton: Theytus Books Ltd., 2000.
ISBN 0-919441-99-8

Maracle, Lee (Salish/Métis). Ravensong. Vancouver: Press Gang Publishers, 1993. ISBN 0-88974-044-5

Maracle, Lee (Salish/Métis). Sojourners and Sundogs: First Nations Fiction. Vancouver: Press Gang Publishers, 1999. ISBN 0-88974-061-5

Maracle, Lee (Salish/Métis). I Am Woman: A Native Perspective on Sociology and Feminism. Vancouver: Press Gang Publishers, 1996. ISBN 0-88974-059-3

Maracle, Lee (Salish/Métis). Bobbi Lee: Indian Rebel. Toronto: Women’s Press, 1990.

Sterling, Shirley (Interior Salish). My Name is Seepeetza. Toronto: Douglas & McIntyre, 1992.
ISBN 0-88899-165-7

William, Gerry (Spallumcheen Indian Band, B.C.). The Black Ship. Book One Of Enid Blue Starbreaks. [science fiction] Penticton: Theytus Books Ltd., 1994. ISBN 0-919441-69-6

Robinson, Eden (Haisla). Monkey Beach. Toronto: Alfred A. Knopf, 2000. ISBN 0-676-97075-3

Robinson, Eden (Haisla). Traplines. [four novellas] Toronto: Alfred A. Knopf, 2000.
ISBN 0-394-28194-2

van Camp, Richard (Dogrib). The Lesser Blessed. Toronto: Douglas & McIntyre, 1996.
ISBN 1-55054-525-6

French, Alice (Inuit). My Name is Masak. Winnipeg: Peguis Publishers, (1976) 1992.
ISBN 0-919566-56-1

French, Alice (Inuit). The Restless Nomad. Winnipeg: Peguis Publishers, 1992. ISBN 0-921827-16-4

Markoosie (Inuit). Harpoon of the Hunter. Kingston and Montreal: McGill-Queen’s University Press, 1970. ISBN 0 7735 0232 7

Selection of Anthologies with Poetry, Short Stories, and Non-Fiction

Brancewicz, Jan, Samuel W. Corrigan, and Blaine Prince, eds. Who Put Custer’s Bloomers On The Pony? A Collection of Native Words. Brandon: Bearpaw Publishing, 1998. ISBN 0-9680608-3-8

Campbell, Maria, et al. Achimoona. Saskatoon: Fifth House, 1985. ISBN 0-920079-16-4

Cardinal, Douglas and Jeannette Armstrong. The Native Creative Process. With photographs by Greg Young-Ing. Penticton: Theytus Books, 1991. ISBN 0-919441-26-2

Connie, Fife, ed. The Colour of Resistance: A Contemporary Collection of Writing by Aboriginal Women. Toronto: Sister Vision Press, 1993. ISBN 0-920813-62-3

Fox Roman, Trish, ed. Voices Under One Sky: Contemporary Native Literature. Scarborough: Nelson Canada, 1994. ISBN 0-17-603979-1

Jaine, Linda and Drew Taylor. VOICES: Being Native in Canada. Saskatoon, SK: University of Saskatchewan, University Extension Press, 1992. ISBN 0-88880-326-5

King, Thomas, ed. All My Relations. Toronto: McClelland and Stewart, 1990. ISBN 07710-6706-2

Maki, Joel T., ed. Let the Drums Be Your Heart: New Native Voices. Vancouver/Toronto: Douglas & McIntyre, 1996. ISBN 1-55054-527-2

Maracle, Lee and Sandra Laronde, eds. My Home As I Remember. Toronto: Natural Heritage/Natural History, 2000. ISBN 1-896219-53-5 [includes artworks]

Paul-Martin, Michael, ed. A Shade of Spring: An Anthology of New Native Writers. Toronto: 7th Generation Books, 1998. ISBN 1-896923-04-6

Petrone, Penny, ed. First People First Voices. Toronto: University of Toronto Press, 1983.
ISBN 0-8020-2515-3

Petrone, Penny, ed. Northern Voices: Inuit Writing in English. Toronto: University of Toronto Press, 1988. ISBN 0-8020-5772-1

ALSO: Issues of Gatherings. The En’owkin Journal of First North American Peoples, which can be ordered from: En’owkin Centre, RR#2, Site 50, Comp. 8, Penticton, BC, V2A 6J7 (e.g., the issue on humour: Joe, Joyce B. and Susan M. Beaver, eds. “Shaking the Belly. Releasing the Sacred Clown,” Gatherings, Vol. VIII. Penticton, BC: Theytus Books Ltd., 1997. ISBN 0-919441-67-X

Drama

Taylor, Drew Hayden (Ojibway). Toronto at Dreamer’s Rock. Education is Our Right. Saskatoon,
SK: Fifth House, 1990. ISBN 0-920079-64-4

Taylor, Drew Hayden (Ojibway). The Bootlegger Blues. Saskatoon, SK: Fifth House, 1991.
ISBN 0-920079-79-2

Taylor, Drew Hayden (Ojibway). Someday. Saskatoon, SK: Fifth House, 1993. ISBN 1-895618-10-X

Taylor, Drew Hayden (Ojibway). The Baby Blues. Burnaby, BC: Talonbooks, 1999. ISBN 0-88922-406-4

Taylor, Drew Hayden (Ojibway). alterNatives. Burnaby, BC: Talonbooks, 2000. ISBN 0-88922-428-5

Taylor, Drew Hayden (Ojibway). The Boy In The Treehouse. Girl Who Loved Horses. Vancouver: Talonbooks, 2000. ISBN 0-88922-441-2

Cheechoo, Shirley (Cree). Path With No Moccasins. West Bay, Ontario, 1991. ISBN 0-969-7424-0-1

Highway, Tomson (Cree). The Rez Sisters. Saskatoon, SK: Fifth House, 1988. ISBN 0-920079-44-X

Highway, Tomson (Cree). Dry Lips Oughta Move To Kapuskasing. Saskatoon, SK: Fifth House, 1989.
ISBN 0-920079-55-5

Griffiths, Linda and Maria Campbell (Métis). The Book of Jessica: A Theatrical Transformation. Toronto, Ontario: Coach House Press, 1989. ISBN 0-8891038-01

Ross, Ian (Métis). fareWel. Scirocco Drama, 1997. ISBN 1-896239-21-8

Moses, Daniel David (Delaware). Coyote City. Stratford, ON: Williams-Wallace Publisher, 1990.
ISBN 0-88795-0-90-6

Moses, Daniel David (Delaware). Brébeuf’s Ghost. Toronto: Harper Collins, 2000. ISBN 1-55096-529-8

Mojica, Monique (Kuna/Rappahannock). Princess Pocahontas and the Blue Spots: Two Plays by Monique Mojica. Toronto, ON: Women’s Press, 1991. ISBN 0-8896116-53

Geiogamah, Hanay and Jaye Darby, eds. Stories Of Our Way: An Anthology Of American Indian Plays. UCLA: American Indian Studies Centre, 1998. ISBN 0-935626-50-6

Nolan, Yvette, Betty Quan, and George Bwanika Seremba. Beyond the Pale: Dramatic Writings from First Nations Writers and Writers of Colour. Toronto, ON: Playwrights Canada Press, 1996.
ISBN 0-887545-424

For more and updated information on Aboriginal drama in Canada and the USA consult the following:

The Centre for Indigenous Theatre in Toronto, Ontario, Email: cit@interlog.com

Native American Women Playwrights Archive - http://staff.lib.muohio.edu/nawpa

Native Playwright’s Newsletter, Paul Rathbun, ed. P.O. Box 9101, Durango, CO 81302-9101

Selection of Literary Criticism

Acoose, Janice. Iskwewak-Kah’kiYaw Ni Wahkomakanak. Neither Indian Princesses Nor Easy Squaws. Toronto: Women’s Press, 1995. ISBN 0-88961-209-9

Allen, Paula Gunn. “The Sacred Hoop: A Contemporary Perspective.” The Sacred Hoop: Recovering the Feminine in American Indian Traditions. Boston: Beacon Press, 1986, pp. 54-75. ISBN 0-8070-4601-9

Armstrong, Jeannette, ed. Looking at the Words of our People: First Nations Analysis of Literature. Penticton: Theytus Books Ltd., 1993. ISBN 0-919441-52-1

Deckert, Carol Ramsden and Trish Fox Roman. A Guide to Voices Under One Sky: Contemporary Native Literature. Scarborough, Ontario: Nelson Canada, 1994. ISBN 0-17-603989-9

Francis, Daniel. The Imaginary Indian: The Image of the Indian in Canadian Culture. Vancouver: Arsenal Pulp Press, 1995. ISBN 0-88978-251-2

Hulan, Renee, ed. Native North America: Critical and Cultural Perspectives. Toronto: ECW Press, 1999.
ISBN 1-55022-376-3

Imagery Lesson Plans – volweb.utk.edu/Schools/bedford/harrisms/imagery.thm

Maio, K. “Pocahontas: Disney does it (to us) again.”
www.mit.edu/activities/thistle/v9/9,09/8pocahontas.html

New, W.H., ed. Native Writers & Canadian Literature. Canadian Literature. pp. 124-125. Spring-Summer, 1990. ISSN 0008-4360

Ortiz, Simon J., ed. Speaking for the Generations: Native Writers on Writing. Tucson: The University of Arizona Press, 1998. ISBN 0-8165-1850-5

Penner, Lucille R. The True Story of Pocahontas. Toronto: Random House of Canada Ltd., 1994.
ISBN 0-679-96166-6

Petrone, Penny. Native Literature in Canada: From the Oral Tradition to the Present. Toronto: Oxford University Press, 1990. ISBN 0-19-540796-2

Pocahontas – www. encyclopedia./com/articles/10315.html

Young-Ing, Greg. Indigecrit. Aboriginal Perspective on Aboriginal Literature. Penticton: Theytus Publishers Ltd., 2000. ISBN 0-919441912

Useful for biographical, cultural, and socio-political contexts

Coltelli, Laura. Winged Words: American Indian Writers Speak. Lincoln and London: University of Nebraska Press, 1990. ISBN 0-8032-1445-6

Fournier, Suzanne and Ernie Crey. Stolen From Our Embrace: The Abduction of First Nations Children and the Restoration of Aboriginal Communities. Vancouver: Douglas McIntyre, 1998.
ISBN 1-55054661-9

Johnston, Basil. Ojibway Heritage. Toronto: McClelland and Stewart, 1984. ISBN 0-7710-4441-0

Johnston, Basil. Ojibway Ceremonies. Toronto: McClelland and Stewart, 1987. ISBN 0-7710-4445-3

Lutz, Hartmut. Contemporary Challenges: Conversations with Canadian Native Authors. Saskatoon: Fifth House Publishers, 1991. ISBN 0-920079-75-X

Wagamese, Richard. The Terrible Summer: The National Newspaper Award-winning Writings of Richard Wagamese. Toronto: Warwick Publishing, 1996. ISBN 1-895629-63-2

Audio

Aglulark, Susan. This Child. Mississauga, ON: EMI, 1985.

John, Elton. Madman Across the Water. Willowdale, ON: MCA Records, 1972.

Kashtin. Inmu. Pointe-Claire, QC: Trans-Canada Distribution, 1991.

O’Meara, Sylvia. Native Legends and Storytelling. Ottawa, Ontario: Glooscap Communication Group.

Robertson, Robbie and the Red Road Ensemble. Music For The Native Americans. Mississauga, ON: Capitol, 1994.

Wapistan. Message. Sioux Lookout, ON: First Nations Music Inc., 1995.

Video

Medicine River. Medicine River Productions Ltd., 1992. 96 min. Distr. Sullivan Releasing Inc.

Pocahontas. Walt Disney Home Video, 1995. 81 min. ISBN 0-7888-2222-5

Women in the Shadows, 56 min. C9191 146/EC009, p. 95, 1991.

Spudwrench-Kahnawake Man, 58 min. C9197 134/EC009, p. 80, 1997.

Richard Cardinal: Cry from a Diary of a Metis Child, 29 min. C0816 0056/EC009, p. 74, 1986.

Place of the Boss: Utshimassits, 49 min. C9196 112/EC009, p. 69, 1996.

Okimah, 51 min. C9198 039/EC009, p. 65, 1998.

My Village in Nunavik, 47 min. C9199 066/EC009, p. 61, 1999.

Mi’kmaq Family Migmacoei Otjiosog, 32 min. C9194 086/EC009, pg. 56, 1995.

Keepers of the Fire, 55 min. C9194 085/EC009, p. 50, 1994.

Journey to Nunavut: The Kreelak Story, 48 min. 143C 9198 134/EC009, p. 49, 1999.

If Only I were An Indian, 81 min. C9195 050/EC009, p. 45, 1996.

Broken Promises: The High Arctic Relocation, 52 min. C9194 099/EC009, p. 16, 1995.

Internet

Access to the Internet is also recommended for applying research skills to various content areas.

Aboriginal Voices in Literature
http://www.kstrom.net/isk/books/amazonlinks/fiction.html
http://falcon.jmu.edu/-ramseyi!/native.htm
http://www.cynthisleitichsmith.com/nativebooksb.htm

Aboriginal Voices in Media Works
http://member.tripod.com/nativemuscianlinks/

Aboriginal Voices in Media
www.ammsa.com/windspeaker
www.perspective.ca
www.wawatay.on.ca
www.tekanews.com
www.anishinabek.ca/news/
www.turtleisland.news.on.ca/

www.macleans.ca

www.thestar.com

www.theglobeandmail.com

www.nationalpost.com

www.edu.yorku.ca.caas

OSS Considerations

Policy considerations which impact on the delivery of this course include the university preparation course designation (OSS, p. 16) and the policy outlining anti-discrimination education (OSS, pp. 58-59). This university preparation destination course emphasizes theoretical aspects of the course content but also includes concrete applications. This course is based “on rigorous Provincial Curriculum expectations which will emphasize the development of independent research skills and independent learning skills.” Students are required to demonstrate these skills.

The content and learning activities of English: Contemporary Aboriginal Voices assist in promoting “a school climate that encourages all students to work to high standards, affirms the worth of all students, and helps them strengthen their sense of identity and develop a positive self-image;...when planning their programs, teachers will base their decisions on the needs of students, taking into consideration their students’ abilities, backgrounds, interests, and learning styles” (OSS, p. 58).

Coded Expectations, English: Contemporary Aboriginal Voices, Grade 11, University Preparation, NBE3U

Identity

Overall Expectations

IDV.01 · describe the concepts related to identity in Aboriginal literary works;

IDV.02 · analyse and assess information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works;

IDV.03 · demonstrate an understanding of how the different forms and styles used in Aboriginal literary works reflect Aboriginal identity;

IDV.04 · analyse images in media works related to Aboriginal identity.

Specific Expectations

Aboriginal Voices in Literature

ID1.01 – identify the perceptions of Aboriginal identity expressed by a variety of Aboriginal writers (e.g., Chief Dan George, Maria Campbell, Daniel David Moses, Rita Joe);

ID1.02 – assess Aboriginal writers’ (e.g., Jordan Wheeler, Lenore Keeshig-Tobias, Connie Fife) depictions of aspects of Aboriginal identity that have resulted from interactions with Canadian society;

ID1.03 – explain social and historical values and perspectives on Aboriginal identity, based on examples from Aboriginal literature;

ID1.04 – compare Aboriginal writers’ (e.g., Beatrice Culleton-Moisoner, Richard Wagamese, Ruby Slipperjack) expressions of identity.

Language

ID2.01 – analyse how Aboriginal writers reveal identity through their use of language;

ID2.02 – demonstrate an understanding of the use of certain oral traditions as themes in the works of various Aboriginal writers (e.g., the character known as Trickster appears in different guises in the traditions of various nations across Canada – Nanabush, Wasakychak, Kluscap);

ID2.03 – explain how literature provides telling insights into the character and ways of a people (e.g., the creation stories from several Aboriginal communities, such as the Sky Woman story in Iroquoian tradition and Raven’s story from the West Coast).

Aboriginal Voices in Media Works

ID3.01 – describe aspects of Aboriginal identity that reflect Aboriginal world views as found in the media works (e.g., music by Robbie Robertson for the TBS documentary “The Native Americans”) of Aboriginal creators (e.g., Susan Aglukark, Robbie Robertson, Gary Farmer, Alanis Obomsawin);

ID3.02 – compare the images of Aboriginal identity portrayed in media works by both Aboriginal and non-Aboriginal creators;

ID3.03 – analyse the changing quality of life of Aboriginal communities (e.g., Alkali Lake, Davis Inlet), as depicted in media works.

Relationships

Overall Expectations

REV.01 · demonstrate an understanding of the relationships depicted in fiction, drama, poetry, and non-fiction by Aboriginal writers (with an emphasis on novels and poetry);

REV.02 · demonstrate an understanding of the ways in which Aboriginal writers depict relationships to promote a vision of Aboriginal communities;

REV.03 · demonstrate an understanding of form, purpose, audience, and production techniques by designing or creating media works, independently and collaboratively, based on the ideas, themes, and issues related to relationships examined in this course;

REV.04 · compare, through analysis, relationships presented in media works by Aboriginal creators.

Specific Expectations

Aboriginal Voices in Literature

RE1.01 – demonstrate an understanding of relationships (e.g., within the family or community; within the plant, animal, or spirit world) portrayed in the works of Aboriginal writers;

RE1.02 – analyse changes that take place in Aboriginal relationships through interaction with Canadian society, as portrayed in the works of Aboriginal writers (e.g., Ruby Slipperjack, Beatrice Culleton-Moisoner, Daniel David Moses);

RE1.03 – compare their own ideas, values, and perspectives with those expressed or implied in a text by an Aboriginal writer (e.g., by analysing the thoughts and responses of a fictional character in a crisis and comparing these with their own probable reactions; by debating two different interpretations of a literary work using specific references to the text to support their arguments).

Language

RE2.01 – demonstrate an understanding of how Aboriginal writers (e.g., Richard Wagamese, Tomson Highway, Ruby Slipperjack, Jeannette Armstrong) describe cultural and spiritual relationships in their work;

RE2.02 – demonstrate an understanding of relationships examined in this course through classroom discussions and more formal activities (e.g., panel discussions, speeches, group presentations) that focus on relationships.

Aboriginal Voices in Media Works

RE3.01 – identify and assess forms of oral presentation (e.g., storytelling, poetry, music, CD-ROMs, video performances) that develop, maintain, and affirm Aboriginal relationships;

RE3.02 – analyse images of relationships reflecting an Aboriginal world view in the works of Aboriginal creators (e.g., Dan Prouty, Robbie Robertson, Buffy Sainte-Marie);

RE3.03 – analyse and compare media works by Aboriginal creators that critique Aboriginal relationships with Canadian society (e.g., National Film Board productions);

RE3.04 – compare the ways in which different Aboriginal communities work to restore relationships and values, as depicted in media works by Aboriginal creators (e.g., the Hunters and Bombers in the Circle Unbroken video series);

RE3.05 – compare various media perspectives on a current event involving an Aboriginal community.

Sovereignty

Overall Expectations

SOV.01 · demonstrate an understanding of Aboriginal sovereignty issues, as expressed in Aboriginal literary works;

SOV.02 · demonstrate an understanding of the language used in Aboriginal works in connection with sovereignty issues;

SOV.03 · analyse themes related to sovereignty, as portrayed in media works by Aboriginal creators.

Specific Expectations

Aboriginal Voices in Literature

SO1.01 – identify different definitions of sovereignty (e.g., personal sovereignty, spiritual sovereignty, collective sovereignty, political sovereignty), as expressed in the works of Aboriginal writers;

SO1.02 – assess the impact of Aboriginal sovereignty on Canadian society, as portrayed in the works of Aboriginal writers (e.g., Connie Fife, Taiaiake Alfred);

SO1.03 – identify the role and importance of sovereignty in contemporary Aboriginal communities, as portrayed by Aboriginal writers (e.g., Brian Maracle, Lenore Keeshig-Tobias, Tomson Highway);

SO1.04 – analyse how Aboriginal writing (e.g., the writing of Anthony Thrasher, Basil Johnston, and Jeannette Armstrong) reflects personal sovereignty as well as encroachments on personal freedoms;

SO1.05 – describe the responses of Aboriginal writers (e.g., Maria Campbell, Drew Hayden Taylor, Lee Maracle, Emma Larocque) to the barriers to Aboriginal sovereignty erected by Canadian society.

Language

SO2.01 – demonstrate an understanding of a variety of forms of Aboriginal expression (e.g., stories, speeches, Dene and Assembly of First Nations declarations) that have been used to affirm sovereignty;

SO2.02 – describe how Aboriginal writers use rhetorical and literary devices (e.g., pun, caricature, cliché, hyperbole, humour) to enhance the meaning of texts and to deepen understandings of sovereignty.

Aboriginal Voices in Media Works

SO3.01 – identify images of sovereignty portrayed through Aboriginal role models in media works;

SO3.02 – describe images associated with sovereignty issues in Aboriginal media works;

SO3.03 – demonstrate an understanding of an Aboriginal community’s efforts to achieve sovereignty, as represented in media works by Aboriginal creators.

Challenges

Overall Expectations

CHV.01 · demonstrate an understanding of the barriers facing Aboriginal peoples in education and employment, as presented in the works of Aboriginal writers;

CHV.02 · assess the challenge of maintaining cultural identity that faces Aboriginal peoples, as represented in Aboriginal literature;

CHV.03 · analyse and assess how stereotyping is depicted in works by Aboriginal creators;

CHV.04 · identify and assess solutions to challenges suggested in media works by Aboriginal creators;

CHV.05 · demonstrate an understanding of Aboriginal writers’ descriptions of the challenges faced by Aboriginal peoples.

Specific Expectations

Aboriginal Voices in Literature

CH1.01 – identify challenges faced by Aboriginal peoples (e.g., challenges related to identity, urbanization, the need for improved educational and employment opportunities, the loss of extended family), as presented in the works of Aboriginal writers;

CH1.02 – analyse Aboriginal writers’ depictions of challenges faced by Aboriginal peoples that have resulted directly from societal influences (e.g., racism, ethnocentricity, marginalization);

CH1.03 – analyse efforts made by Aboriginal peoples to respond to challenges, as portrayed in the works of Aboriginal writers (e.g., Richard Wagamese, Jordan Wheeler, Beth Cuthand);

CH1.04 – assess how Aboriginal writers (e.g., Thomas King, Tomson Highway, Basil Johnston, Jeannette Armstrong) have adapted traditional story forms to modern prose when describing challenges faced by Aboriginal peoples.

Language

CH2.01 – demonstrate an understanding of how Aboriginal writers use literary devices (e.g., foreshadowing, humour) to show how Aboriginal peoples are adapting to challenges;

CH2.02 – describe challenges to the maintenance of Aboriginal oral language traditions (e.g., preserving elders’ and grandparents’ stories);

CH2.03 – recognize, describe, and use correctly in oral and written language the language structures of standard Canadian English and its conventions of grammar, usage, spelling, and punctuation, as prescribed for this course, when describing challenges identified in this course.

Aboriginal Voices in Media Works

CH3.01 – demonstrate an understanding of the positive nature of media works (e.g., by assessing how form, style, and language are used in newspapers, magazine articles, and video productions) in depicting challenges faced by Aboriginal communities;

CH3.02 – create media works (e.g., a radio documentary on the social changes occurring within an Aboriginal community, a photo essay on a day in the life of a community leader, a brochure on a local entrepreneur, a short video clip promoting an Aboriginal activity) that demonstrate an understanding of the issues associated with challenges faced by Aboriginal peoples;

CH3.03 – demonstrate an understanding of some of the solutions to challenges to sovereignty (e.g., the dispute at Oka, the social conditions at Alkali Lake, the Nisga’a Treaty) that have been presented in media works.

Writing

Overall Expectations

WRV.01 · use a variety of print and electronic primary and secondary sources to gather and assess information and develop ideas for writing;

WRV.02 · select and use appropriate writing forms for intended purposes and audiences, focusing on essays, narratives, or poems;

WRV.03 · use a variety of organizational structures and patterns to produce coherent and effective written work;

WRV.04 · revise their written work, independently and collaboratively, focusing on accuracy of information, clear expression, and consistent use of voice;

WRV.05 · edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as prescribed for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

Generating Ideas and Gathering Information

WR1.01 – investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather information and ideas from primary and secondary sources (e.g., consult a CD-ROM or on-line database to find information for an essay on a theme in a work studied; search library on-line catalogues to determine the availability of an author’s works);

WR1.02 – organize and analyse information, ideas, and sources to suit specific forms and purposes for writing (e.g., group information and ideas to determine their key concepts and develop a thesis for an essay; create a pattern of imagery for writing a Trickster story);

WR1.03 – formulate and refine a hypothesis, using information and ideas from prior knowledge and research (e.g., develop a thesis for an analysis of a satirical novel; integrate information and ideas acquired from a variety of sources for a personal essay on a topic or issue);

WR1.04 – evaluate information and ideas to determine whether they are reliable, current, sufficient, and relevant to the purpose and audience.

Choosing the Form to Suit the Purpose and Audience

WR2.01 – demonstrate an understanding of the uses and conventions of a variety of forms by writing persuasive and literary essays, reviews, short narratives or poems, and summaries (e.g., a personal essay on a current issue, an academic essay analysing the themes or imagery of literature studied, a film review for the school newspaper);

WR2.02 – select and use an appropriate form of writing to produce written work for an intended audience and purpose (e.g., a poem about being Aboriginal for a reader in another country, a report for an academic audience on the historical context of a literary work studied);

WR2.03 – analyse the characteristics of literary and informational texts as models of writing for specific purposes and audiences;

WR2.04 – select and use a level of language and a voice appropriate to the specific purpose and intended audience for a piece of writing (e.g., use colloquialisms to establish an authentic voice for a character in a short narrative; use an appropriate voice in an academic essay on a work of literature).

Organizing Ideas and Information in Written Work

WR3.01 – apply knowledge of essay structure to organize short essays or critiques, using (a) an introduction that engages the reader’s interest, introduces the thesis or controlling idea, and previews the organization or content of the essay; (b) a body that develops ideas logically and coherently and incorporates well-chosen, relevant evidence to support each idea; (c) a conclusion that follows logically from the thesis and ideas developed in the body, summarizes the key points and organization in the body, and makes a thoughtful generalization related to the controlling idea;

WR3.02 – select and use appropriate organizational devices and patterns to structure short stories, poems, and multimedia presentations (e.g., use flashbacks to present background information in a short story; use extended metaphor in a poem; use a storyboard to establish sequence in a scene from a literary work studied in the course);

WR3.03 – use organizational patterns such as classification, definition, and illustration to present information and ideas in essays, reviews, and summaries.

Revising Drafts

WR4.01 – revise drafts to strengthen content and improve organization by refining the controlling idea; making connections among ideas; integrating details; and reordering information, ideas, and images (e.g., combine several ideas from an early draft to form a controlling idea for an essay; change the order of images in a poem to enhance the emotional impact);

WR4.02 – revise drafts to improve clarity of expression (e.g., find specialized or academic vocabulary in reference resource materials to replace vague or inaccurately used words; review the use of active and passive verb voice in formal writing; examine writing for use of inclusive and anti-discriminatory language);

WR4.03 – revise drafts to refine voice in written work (e.g., highlight pronouns to check for consistent use of person in an academic essay; read a passage aloud to listen for a distinctive voice; change the direct speech of characters in a short story to reflect their different personalities);

WR4.04 – revise drafts to incorporate researched information, ideas, and quotations accurately, ethically, and consistently (e.g., incorporate researched information by using parenthetical referencing according to acceptable research methodology; use appropriate words and phrases to introduce borrowed information and ideas; create charts, graphs, or diagrams to incorporate information from research).

Editing, Proofreading, and Publishing

WR5.01 – cite researched information, ideas, and quotations according to acceptable research methodology (e.g., cite sources using a recognized style such as that of the Modern Language Association [MLA] or the American Psychological Association [APA]; use parenthetical referencing; create bibliographies);

WR5.02 – produce, format, and publish written work, using appropriate technology, to share writing with intended audiences (e.g., adapt an electronic template for the title page of an academic essay; use computer applications to format a short story for a literary magazine, selecting appropriate typefaces, type styles, and graphics);

WR5.03 – compare their current writing skills with those required in a variety of university programs and occupations and make action plans to address identified needs (e.g., review samples of their own writing to identify strengths and weaknesses);

WR5.04 – edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation listed below.

q Grammar and Usage: use parts of speech correctly and in a consistent manner in writing;

q Grammar and Usage: communicate complex ideas using a variety of sentence structures;

q Grammar and Usage: use reflexive pronouns correctly;

q Grammar and Usage: use verb tenses appropriately and correctly;

q Grammar and Usage: use active and passive verb voice effectively to suit purpose and audience;

q Grammar and Usage: use parallel structures correctly and for rhetorical effect;

q Grammar and Usage: recognize and correct grammar and usage errors in their own and others’ writing;

q Grammar and Usage: show an understanding that grammar may be used unconventionally for a particular effect in some forms of writing (e.g., in advertising, poetry, and for characterization in fiction and drama).

q Spelling: demonstrate an understanding of a wide range of spelling patterns, rules, and strategies by recognizing and correcting their own and others’ spelling errors;

q Spelling: spell correctly specific historical, academic, and literary terms used in course materials;

q Spelling: use a variety of print and electronic resources to flag possible errors and improve spelling.

q Punctuation: use punctuation correctly and thoughtfully to stress a word or words at the beginning or end of a sentence, to signal shifts in tone and mood in narrative, and to indicate levels of formality;

q Punctuation: use commas around words in apposition;

q Punctuation: introduce and punctuate long quotations correctly in the body of an essay.

Unit 1 | Unit 2 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Units: Titles and Times

Unit Descriptions

Unit 1: Identity

Unit 2: Relationships

Unit 3: Sovereignty

Unit 4: Challenges

Unit 5: Who Am I Now?

Overall Course Summary: A Suggested Approach

Unit 1: Identity

Unit 2: Relationships

Unit 3: Sovereignty

Unit 4: Challenges

Unit 5: Who Am I Now?

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Primary

Secondary

Audio

Video

Internet

OSS Considerations

Identity

Overall Expectations

Specific Expectations

Relationships

Overall Expectations

Specific Expectations

Sovereignty

Overall Expectations

Specific Expectations

Challenges

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations