HRT 3m - Aboriginal Spirituality Unit Plan

Running head: ABORIGINAL SPIRITUALITY
HRT 3M - World Religions and Belief Traditions: Perspectives, Issues, and Challenges
Aboriginal Spirituality Unit Plan
Jason Cruz
Ontario Institute for Studies in Education
University of Toronto
ABORIGINAL SPIRITUALITY 1
Table of Contents
Unit Context and Rationale ……………………………………………...………………… page 2
Learning Goals ……………………………………………………………..……………… page 2

 Ontario Curriculum Expectations and Enduring Understandings ………………..... page 2
 Learning/Essential Skills ……………………………………………...…………… page 2
 Links to Catholic Graduate Expectations ………………………...…………...…… page 3
 Other Course Expectations or Initiatives …………………….…………………….. page 3
Summary of Culminating Task ……………………………………………...…………..… page 3
Links to Prior Knowledge ……………………………………………...……………...…... page 4
Summary of Lessons …………………………..………………...………………………… page 4
Lesson Plans, Assessment/Evaluation Tools and Students Handouts ……………………... page 7

 Lesson One ………………...……………………………………………………..... page 7
 Lesson Two ………………...……………………………………………….……. page 19
 Lesson Three ……………..………………………………………………..……... page 26
 Lesson Four ………………...…………………………………………...………... page 32
 Lesson Five ………………...……………………………………………………... page 41
 Lesson Six ………………...…………………………………………………….... page 47
 Lesson Seven ……………………………………………………………………... page 57
 Unit Review …………...…………….………………………………………..…... page 68
 Test ……….……………….…………………………………………………….... page 69
 All presentation notes are attached separately as PowerPoints
References ………………...…………………………………………………….………... page 80

Unit Context and Rationale

This unit is designed to assist students in developing an objective and respectful understanding of
Aboriginal spirituality in Canada. Student learning will include an understanding of the religious
traditions of Aboriginal spirituality, as well as a historical overview of the government (and
Catholic Church’s relationship with Aboriginal peoples in Canada, if teaching in a Catholic
board). Ultimately, this unit aims to encourage students to recognize society’s and their personal
prejudices against Aboriginal peoples, in hopes of bringing about a more inclusive community in
which all people feel accepted, valued and safe.
I chose to create my unit plan on the study of Aboriginal spirituality in the grade eleven
university/college World Religions and Belief Traditions: Perspectives, Issues, and Challenges
(HRT 3M) course, because I wanted to expand my own knowledge of this topic. Considering the
growing number of Aboriginal peoples in Canada, I believe that it is necessary for all educators
to be aware of the religious traditions of Aboriginal spirituality. Understanding the faith of
Aboriginal youth, may better assist educators in acknowledging their religious traditions in the
classroom. By integrating Aboriginal students’ beliefs into the classroom, teachers will likely
make them feel more welcome and respected in the school community. In general, students who
feel accepted and valued at school, usually have a greater desire to learn and participate in the
learning community.
Learning Goals
Ontario Curriculum Expectations and Enduring Understandings
This unit incorporates curriculum expectations and enduring understandings from all six strands
of the HRT 3M course (Ontario Curriculum Grades 9 to 12 Social Sciences and Humanities, 2013).
A. Research and Inquiry Skills

B. Approaches to the Study of the Sacred
C. Religious and Spiritual Impulse
D. Sacred Teachings and Principles
E. Rites and Observance
F. Social and Cultural Contexts
Learning/Essential Skills
The following learning skills and work habits are incorporated into this unit (Growing Success,
Ontario Ministry of Education, p. 11, 2010):
 Responsibility
 Organization
 Independent Work
 Collaboration
 Initiative
Links to Catholic Graduate Expectations
The following Catholic Graduate Expectations are incorporated into this unit (Institute for
Catholic Education, p. 19, 2006):
 An effective communicator
 A reflective, creative and holistic thinker
 A self-directed, responsible, lifelong learner
 A collaborative contributor
 A responsible citizen
Other Course Expectations or Initiatives
This unit incorporates the following cross disciplinary expectations (Institute for Catholic
Education, p. 17, 2006):
 Literacy – by requiring students to read and interpret texts, as well as to communicate
both orally and in writing
 The Arts – by requiring students to use artistic means to enhance their knowledge, skills
and sensitivities
 Citizenship – by encouraging students to consider issues relating to Aboriginal
perspectives, diverse cultures and social justice
 Critical Thinking – by requiring students to understand concepts, identify issues, make
connections, and evaluate and apply information
Summary of Culminating Task

The culminating activity for this unit will be a unit test. The test will encompass the major
concepts discussed in this unit, including:
 The origins of Aboriginal spirituality and Aboriginal peoples
 Aboriginal spirituality around the world and in Canada
 Common beliefs of Aboriginal spirituality
 Some important practices, rituals, symbols and festivals of Aboriginal spirituality
 Important milestones, aspects of family life, groups and institutions in Aboriginal
spirituality
 Some sacred writings, ethics and common features of Aboriginal spirituality
 The cultural impact of non-Aboriginal peoples on Aboriginal peoples in Canada
The test will be written in class and the students will be given the full class period (75 minutes)
to complete the evaluation. The test will assess the four categories of knowledge and skills
outlined in the achievement charts (Knowledge and Understanding, Thinking and Inquiry,
Communication and Application) and will be graded using a marking scheme. It will be a closed-
book and independent test, but individual students will be accommodated according to their
learning needs and exceptionalities.
One study period will be provided prior to the test, to allow the students an opportunity to ask
questions about the material discussed throughout the unit. The students will be given a review
sheet, which outlines the formatting of the test, to guide their studying efforts. During the review
period, the teacher will circulate the classroom and assist students in preparing for the test.
Links to Prior Knowledge

Prior to the Aboriginal Spirituality unit of the HRT 3M course, students should be familiar with
the following concepts:
 Common definitions of religion and religiousness
 The religious impulse
 Religious pluralism as a defining feature of Canadian life
 The ultimate questions of life
 The relationship between religion and ethics
 Challenges faced by religions in contemporary society
The abovementioned concepts would have been discussed in the first unit of the HRT 3M course
(Introduction to the Study of World Religions), as they build the foundation necessary for
students to understand the world’s major religious traditions.
Summary of Lessons
This unit contains seven lessons, along with one review period and one test day. You will find a
brief overview of each lesson below.
Lesson One
The students will learn differing views on the origins of Aboriginal peoples and Aboriginal
spirituality. To provide context for why it is important to study Aboriginal spirituality, this lesson
will also inform students about the presence of Aboriginal peoples throughout the world and in
Canada. To solidify student learning, the class will be asked to complete a Native Peoples in
Canada chart on some of the major Aboriginal groups in Canada. The students will be divided
into small groups and assigned one of the six columns of the chart. The groups will share their
work in a gallery walk, in order to ensure that all students have a complete copy of the chart by
the end of class. Noteworthy observations made throughout the lesson regarding student learning
and behaviour will be recorded in an anecdotal record.
Lesson Two (Assignment – 3%)
This lesson will take place over two class periods. During the first period, the students will learn
about the central beliefs of Aboriginal spirituality, specifically focussing on animism and
creation stories. Knowledge of the various Aboriginal groups in Canada (from lesson one) will
be useful in helping students understand the vast diversity of creation stories present in
Aboriginal spirituality. For the remainder of the first period and the entirety of the second period,
the students will further develop their knowledge of Aboriginal spirituality by completing a
Creation Story assignment. This assignment requires the students to read and answer questions
on one Aboriginal creation story. The students’ assignments will be evaluated using a rating
scale.
Lesson Three (Reflection – 2%)
This lesson further explores the beliefs of Aboriginal spirituality, specifically focussing on
beliefs regarding death, the afterlife and totems. Each of these concepts incorporates aspects of
Aboriginal peoples’ beliefs regarding animism and creation, so it is important that the students
have a strong understanding of the concepts studied in lesson two. The students will demonstrate
their learning by completing a Personal Totem reflection. This task requires the students to
research various spirit animals and to create a personal totem that models various characteristics
of their own personality. The students will have time to work on the assignment in class, but any
unfinished work is to be completed at home. A rubric will be used to assess the students’ work.
Lesson Four
A PowerPoint presentation and class discussions will be used to expand and gauge student
understanding regarding some of the important practices, rituals, symbols and festivals of
Aboriginal spirituality. Each of these topics incorporates the central beliefs of Aboriginal
spirituality, so it is important that the students are familiar with the concepts discussed in lessons
two and three. A class discussion will be held prior to new learning, in order to refresh the class’
memory regarding the various beliefs of Aboriginal spirituality.
Lesson Five
The students will study some important milestones, aspects of family life, groups and institutions
involved in Aboriginal spirituality. This new information requires students to understand the
central beliefs, practices, rituals, symbols and festivals of Aboriginal spirituality (as discussed in
lessons two, three and four), since each of these topics influences Aboriginal peoples’ lives in
many ways. Student understanding will be assessed at the end of the lesson through the use of an
exit card activity. In particular, the students will be asked to reflect on three things that they
learned, two things that they found interesting, and one question that they still have or an area
that they would like to research further. The exit cards will be formatively assessed using a
checklist, but no marks will be assigned.
Lesson Six (Reflection – 2%)
This lesson will take place over two class periods. For the first period, the students will learn
about some of the sacred writings, ethics and common features of Aboriginal spirituality. It is
important for the students understand the central beliefs of Aboriginal spirituality (as discussed
in lessons two and three) prior to this lesson, since this information highly influences the sacred
writings, ethics and common features of Aboriginal spirituality. For the remainder of the first
period and the entirety of the second period, the students will watch the Disney movie Brother
Bear and complete the corresponding reflection. The Brother Bear reflection requires the
students to provide one example of each common feature of Aboriginal spirituality depicted in
the movie. The students’ assignments will be assessed using a marking scheme.
Lesson Seven
This lesson is designed to expand student understanding regarding the impact that non-
Aboriginal peoples have had on Aboriginal peoples in Canada. The lesson specifically focusses
on the effects of European contact, residential schools, the standoff at Oka, the establishment of
Nunavut, attempts at reconciliation, recent history and Aboriginal peoples in Canada today.
Various aspects of this lesson draw on information from all previous lessons, particularly
knowledge of Aboriginal peoples in Canada gained from lesson one. In addition to a PowerPoint
presentation, the students will be required to read two articles regarding the impact of residential
schools. At the end of class, the students will be given an opportunity to share their responses to
the articles in a class discussion.
Review Period
The students will be asked to complete an entrance card activity at the beginning of class, which
requires them to reflect on how this unit has changed their understanding of Aboriginal
spirituality and Aboriginal peoples. The students will then spend the remainder of the period
reviewing for the unit test that will take place next class. A review sheet will be provided, which
outlines the formatting of the test and key concepts discussed throughout the unit. The teacher
will circulate the classroom and answer any questions that the students may have regarding the
unit. For the last 20-25 minutes of class, the teacher will have the students play a Kahoot! game
that was previously made by the teacher. This will give them an idea of what questions might be
asked on the test, and also to let themselves know how prepared they currently are for the test
(because the game tells you if you are right or wrong).
Unit Test (Test – 5%)
The students will spend this period completing a unit test. The test is designed to assess the
students’ understanding of the major concepts discussed throughout this unit, as per the
assessment guidelines outlined in the achievement charts. The tests will be evaluated using a
marking scheme.
Lesson Plans, Assessment/Evaluation Tools and Students Handouts
Lesson One – Lesson Plan
Subject: Social Sciences Course Name: World Religions and Belief Traditions Course Code: HRT3M
Grade: _11_
Duration (no. of periods/length of teaching time): One period (75 min.) Date: Unit 2 – Day 1
Topic: The origins of Aboriginal spirituality and Aboriginal spirituality around the world
Curriculum Connections
Prior to this lesson, students will have learned:
 How religious pluralism is a defining feature of Canadian life
 Common definitions of religion and what it means to be religious
 How misconceptions can influence people’s views of various religions, beliefs and practices
 The Catholic Church’s position on inter-religious and ecumenical dialogue (if teaching in a Catholic
board)
Academic Expectation(s): (From page 355 of the 2013 Ontario Curriculum Grades 9 to 12 Social Sciences
and Humanities)
By the end of this lesson, students will:
Overall Expectation(s)
A3. Processing Information: assess, record, analyse, and synthesize information gathered through research
and inquiry;
A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and
effectively, and reflect on and evaluate their research, inquiry, and communication skills.
Specific Expectation(s)
A3.2 record and organize information and key ideas using a variety of formats
A4.1 use an appropriate format to communicate the results of their research and inquiry effectively for a
specific audience and purpose
A4.3 clearly communicate the results of their inquiries, and follow appropriate conventions for
acknowledging sources
A4.4 demonstrate an understanding of the general research process by reflecting on and evaluating their own
research, inquiry, and communication skills
Learning Skill(s): (From page 11 of the Growing Success document)
This lesson will help students develop the following learning skills:
Organization
 Devises and follows a plan and process for completing work and tasks
 Manages time to complete tasks in a timely manner
Collaboration
 Accepts various roles and an equitable share of work in a group
 Responds positively to the ideas, opinions, values and traditions of others
 Builds healthy peer-to-peer relationships through personal interactions
Catholic Graduate Expectation(s): (From page 19 of the Ontario Catholic Secondary Curriculum Policy
Document for Religious Education)
The graduate is expected to be:

 A collaborative contributor
Assessment and Evaluation

Assessment Strategies:
 Observation Learning Log Presentation
Oral Question & Answer Self-assessment  Conference/Interview
Work Samples/Essays Peer-assessment Response Journal
Demonstration/ Exhibition Quiz/Test Performance Task
Other __________________________________________________________________________
Assessment Tools :
 Anecdotal Notes Rubric Checklist Rating Scale Portfolio
Student Profile Other: _____________________________________________________________
Materials and Resources

Classroom Materials:
 A computer with access to PowerPoint and a projector
 Exploring World Religions: The Canadian Perspective textbook (1 per student)
 Chart paper and markers (1 per group)
 Tape
 Native Peoples in Canada and Introduction to Aboriginal Spirituality student handouts (1 per student)
Human Resources:
 Teacher
 Students
Teaching Resources :
 Exploring World Religions: The Canadian Perspective textbook
 Ontario Ministry of Education (2013). Ontario Curriculum Grades 9 to 12 Social Sciences and
Humanities. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/secondary/ssciences9to122013.pdf
 Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation and reporting in
Ontario schools. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
 Institute for Catholic Education. (2006). Ontario Catholic Secondary Curriculum Policy Document.
Retrieved from http://iceont.ca/wp-content/uploads/2015/08/Secondary-Religious-Ed-2006.pdf
Internet Resources:
 Clark, E. (2013). Key terms. Retrieved from
https://sites.google.com/site/49clark49/my-calendar/aboriginal-spirituality
 Clark, E. (2014). Native peoples of Canada. Retrieved from
 Statistics Canada. (2016). Aboriginal peoples in Canada: First Nations people, Métis and Inuit.
Retrieved from
https://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-011-x/99-011-x2011001-eng.cfm
Minds On / Mental Set / Hook Grouping Timing
 Establishing a positive learning environment  Whole class (W)
 Connecting to prior learning/experiences  Groups of ____ (G) _10_ minutes
 Setting the context for learning  Individual (I)
Description:
Connecting to Prior Learning/Experiences: Whole Class
The teacher will remind the students that the previous unit focused on the religious impulse, what it means to
be religious, religious pluralism in Canada (and the Catholic Church’s view on inter-religious and ecumenical
dialogue, if teaching in a Catholic board). This knowledge will be useful when exploring various religions,
starting with Aboriginal spirituality.
Setting the Context for Learning: Think-Pair-Share
Think: The students will be asked to individually reflect on their current understanding of Aboriginal
peoples, including aspects of Aboriginal culture and faith. The students are to record their thoughts in their
notes, as this activity will be revisited at the end of the unit.
Pair: The students will be asked to share their ideas with a classmate sitting beside them. The students are
encouraged to add to their original list of ideas, as well as to challenge each other’s ideas and opinions in a
respectful manner.
Share: The students will be given an opportunity to share their ideas with the class. The students will be
asked to remain respectful and appropriate when discussing Aboriginal peoples, as well as to assume that
their classmates mean no harm by their comments.
The teacher will remind the class to keep their notes for future use. As we progress through the unit, the
students are encouraged to reflect on how their new knowledge confirms or rejects their initial thoughts about
Aboriginal peoples.
Sharing Purpose and Objectives Grouping Timing

 Explain purpose and objectives IN STUDENT W 1 minute
LANGUAGE
Today we will… explore the origins of Aboriginal spirituality, as well as Aboriginal spirituality around the
world. To conclude our lesson, we will study several prominent groups of Indigenous peoples in Canada.
Overall, today’s lesson has three key objectives:

1. To help us understand the differing views on the origins of Aboriginal peoples
2. To provide us with background knowledge about Aboriginal peoples that is essential to understand
their contributions to Canadian society and local communities
3. To encourage us to develop an inclusive community, in which people from all religious backgrounds
feel accepted
Action / Body
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning
 Input – Modeling – Check for Understanding - Guided Practice – Independent Work
Description: Grouping Timing
The teacher will guide the class through a PowerPoint presentation on the origins of W 20
Aboriginal spirituality, Aboriginal peoples around the world, Aboriginal peoples in min.
Canada and key terms for the unit. The students will be given a fill-in-the-blank note to
complete throughout the PowerPoint presentation. Various opportunities will be
provided for students to share their thoughts and prior knowledge relating to Aboriginal
spirituality.
G 15
Next, the class will be divided into small groups and assigned one of the six columns
min.
from the Native Peoples in Canada handout to complete. In their individual groups, the
students will be asked to divide the work in an equitable manner, respond positively to
the ideas and opinions of others, and to complete the task in a timely manner. Once the
group has completed their assigned work, they are to obtain approval from the teacher
to begin making a chart paper copy. The chart papers will be returned to the teacher, so
that he/she can display them around the room.
I 20
The students will then be asked to view the other groups’ chart papers, in order to
min.
complete their individual handouts (i.e. a gallery walk style activity). By the end of the
period, each student is expected to have a completed version of the Native Peoples in
Canada handout. If a student has not completed his/her chart, he/she may take pictures
of the chart papers and complete the handout for homework.
Throughout this activity, students will be assessed through teacher observations and
group-teacher conferencing. The teacher will record noteworthy observations in an
anecdotal record, which can be used to inform future instructional activities and
differentiation methods. The teacher will specifically assess each student’s:
- Collaboration skills
- Organization and time management skills
- Current understanding of Aboriginal peoples and Aboriginal spirituality
- Respectfulness of other classmates and religions
Consolidation and Connection / Grouping Timing

Whole Group Reflection / Closure  Whole class
 Helping students demonstrate what they have learned  Groups of ____ _5_ minutes
 Providing opportunities for consolidation and reflection  Individual
Description: (Whole class)
The teacher will reiterate how there is much uncertainty regarding the origins of Aboriginal people and
spirituality. However, Aboriginal peoples have been in Canada far longer than anyone else and have made
significant contributions to Canadian society. Understanding where and how various Indigenous peoples in
Canada live will ultimately help us to make sense of their religious traditions, rituals, symbols and so forth.
Lesson One – Assessment Tool
Anecdotal Record Student: ___________________
Date/Time/Setting Comments
Lesson One – Student Fill-in-the-Blanks Note
INTRODUCTION TO ABORIGINAL SPIRITUALITY

Fill in the blanks.
Origins
 There is no identifiable origin or _____________ of Aboriginal spirituality
 Two theories of Aboriginal __________ include:
1. They “came out of this ground” (i.e. they were here __________ any records were
made)
2. They ______________ from Asia to North and South America by crossing the land
bridge over the Bering Strait about _____________ years ago
 Archaeologists have found Aboriginal artifacts that date back beyond ______________
years ago, such as:
1. _______________
2. _______________ paintings on rocks
3. _______________ representing burial rites
4. _______________ carvings
Aboriginal Spirituality Around the World

 There exists a ______ diversity of Aboriginal spirituality throughout the world
 Indigenous peoples live in _______ area of the globe
o ______ percent of the 300 million Aboriginal peoples live in North and South
America
 Anthropologists estimate that about ________ million Indigenous peoples inhabited the
Americas at the time of Columbus
o i.e. in 1500 C.E. Indigenous peoples accounted for _______ of the human race!
 Many Aboriginal peoples around the world still ____________ in and _________ aspects
of their traditional religions
Aboriginal People in Canada

 “Aboriginal peoples” is a broad term referring to people who are _________ Nations,
_________ and ________
 According to Statistics Canada (2011), more than 1 in ______ people in Canada are
Aboriginal
 The number of Aboriginal peoples is growing at a _________ rate (i.e. by 20.1% between
2006 and 2011)
 The largest numbers of Aboriginal peoples live in _____________ and the western
provinces
 Aboriginal peoples prefer to use the word “_________________” instead of “religion”
ABORIGINAL SPIRITUALITY KEY TERMS

Fill in the blanks and place this sheet at the front of your notebooks for quick reference.
Term Definition
Aboriginal Of _______________ ancestry, inhabiting or existing in a land from

the earliest times and before ___________________.
animism The attribution of a living soul to plants, _________________,

inanimate objects, and natural __________________________.
elders Aboriginal men or ___________ who are recognized,

__________________, and consulted for their wisdom, experience,
_________________, background, and insight; an ___________ is not
necessarily one of the oldest people in the community.
faithkeeper Member of a nation selected to maintain the traditional

_______________________ and _______________.
First Nations An Aboriginal _______________ or a community functioning as a

band, but not having band status. The term First Nations does not
include the _____________ or __________________.
genesis The __________________, the beginnings, the formation of

____________________.
Indigenous Refers to native, original, or _______________ known inhabitants of a

region.
longhouse _________________ home, cigar-shaped, about fifty metres long and

ten metres wide, a dwelling shared by several _______________
families.
Longhouse Religion of the __________________.
monotheism The belief in one _____________.

oracy The ability to express oneself __________________ in speech and to

understand a spoken language.
polytheism The belief in or worship of more than _________ god.
powwow A gathering of _______________________ people with ritual dances,

drumming and chanting.
reincarnation The belief in the _________________ of a soul in a new body or form.
sachems The _______________________ chief of a clan.
shaman An Aboriginal spiritual __________________ (or sometimes referred

to as a medicine man/woman).
smudging ceremony A _____________________ ritual that includes the burning of sweet

______________ and drawing _________________ ritually over the
body.
tipi Cone-shaped ______________ and dwelling found in the nations of

the Great Plains.
totem pole A long pole in which several ________________ are carved, used to
___________________ history.
totem A protective entity in the form of an ______________, natural object,

or __________________.
vision quest The process of ____________________ and fasting in order to be

sensitive to a ______________ or voices that might
________________ a person; a _________________ ceremony.
wampum A belt of coloured beads used to _________________ a treaty, or to

help with the skill of oracy.
Lesson One – Student Activity

NATIVE PEOPLES OF CANADA
Complete the following chart using pages 32 – 33 of the Exploring World Religions: The Canadian Perspective textbook.
Category ARCTIC SUBARCTIC NORTHWEST PLATEAU GREAT NORTHEAST

PACIFIC PLAINS WOODLANDS
COAST
Location
Tribes
Food Source
Facts Relating
to Spirituality
Lesson One – Solutions to Student Activity
NATIVE PEOPLES OF CANADA

Complete the following chart using pages 32 – 33 of the Exploring World Religions: The Canadian Perspective textbook.
Category ARCTIC SUBARCTIC NORTHWEST PLATEAU GREAT NORTHEAST

PACIFIC PLAINS WOODLANDS
COAST
- Region above - The length of - The coast of - Foothills of the - Alberta, - Manitoba,
Location the Treeline Canada, British Rocky Saskatchewan, Quebec and
- Nunavut, including the Columbia Mountains, and Manitoba the East
Yukon and the Canadian Shield Alberta and along the US coast along
North-West British border the St.
Territories Columbia Lawrence
Seaway and
the Great
Lakes
Inuit: - Innu - Haida Plateau Nations - Sioux Iroquois:
Tribes o Mackenzie - Montagnais - Tingit - Cree o Cayuga
o Labrador - James Bay Cree - Salish - Siksika o Mohawk
o Caribou - Dene - Blackfoot o Oneida
o Onondaga
o Seneca
o Tuscarora
Algonquin:
o Beothuk
o Mi’kmaq
o Ottawa
o Cree
o Ojibwa
Depended on Nomadic hunters Depended on the Nomadic hunters Originally Originally great
Food seal for food, of deer and sea for salmon of elk, bear and depended on the farmers of corn,
Source clothing, etc. caribou and whales caribou buffalo squash and beans
Some Inuit refer None mentioned Create totem Celebrate the sun Celebrate the sun Practice the
Facts to their poles dance ceremony dance ceremony Longhouse
Relating to traditional ways religion
Spirituality using past tense
Faithkeepers are
community
members
selected to
maintain the
spiritual
traditions of the
Iroquois
Spiritualism
within
Algonquin
communities was
deeply personal
and defined by
the individual
community
Lesson Two – Lesson Plan
Grade: _11_
Duration (no. of periods/length of teaching time): Two periods (75 min. each) Date: Unit 2 – Days 2
and 3
Topic: Animism and Aboriginal creation stories
 Differing views on the origins of Aboriginal peoples
 About the diversity of Aboriginal peoples around the world and in Canada
 Common problems and questions associated with the search for spiritual meaning
 The major common features and questions associated with religion
Academic Expectation(s): ): (From page 355 of the 2013 Ontario Curriculum Grades 9 to 12 Social
Sciences and Humanities)
A1. Exploring: explore topics related to world religions and belief traditions, and formulate
questions to guide their research;
B1. Why Study World Religions and Belief Traditions?: demonstrate an understanding of various
reasons for the study of world religions and belief traditions;
C1. Functions of Human Belief Traditions: explain some of the ways people use religions and
belief traditions to meet human needs;
D2. Sacred Writings and Oral Teachings: analyse the role of sacred writings and oral teachings in
various religions and belief traditions;
A1.1 explore a variety of topics related to world religions and belief traditions
B1.1 identify diverse religions and belief traditions that are found in Canada
B1.2 identify reasons for the study of world religions and belief traditions
C1.1 explain the connection between religions/ belief traditions and human efforts to understand
existence and the nature of reality
C1.2 explain the ways in which individual human needs can be addressed through religions and
belief traditions
C1.3 explain the ways in which community needs can be met through religions and belief traditions
D2.1 identify significant sacred writings and oral teachings of various religions and belief traditions
Responsibility
 Completes and submits class work, homework, and assignments according to agreed-upon timelines
 Takes responsibility for and manages own behaviour
Independent Work
 Uses class time appropriately to complete tasks
 Follows instructions with minimal supervision

 A self-directed, responsible, lifelong learner

Oral Question & Answer Self-assessment Conference/Interview
 Work Samples/Essays Peer-assessment Response Journal
Demonstration/Exhibition Quiz/Test Performance Task
Other __________________________________________________________________________
Assessment Tools :
Anecdotal Notes Rubric Checklist  Rating Scale Portfolio

 Aboriginal creation stories (5 copies of each story)
 Creation Story Assignment handout (1 per student)
Human Resources:
 Teacher
 Students
Internet Resources:
 Clark, E. (2013). Central Beliefs and Morality. Retrieved from
https://sites.google.com/site/49clark49/mycalendar/aboriginal-pirituality
 Aboriginal creation stories:
o The Tohono O'odham Creation Story retrieved from
http://www.hanksville.org/voyage/poems/Papagocreation.html
o The Cherokee Story of the Creation retrieved from
http://www.turtletrack.org/Issues03/Co10182003/CO_10182003_Creation_Story.htm
o Ketoh (Wrist Guard) retrieved from
http://archive.artsmia.org/world-myths/artbyculture/ketoh_story.html
o Haida - Conflict and Robbery retrieved from
https://s-moodle.vsb.bc.ca/s-moodle/mod/book/view.php?id=7663
o Tsimshian - Rebirth of a Corpse retrieved from
o Dene - Creation of Seasons retrieved from
o Yhi Brings Life to the World retrieved from
http://www.astronomy.pomona.edu/archeo/aborigines/yhibrings.htm
 Establishing a positive learning environment  Whole class (W) _10_ minutes
 Connecting to prior learning/experiences  Groups of ____ (G)
Description:
The teacher will remind the students that the previous lesson focused on the origins of Aboriginal spirituality
and the diversity of Aboriginal peoples. This knowledge will be useful in today’s lesson, as it will help us to
understand the variety of Aboriginal creation stories and their attempts to answer the ultimate questions of
life.
Setting the Context for Learning: Whole Class
The students will be asked to share their ideas and opinions on how the universe was created. The teacher
will prompt the students to not only consider scientific explanations, but also religious stories. The teacher
will also ask the students to share their ideas on why religious creation stories are important, even if they are
not necessarily supported by scientific evidence.
LANGUAGE
Today we will… begin discussing the beliefs of Aboriginal spirituality, focusing on animism and creation
stories.

1. To help us understand the central beliefs of Aboriginal spirituality
2. To assist us in developing a greater appreciation and understanding of Aboriginal spirituality, by
analyzing Aboriginal creation stories and how they address the ultimate questions of life
3. To encourage us to recognize the spiritual dimension implicit in creation
Action / Body
The teacher will guide the class through a PowerPoint presentation on animism and W 20 min.
Aboriginal creation stories. The students will be expected to take notes on the key
concepts presented throughout the lesson. Various opportunities will be provided for
students to share their thoughts and prior knowledge relating to Aboriginal
spirituality. 5 min.
W
The students will be introduced to the Creation Story assignment. The teacher will
discuss the assignment instructions and marking guidelines with the students, in
order to ensure that there is no ambiguity regarding what is expected of them. The
students will also be informed that they have the remainder of this period and next
class to complete the assignment. The assignments will be collected at the end of the
second day and evaluated. 30 min.
I
The students will spend the remainder of this period and the next class independently
working on the assignment. They are encouraged to ask questions when necessary.
During this time, the teacher will circulate the room and monitor the students’
progress and work habits.
The teacher will remind the students of the assignment due date and requirements. The class will be given an
opportunity to ask any questions that they may have regarding the assignment or unit thus far. The students
will also be asked to return any copies of the creation stories that they may have borrowed to the binder, as
well as to tidy-up their work stations.
Lesson Two – Student Assignment Handout
CREATION STORY ASSIGNMENT

You will be exploring Aboriginal creation stories, in hopes of developing a greater appreciation
and understanding of Aboriginal spirituality.
Instructions:
a. Select one story from the binder of Aboriginal creation stories kept at the front of the
classroom. Links to the stories are also provided below, if you prefer to access the stories
using a tablet or laptop (no phones!).
b. Answer the following questions on lined paper using full sentences (unless otherwise
stated), proper grammar and spelling, as well as appropriate terminology.
1. Summarize the creation story using 5 short points from the reading. Point form is
acceptable for this question. (K/U: 5 marks)
2. Interpret the types of life questions the creation story attempts to answer. (T/I: 4 marks)
 Does it discuss how/why animals, plants or humans were created?
 Does it attempt to answer any of life’s greatest questions, such as the purpose of
human life?
3. Explain how each of the following characteristics of creation stories is present within the
Aboriginal creation story. (K/U: 4 marks)
a. The Creator: All creation stories contain a spiritual god or creator that has great
powers and is in charge of the creation process
b. The World Before Creation: All creation stories contain a description of what the
world was like before creation (usually the world is worse before the creation process
is complete)
c. Creation: All creation stories contain the actual process of creation (usually it is a
step-by-step progression that ends with the creation of the world, humans, or
animals)
d. The Creator Responds: All creation stories contain a response from the creator after
the process of creation has taken place (usually it is a positive statement or comment)
4. Describe 2 things you liked and 2 things you disliked about the story. (Comm: 4 marks)
5. Read Genesis 1:1-31 and Genesis 2:1-25 in the Bible. Compare the Genesis readings to
the Aboriginal creation story you read. What do they have in common? How are they
different? (App: 4 marks)
Aboriginal Creation Stories:
Story Option #1: The Tohono O'odham Creation Story
Link: http://www.hanksville.org/voyage/poems/Papagocreation.html
Story Option #2: The Cherokee Story of the Creation
Link: http://www.turtletrack.org/Issues03/Co10182003/CO_10182003_Creation_Story.htm
Story Option #3: Ketoh (Wrist Guard)
Link: http://archive.artsmia.org/world-myths/artbyculture/ketoh_story.html
Story Option #4: Haida - Conflict and Robbery
Link: https://s-moodle.vsb.bc.ca/s-moodle/mod/book/view.php?id=7663
Story Option #5: Tsimshian - Rebirth of a Corpse
Story Option #6: Dene - Creation of Seasons
Story Option #7: Yhi Brings Life to the World
Link: http://www.astronomy.pomona.edu/archeo/aborigines/yhibrings.htm
Lesson Two – Assessment Tool
CREATION STORY RATING SCALE

Knowledge and Understanding Total: /9
Exhibits a strong understanding of the key points of 5 4 3 2 1 0

the selected Aboriginal creation story (Question 1).
Accurately identifies the characteristics of creation stories present 4 3 2 1 0

within the chosen Aboriginal creation story (Question 3).
Thinking and Investigation Total: /4
Appropriately interprets the types of life questions addressed 4 3 2 1 0

by the selected Aboriginal creation story (Question 2).
Communication Total: /6
Describes two likes and two dislikes about the 4 3 2 1 0

chosen Aboriginal creation story (Question 4).
Ideas are expressed using proper sentence structure, accurate 2 1 0

grammar and spelling, and appropriate terminology.
Application Total: /4
Thoroughly compares their own experience to the 4 3 2 1 0

selected Aboriginal creation story (Question 5).
Lesson Three – Lesson Plan
Grade: _11_
Topic: Aboriginal beliefs regarding death, the afterlife and totems
 The importance of animism in Aboriginal spirituality
 The Aboriginal belief in a complex assembly of powers or spirits
 The Aboriginal belief that all life is connected and sacred
and Humanities)
C2. The Search for Meaning: analyse ways in which various religions and belief traditions
conceptualize the journey of life as a spiritual journey and quest for meaning.
D1. Tenets, Practices, and Teachings: outline the central tenets, practices, and teachings of various
religions and belief traditions;
C2.4 explain how ideas about death and the afterlife in various religions and belief traditions (e.g.,
Chinvat; heaven, hell, and purgatory; nirvana; reincarnation) reflect conceptions of the spiritual
journey in these traditions
D1.4 explain how concepts of time, creation, and the afterlife are reflected in the teachings and
practices of various religions and belief traditions
D1.5 identify and explain practices that reflect the principles and/or teachings of various religions
and belief traditions
D1.6 explain how differing interpretations of specific teachings have arisen within various faith
communities
Organization
 Devises and follows a plan and process for completing work and tasks
 Establishes priorities and manages time to complete tasks and achieve goals
 Identifies, gathers, evaluates and uses information, technology and resources to complete tasks
Independent Work


Oral Question & Answer Self-assessment Conference/Interview
Other __________________________________________________________________________
Assessment Tools :
Anecdotal Notes  Rubric Checklist Rating Scale Portfolio

 Blank poster paper (1 per student)
 Laptops or tablets (1 per student)
 Personal Totem Reflection handout (1 per student)
Human Resources:
 Teacher
 Students
Internet Resources:
 Wright, J. (2011). Personal totem assignment. Retrieved from
https://classnet.wcdsb.ca/sec/StD/Gr11/Religion/mrs.wright/Shared%20Documents/Forms/AllItems.
aspx?RootFolder=%2Fsec%2FStD%2FGr11%2FReligion%2Fmrs.wright%2FShared%20Documents
%2FUnit%202%20Native%20Spirituality&FolderCTID=0x0120005585480D58BD29419681F8343
17DBEF6&View=%7BC2C55BFE-50D7-4029-907C-30ED4F71CC2D%7D
 Native American Totem Animals & Their Meanings retrieved from
http://www.legendsofamerica.com/na-totems.html
Description:
The teacher will remind the students that the previous lesson focused on animism and Aboriginal creation
stories. This knowledge will be useful in today’s lesson, as it will help us to understand Aboriginal beliefs
regarding life after death and totems.
The students will be asked to share their ideas and opinions on what comes after death. The teacher will also
encourage the students to express their ideas on the relationship between humans, animals, nature and spirits.
During this discussion, the students will be reminded to be respectful and open to their classmates’ ideas and
views.
LANGUAGE
Today we will… continue discussing the beliefs of Aboriginal spirituality, particularly Aboriginal beliefs
regarding the afterlife and totems.

1. To help us understand the central beliefs of Aboriginal spirituality
2. To further develop our understanding of the purpose of totem poles in Aboriginal spirituality, as well
as the connection between animal spirits and human characteristics
3. To encourage us to recognize the spiritual dimension implicit in human experience and creation
Action / Body
The teacher will guide the class through a PowerPoint presentation on Aboriginal W 15
beliefs relating to death, the afterlife and totems. The students will be expected to min.
take notes on the key concepts presented throughout the lesson. Various opportunities
will be provided for students to share their thoughts and prior knowledge relating to
Aboriginal spirituality.
The students will be introduced to the Personal Totem reflection. The teacher will W 5 min.
discuss the reflection instructions and marking guidelines with the students, in order
to ensure that there is no ambiguity regarding what is expected of them. The students
will also be informed that they have the remainder of this period to work on the
assignment, but any unfinished work is to be completed outside of class. The students
will be allowed an opportunity to suggest a reasonable deadline for the assignment.
The students will spend the remainder of the period independently working on the I 40
assignment. Laptops or tablets will be provided for students to conduct their research. min.
They are encouraged to ask questions when necessary. During this time, the teacher
will circulate the room and monitor the students’ progress and work habits.
The teacher will remind the students of the assignment due date and requirements. The class will be given an
opportunity to ask any questions that they may have regarding the assignment or unit thus far. The students
will also be asked to return any technological devices that they may have borrowed, as well as to tidy-up their
work stations.
Lesson Three – Student Reflection Handout
PERSONAL TOTEM REFLECTION

Task
Using your knowledge of Aboriginal spirituality, particularly animism and totems, create a
personal totem pole.
Objective
To develop a greater understanding of the purpose of totem poles in Aboriginal spirituality, as
well as the connection between animal spirits and human characteristics
Instructions
1. Brainstorming – Reflect on your place in the great “web” of life and brainstorm answers to
the following questions:
 What are my gifts to the world?
 What are my strongest personality traits?
 What contributions do I want to make to the world?
2. Animal Spirits – Use the website http://www.legendsofamerica.com/na-totems.html to find

at least 3 animals that match the words you used to describe yourself. (Do not merely choose
animals that you like, but ones that match your personality!)
3. Create your Totem Pole – Design a personal totem pole by combing your animal spirits in a
creative way. You may use any of the following formats to present your totem pole:
 Hand-drawn or painted
 Computer generated
 Clay sculpture
 Wooden carving
 Other (must be approved by me)
4. Personal Reflection – Write three paragraphs that explain your personal totem using the
following structure:
 Paragraph One: Introduce your personal totem and explain the combination of animal
spirits
o Why did you combine the elements this way?
o Why did you choose this presentation method?
 Paragraph Two: Explain how these animal spirits reflect your personal characteristics
and can act as a guide for you
 Paragraph Three: Explain how the totem reflects your connection to nature and the
spirit realm
Lesson Three – Assessment Tool

PERSONAL TOTEM RUBRIC
Level 1 Level 2 Level 3 Level 4
o Demonstrates a limited o Demonstrates a moderate o Demonstrates a o Demonstrates a thorough
Understanding understanding of the understanding of the considerable understanding of the
of reasoning spiritual dimension of spiritual dimension of understanding of the spiritual dimension of
and concepts Aboriginal spirituality Aboriginal spirituality spiritual dimension of Aboriginal spirituality
o Exhibits a limited o Exhibits a moderate Aboriginal spirituality o Exhibits a thorough
understanding of the understanding of the o Exhibits a considerable understanding of the
symbolism of totems in symbolism of totems in understanding of the symbolism of totems in
Aboriginal spirituality Aboriginal spirituality symbolism of totems in Aboriginal spirituality
Aboriginal spirituality
o Shows a limited ability to o Shows some ability to o Shows a considerable o Shows a strong ability to
Use of critical connect interpretations of connect interpretations of ability to connect connect interpretations of
and creative course content to personal course content to personal interpretations of course course content to personal
thinking skills character reflection character reflection content to personal character reflection
character reflection
o Demonstrates limited o Demonstrates some o Demonstrates o Demonstrates strong
Expression evidence of organization evidence of organization considerable evidence of evidence of organization
and and creativity in the totem and creativity in the totem organization and and creativity in the totem
organization design design creativity in the totem design
of ideas and o Uses language o Uses language design o Uses language
information conventions and conventions and o Uses language conventions and
vocabulary with limited vocabulary with moderate conventions and vocabulary with strong
effectiveness effectiveness vocabulary with effectiveness
considerable effectiveness
o Applies concepts of o Applies concepts of o Applies concepts of o Applies concepts of
Application of Aboriginal spirituality to Aboriginal spirituality to Aboriginal spirituality to Aboriginal spirituality to
knowledge, personal experience with personal experience with personal experience with personal experience with
concepts and limited effectiveness some effectiveness considerable effectiveness a high degree of
skills effectiveness
32
ABORIGINAL SPIRITUALITY
Lesson Four – Lesson Plan
Grade: _11_
Topic: Practices, rituals, symbols and festivals of Aboriginal spirituality
 Aboriginal peoples’ belief in a complex assembly of powers or spirits
 Various Aboriginal creation stories
 Aboriginal peoples’ belief that all life is connected and sacred
and Humanities)
E1. Daily Living as Sacred Reality: demonstrate an understanding of the type of daily observances
associated with various religions and belief traditions and of the role of these observances in the lives of
adherents;
E2. Rites and Rituals: demonstrate an understanding of the ways in which rituals and rites reflect
the understandings and principles of various religions and belief traditions.
E1.1 describe the daily practices associated with various religions and belief traditions
E1.2 explain how the daily practices of adherents reflect the teachings of their particular religion or
belief tradition
E2.1 describe ways in which various religions and belief traditions use rites and rituals to provide a
spiritual context for understanding human experience
E2.2 explain the origin and significance of various belief-related rituals, symbols, and festivals
E2.4 describe how major historical events and movements have shaped the rituals of various
religions and belief traditions
Responsibility
 Fulfills responsibilities and commitments within the learning environment
Initiative
 Looks for and acts on new ideas and opportunities for learning
 Demonstrates curiosity and interest in learning
33

 Oral Question & Answer Self-assessment Conference/Interview
Other __________________________________________________________________________
Assessment Tools :

 Practices, Rituals, Symbols and Festivals handout (1 per student)
Human Resources:
 Teacher
 Students
Internet Resources:
 Coates, V. (2014). Aboriginal art and rituals. Retrieved from
https://classnet.wcdsb.ca/sec/StD/Gr11/Religion/coates11/Shared%20Documents/Forms/AllItems.as
px
 Langevin, P. (2015). Aboriginal spirituality sacred symbols. Retrieved from
https://mrlangevin.wikispaces.com/HRT3M
34

Description:
The teacher will remind the students that the previous lesson focused on Aboriginal peoples’ beliefs
regarding death, the afterlife and totems. The students will be asked to share what they recall about these key
concepts, in order to refresh their classmates’ memories. Only by understanding Aboriginal peoples’ beliefs,
can one hope to understand their diverse forms of prayer and worship.
A class discussion will be conducted regarding the forms of prayer and worship that students practice at
home, school and/or their religious institution. The students will be encouraged to discuss the significance of
these practices within their religion. During this discussion, the students will be reminded to be respectful and
open to their classmates’ ideas and views.
LANGUAGE
Today we will… explore the practices, rituals, symbols and festivals that play an important role in Aboriginal
spirituality, focusing specifically on those of Aboriginal groups in Canada.

1. To help us compare and contrast the beliefs, practices and rituals among Canada’s Aboriginal
cultural groups
2. To improve our understanding of how the beliefs of Aboriginal peoples influence their methods of
prayer and worship
3. To encourage us to respect religious practices and traditions that may differ from our own
Action / Body
The teacher will guide the class through a PowerPoint presentation on Aboriginal W 45
practices, rituals, symbols and festivals. The students will be given a fill-in-the-blank min.
note to complete as they listen to and participate in the lesson. Many opportunities will
be provided for students to share their prior knowledge and thoughts. The students will
also be encouraged to ask questions throughout the lesson.
Throughout the lesson, the teacher will observe student behaviour and record
noteworthy observations in an anecdotal record. The teacher will particularly look for:
- Which students participate in class discussions and provide further insight into
the key concepts being discussed
35
- Which students appear to be off-task, bored and/or disruptive to the learning

environment
- Student use of appropriate terminology and course content when participating
in class discussions
The teacher will reiterate the key concepts discussed in this lesson, specifically the diverse forms of prayer
and worship practiced by Aboriginal peoples across Canada. The teacher will also remind the students of the
Personal Totem Reflection due date and requirements. The class will be given an opportunity to ask any
questions that they may have regarding the reflection or unit thus far.
36
Lesson Four – Assessment Tool
37
Lesson Four – Student Fill-in-the-Blanks Note
PRACTICES, RITUALS, SYMBOLS AND FESTIVALS

Fill in the blanks.
Practices and Rituals:

 Aboriginal peoples are keeping their spiritualism alive by participating in traditional
____________ and by depicting their beliefs through their ______ and __________
 The willingness to relearn the ancestral beliefs and practices illustrates the __________
and ________ Aboriginal peoples gain from their cultural revival
Prayer:
 Praying recognizes the _____________ greatness and expresses _________ for the
Creator’s gifts
 Prayer comes in a variety of sung and spoken forms, as well as ___________
 Prayer is done _________ and _________ actions such as waking, sleeping, hunting,
planting and harvesting
Powwow:
 A dance of __________ and healing of all creation
 Takes place in a __________, which is blessed by a spiritual leader
o Dancers and singers enter the circle from the ________, where the sun rises, and
move clockwise in same direction as the sun
o A drum beats to symbolize the rhythm of ___________
The Morning Dance:

 Every spring, the ____________ of southern Ontario perform the Morning Dance
(Wabeno)
 The dance pays homage to the “tree of the universe”
 All participants _________ and ________ themselves beforehand
 A male elder plays a _______ and leads the dance in a clearing around a tree
 Children, adults and the elderly dance from _________ until ________
 Each dancer touches the tree as they pass by, to give thanks
 At midday, a huge feast of ________ and ________ is served
The Sun Dance:

 The Great Plains nations hold a _______ festival that takes place over 8 – 16 days
 The Canadian government banned the festival in the late _________, but it is still
practiced in Canada today
 The ceremony identifies the _________ as an important symbol, and acknowledges and
respects the _______ as the giver of life
 The participants dance for ________ periods around a central cottonwood pole or “tree of
the universe”
 The participants face the ______ and pay homage to its life-giving powers
38
 Prayers are said for all peoples and vows are made to the _________ Spirit
 Some dancers embed sharp wooden hooks deep into their chest and connect skewers to
leather thongs that trail from the top of the wooden pole
o As they dance, they pull back on the thongs and tear their flesh
o The scars bear witness to their _________
o Dancers perform this ritual because they believe that the body is the only thing
they control and can offer as a __________ to the Creator
o They believe that by enduring pain, others will not have to suffer ____________,
war or disease
The Potlatch Ceremony:

 The _____________________________________ nations practice this ceremony
 It was banned by the Canadian government in _________, but the ban was lifted in
_________
 Includes feasting, ___________ of wealth, and sharing songs and dances
 The host gives a __________ to celebrate an important event (i.e. a marriage, the naming
of an heir, etc.)
 The more wealth the host gives away, the more that person gains in _________ and
__________
o This causes the hosting clan to grow in ____________
 Songs and dances are performed in honour of the ____________________
The Sweat Lodge:

 Common among the __________________________ nations
 Renews the __________ and helps to regain ___________
 Under the direction of a _____________ (medicine man and spiritual leader), participants
make a sauna-like construction called a sweat lodge
o A dome made of saplings, covered in animal skins which make it dark and airtight
 Heated stones are placed in the centre of the interior and ____________ is sprinkled on
stones
 Participants crowd around the stones in the confined space
o Intense heat and steam cause them to sweat profusely, cleansing the
_____________ both ___________ and _____________
 ___________ and a sacred pipe are shared
 An elder or a shaman assists by _________________ the ceremony
The Shaking Tent:

 A ritual used by Aboriginal groups all over ____________
 Represents the beliefs and values of some Aboriginal people about the ______________
world and its relationship with the living
 Through the shaking tent, one can communicate with the ___________
 Constructed using 4 – 8 poles, placed deep in the ground to form a _________ about a
meter in diameter
o Wooden hoops encircle the poles at top and bottom
39
o The cylindrical shape is wrapped in birch bark or hide, the top left _______ to the
sky
 Individuals who have requested the ceremony make a trade with ____________
 The shaman enters the tent and _____________ with spirits
o Asks spirits to solve problems such as finding lost objects, communicating with
ancestors, locating a missing person, predicting the outcome of an event, etc.
 The ceremony ___________ takes place at night
Smudging Ceremony:
 Purification of the ________ and ________ plays an important role in Aboriginal
spirituality
 This ceremony consists of burning ________________ and __________ in a smudge pot
and drawing the smoke ritually over one’s face, head, arms and torso, as well as inhaling
the smoke
 Tobacco is considered to be a _____________ plant and the smoke is a spiritual way to
clear one’s thoughts and to wash away any impurities
Sacred Symbols:
 There is ______ official symbol of Aboriginal spirituality
 There are many symbols that are ___________ to Aboriginal peoples
Drum:
 Sacred and oldest of the instruments
 The round shape represents the _________ of life
 A steady drumbeat represents the __________
 The drum should never be beaten in an _______________ way
Pipe:
 Consists of _____ parts:
o A tobacco-holding _________ made of bone, wood, stone or metal
o A _________, usually made out of wood
 When the 2 pieces are joined, the pipe is considered a _______ entity
 Smoking the pipe is meant to provide ____________, balance and wholeness
 A pipe is never used in ________________ smoking
Sweet Grass:
 Known for its aromatic fragrance, which is enhanced when the grass is wet or
_____________
 Used as a ______________
 When braided, it signifies ____________________
o The three sections represent the ____________, body and spirit
Feathers:
 Symbols of prayers and marks of _________________
 The stem represents the straight path of _________
40
 A feather of a bird-of-prey represents the ___________, spirit and wisdom of the bird
from which it came
 An __________ feather is considered sacred because eagles fly closest to the
____________
Dream Catcher:
 Come from the _____________________________ culture
 Traditionally hung over a bed
o ____________ dreams filter through and slide down the feathers to the sleeper
o ____________ dreams get caught in the net and disappear in the light of the day
Medicine Wheel:
 Illustrates how all life is _____________________
 The significance of the __________ holds a place of importance in Aboriginal beliefs,
rituals and art
 The 4 directions symbolize the __________ of life’s journey
 The 4 spokes represent the 4 ___________, 4 sacred plants, and 4 stages of ________
(infancy, youth, maturity, old age)
41
Lesson Five – Lesson Plan
Grade: _11_
Topic: Milestones, family life, groups and institutions in Aboriginal spirituality
 The common beliefs of Aboriginal peoples (i.e. reincarnation, the Great Spirit, and the sacredness of
all life)
 The differing views on the origins of Aboriginal peoples
 About the various Aboriginal cultural groups present in Canada
and Humanities)
E1. Daily Living as Sacred Reality: demonstrate an understanding of the type of daily observances
associated with various religions and belief traditions and of the role of these observances in the lives of
adherents;
E2. Rites and Rituals: demonstrate an understanding of the ways in which rituals and rites reflect the
understandings and principles of various religions and belief traditions.
E1.3 explain the origins of the daily practices of various religions or belief traditions
E1.4 describe how major historical events and movements have shaped the daily practices of various
religions and belief traditions
E2.1 describe ways in which various religions and belief traditions use rites and rituals to provide a
spiritual context for understanding human experience
E2.3 classify rituals and practices of various religions and belief systems in terms of categories such
as almsgiving, asceticism, atonement, anointing, calls to worship, covenant, dietary laws, sacrifice,
holy days, vision quest
Responsibility
 Completes and submits class work, homework and assignments according to agreed-upon timelines
Initiative
 Looks for and acts on new ideas and opportunities for learning
 Demonstrates curiosity and interest in learning
42


 Other Exit card
Assessment Tools :
 Anecdotal Notes Rubric  Checklist Rating Scale Portfolio

 Exit card activity handouts (1 per student)
Human Resources:
 Teacher
 Students
Internet Resources:
 Clark, E. (2016). Wisdom of elders worksheet. Retrieved from
 Nelson. (2010). Chapter 3 PowerPoint: The story of Canadian Aboriginal spirituality. Retrieved from
http://www.nelson.com/worldreligions/teachersource/supplementary.html
43

Description:
The teacher will remind the students that the previous lesson explored the practices, rituals, symbols and
festivals that play an important role in Aboriginal spirituality. The students will be asked to share what they
recall about these key concepts, in order to refresh their classmates’ memories (i.e. name and describe one
ritual, name three important symbols, etc.). The practices, rituals, symbols and festivals celebrated by
Aboriginal peoples play a key role in their daily lives, life milestones, family dynamics and so forth. Thus,
understanding the forms of prayer and worship practiced by Aboriginal peoples, ultimately helps us to make
sense of their way of living.
Setting the Context for Learning: Think-Pair-Share
Think:
The students will be asked to reflect on:

- the milestones they have experienced or will experience within their lives, including those pertaining
to their religion
- their family life and how their family impacts who they are as a person
- important people, groups and institutions who help shape them into constructive members of society
Pair:
The students will be asked to share their reflections with a classmate sitting beside them. They are
encouraged to ask questions to promote further reflection and understanding.
Share:
The students will be given an opportunity to share their reflections with the class. During this discussion, the
students will be reminded to be respectful and open to their classmates’ ideas and views.
LANGUAGE
Today we will… explore the milestones Aboriginal peoples experience throughout their lives, as well as
aspects of Aboriginal family life, groups and institutions.

1. To help us understand the importance of various forms of prayer and worship in the milestones
experienced by Aboriginal peoples
2. To develop our understanding of the family life experienced by many Aboriginal peoples in Canada
3. To encourage us to analyze the impact that family and community members have on an individual
44
Action / Body
The teacher will guide the class through a PowerPoint presentation on Aboriginal W 40 min.
milestones, family life, groups and institutions. The students will be expected to take
notes on important concepts throughout the lesson. Opportunities will be provided
for students to share their prior knowledge and thoughts on the concepts being
discussed. The students will also be encouraged to ask questions during the lesson.
Throughout the lesson, the teacher will observe student behaviour and record
noteworthy observations in an anecdotal record. The teacher will particularly look
for:
- Which students participate in class discussions and provide further insight
into the key concepts being discussed
- Which students appear to be off-task, bored and/or disruptive to the learning
environment
- Student use of appropriate terminology and course content when
participating in class discussions 10 min.
I
After the lesson, the students will be asked to complete an exit card activity. This
activity requires students to state three important facts from the lesson, two things
that they found interesting and why, and one question that they still have or a concept
that they would like to research further. The students are to submit their exit cards
before leaving the classroom. This activity will be formatively assessed using a
checklist.
The teacher will reiterate the key concepts discussed in this lesson, specifically the role of prayer and worship
in the lives of Aboriginal peoples. The class will be given an opportunity to ask any questions that they may
have regarding the unit thus far.
45
Lesson Five – Student Activity
EXIT CARD ACTIVITY

On a piece of lined paper, write:
 Your name
 3 important facts that you learned today
 2 things that you found interesting and why
 1 thing that you are unsure about or would like to learn more about
Please submit your papers and this sheet to me before leaving!

46
Lesson Five – Assessment Tools
EXIT CARD CHECKLIST
Criteria Met Expectations Did Not Meet

Expectations
Provides the following in regards to today’s
lesson:
 3 important facts
 2 interesting concepts and why
 1 question or area of further research
Expresses ideas using appropriate terminology
and concepts relating to Aboriginal spirituality
Demonstrates signs of reflection on new
learnings
Shows respect for Aboriginal spirituality and
Aboriginal peoples
47
Lesson Six – Lesson Plan
Grade: _11_
Duration (no. of periods/length of teaching time): Two periods (75 min. each) Date: Unit 2 – Days 7
and 8
Topic: Sacred writings, ethics and common features of Aboriginal spirituality
 The common beliefs of Aboriginal peoples (i.e. reincarnation, the Great Spirit, animism and totems)
 Practices, rituals, symbols and ceremonies that play an important role in Aboriginal spirituality
and Humanities)
D1. Tenets, Practices, and Teachings: outline the central tenets, practices, and teachings of various religions
and belief traditions;
D2. Sacred Writings and Oral Teachings: analyse the role of sacred writings and oral teachings in
various religions and belief traditions;
D1.3 describe actions people perform to fulfil the expectations of their particular belief tradition
D1.4 explain how concepts of time, creation, and the afterlife are reflected in the teachings and
practices of various religions and belief traditions
D2.1 identify significant sacred writings and oral teachings of various religions and belief traditions
D2.2 explain the origins and development of various sacred writings and oral teachings
Responsibility
Independent Work

48

Observation Learning Log Presentation
Other _____________________________________________________________________________________
Assessment Tools :
Anecdotal Notes Rubric Checklist Rating Scale Portfolio
Student Profile  Other: Marking scheme

 Brother Bear the Disney movie on DVD or MP4
 Sacred Writings, Ethics and Common Features of Aboriginal Spirituality and Brother Bear handouts
(1 per student)
Human Resources:
 Teacher
 Students
Internet Resources:
 Clark, E. (2013). Common features of Aboriginal spirituality note. Retrieved from
49

Description:
The teacher will remind the students that the previous lesson explored the milestones, family life, groups and
institutions that play a key role in Aboriginal culture. The students will be asked to share what they recall
about these key concepts, in order to refresh their classmates’ memories (i.e. name and describe one
milestone in Aboriginal spirituality, explain how Aboriginal children learn their roles in the community, etc.).
Knowledge of this information and the central beliefs of Aboriginal spirituality build the foundation for
today’s lesson, which focuses on the sacred writings, ethics and common features of Aboriginal spirituality.
The students will be asked to provide examples of sacred writings from their own religion or a religion they
are familiar with. The students will also be encouraged to discuss how these writings influence the ethics and
decision-making process followed by adherents of various religions. During this discussion, the students will
be reminded to be respectful and open to their classmates’ ideas and views.
LANGUAGE
Today we will… explore the sacred writings, ethics and common features of Aboriginal spirituality.

1. To help us understand the role of oral teachings in Aboriginal spirituality
2. To develop our understanding of the moral teachings promoted by Aboriginal spirituality
3. To further solidify our understanding of the common features of Aboriginal spirituality
Action / Body
The teacher will guide the class through a PowerPoint presentation on the sacred W 30 min.
writings, ethics and common features of Aboriginal spirituality. The students will be
given a fill-in-the-blank note to complete as they listen to and participate in the
lesson. Opportunities will be provided for students to share their prior knowledge and
thoughts on the concepts being discussed. The students will also be encouraged to
ask questions during the lesson.
25 min.
The students will be introduced to the Brother Bear movie reflection. The teacher W/I
will review the reflection requirements and marking scheme, in order to ensure that
there is no ambiguity regarding the expectations. For the remainder of class, the
students will watch Brother Bear. The movie reflections will be collected at the end
of the second period for marking purposes.
50

The teacher will reiterate the key concepts discussed in this lesson, as well as the movie reflection
expectations. The students will be informed that they will be finishing the movie in class tomorrow and the
reflections will be collected before the end of the period. The class will be given an opportunity to ask any
questions that they may have regarding the unit thus far.
51
Lesson Six – Student Reflection Handout
BROTHER BEAR
Objective:
This activity is designed to further develop your understanding of each of the nine common
features of Aboriginal spirituality.
Mark Allocation:
Thinking/Inquiry = ____/12 marks
Communication = ____/2 marks

 Uses language conventions appropriately and effectively (i.e. spelling, grammar, and
sentence structure)
Questions:
1. Complete the following chart by providing at least one example of each feature as depicted in
the movie. (T/I: 9 marks)
Feature Example(s) of the Feature as Depicted in the Movie
Taboos
Totems
Rites of Passage
Sacrifices
52
Ancestor Veneration
Rituals
Divination
Magic
Animism
2. Overall, how well/appropriately do you think the movie represented Aboriginal Spirituality?
Be sure to reference relevant course content and appropriate terminology in your response.
(T/I: 3 marks; Comm: 2 marks)
53
Lesson Six – Assessment Tool
BROTHER BEAR – MARKING SCHEME

1. Complete the following chart by providing at least one example of each feature as depicted in
the movie. (T/I: 9 marks)
Feature Example(s) of the Feature as Depicted in the Movie
Taboos Killing animals out of vengeance (the spirits become upset when
Kenai murders a bear to avenge his brother’s death)
Totems At Kenai’s coming-of-age ceremony, the shaman intercedes with

the spirits and deduces Kenai’s totem animal to be a bear
Rites of Passage A coming-of-age ceremony is held for Kenai, in order to mark his
passage into adulthood
Sacrifices Kenai attempts to sacrifice his life for the orphaned bear cub, Koda
Ancestor Veneration A funeral is held for Kenai’s eldest brother, Sitka, to honour his life
and great sacrifice
Rituals A funeral pyre is constructed for Sitka (a ritual that enables the
spirit of a deceased person to return to his/her ancestors)
Divination The shaman is able to predict Kenai’s transformation back into a

human when he completes a journey to the mountains
Magic The spirits use the power of the Northern Lights to transform Kenai
into a bear
Animism Animals are able to communicate with each other
2. Overall, how well/appropriately do you think the movie represented Aboriginal Spirituality?
Be sure to reference relevant course content and appropriate terminology in your response.
(T/I: 3 marks; Comm: 2 marks)
Answers will vary; students should use proper grammar, spelling and terminology
54
Lesson Six – Student Fill-in-the-Blanks Note
SACRED WRITINGS, ETHICS AND COMMON FEATURES OF

Oral Teachings
 In Aboriginal cultures, prayers are passed to new generations by the _____________ and
________________ of events
 Members, such as ___________ or shamans, memorize the stories and become the
keepers who pass on the words
o They communicate their stories and lessons by speaking fluently, listening and
understanding (an ability known as _____________)
 An effort was made in the early part of the _________________ century to record the
Aboriginal oral stories
Faithkeepers
 Traditionally, the Iroquois women have had _________ power in society
 The matriarch nominated ______________, or clan chiefs
 The matriarch also appointed ______________ to preserve and pass on the spiritual
belief system by conducting ritual ceremonies
Handsome Lake (1735 – 1815)

 Handsome Lake’s life coincided with the _____________ of Iroquoian power after the
American Revolution
 He was a warrior in the __________ clan, but lost his homeland in New York in 1783
 He suffered from debilitating illnesses and became an alcoholic
o He swore off alcohol in __________ and returned to his sick bed
 In June of 1799, Handsome Lake experienced __________ and was revived
 Upon recovery, he explained that he had seen visions and received a Good Message, the
________________
 He reported seeing _________ heavenly messengers from the Creator who said: “… four
words tell a great story of wrong, and the Creator is sad because of the trouble they bring,
so go and tell your people”
o The four words were _________, witchcraft, black magic and _____________
 Handsome Lake told _________ members of his nation about his “Good Message”
o The six holders memorized what Handsome Lake had taught them and would
recite the message __________ a year to their people
 Handsome Lake’s teachings were recorded ________ years after his death by an
archeologist named Arthur Parker
55
 Handsome Lake is now considered an Iroquois _____________
The Code of Handsome Lake

 The Good Message has two main themes:
o A ______________ of impending disaster if people do not mend their ways
o A statement that only those who do not _______ and change will suffer and perish
 There are over __________ messages
o Whiskey is a great and monstrous _______
o Do not abuse your children, but raise them with _______
o Do not abuse your _________
Ethics
 These principles guide the lives of many Aboriginal peoples:
o Do not _____________
 Modelling behaviour and showing by example are _____________
 Giving advice, cajoling or __________ someone what to do is not valued
o Community is _______________
 Members are expected to do their jobs well for the ___________________
o Everything is _____________
 Only what one needs to survive from the ______________
 Everyone is _____________
Common Features of Aboriginal Spirituality
Feature Description of the Feature
_____________________ Action(s) that must be __________________ because of harmful

effects that could come to a person or group
Totems Recognition of an aspect of ________________ (i.e. animal, plant,

mountain) as having a special relationship with a tribe or clan
Rites of ______________ that mark the passage from one life phase to
_____________________ another
Sacrifices An offering to the ________________ designed to honour or bring

good fortune to a person or group
56
Ancestor Veneration Honouring deceased ___________________ members through

memorials, shrines or prayers
__________________ Rites or ceremonies designed to honour or bring good

_____________________ to a person or group
Divination Predicting the future through _______________
_____________________ Influencing nature through special practices, rituals,

____________________, or incantations
Animism The belief that all aspects of nature possess distinct ____________
of spirits
57
Lesson Seven – Lesson Plan
Grade: _11_
Topic: The cultural impact of non-Aboriginal peoples on Aboriginal peoples in Canada
 The various Aboriginal groups within Canada
 Aspects of Aboriginal family life within Canada
 Common beliefs and forms of worship practiced by Aboriginal peoples
and Humanities)
F1. Cultural Contexts: identify and analyse ways in which various religions and belief traditions are
embodied in cultural forms;
F2. Social Contexts: analyse the interaction between society and various religions and belief
traditions;
F3. Social Challenges: demonstrate an understanding of the challenges that adherents of various
religions and belief systems experience in society;
F4. Religion, Civil Society, and Popular Culture: describe and analyse ways in which various
religions and belief traditions are interpreted and adapted within civil society and popular culture.
F1.4 explain why certain cultural forms have special significance within particular religions and
belief traditions
F2.1 analyse the ways in which religious pluralism is reflected in Canadian society and culture
F2.3 identify some common prejudices and misconceptions about various religions and belief
traditions
F3.3 evaluate the influence of prejudice on public perceptions of the practices of various religious
institutions and belief traditions
F4.3 analyse and critique from a personal perspective ways in which elements of various religions
and belief traditions are imported into popular culture
Responsibility
58
Independent Work

 A responsible citizen

Other: _____________________________________________________________________________________
Assessment Tools:
Student Profile Other: ________________________________________________________________

 Cultural Impact and Residential Schools handouts (1 per student)
Human Resources:
 Teacher
 Students
Teaching Resources:
59
Internet Resources:
 Bauer, M. (2016). Wab Kinew top 5 stereotypes toward Indigenous peoples in Canada. Retrieved from
https://www.youtube.com/watch?v=20EmLfHTVlw
 BuzzFeedYellow. (2016). 9 questions Native Americans have for white people. Retrieved from
https://www.youtube.com/watch?v=xzWHxPxH08Q
 Clark, E. (2013). European contact and Aboriginal spiritual traditions overhead note. Retrieved from
 Clark, E. (2013). Residential schools. Retrieved from
Description:
The teacher will remind the students that the first lesson in this unit focused on the Aboriginal peoples in
Canada. The students will be asked to share what they recall about Aboriginal groups in Canada, using their
notes if necessary. Today’s lesson will build upon our understanding of Aboriginal peoples in Canada, by
discussing the impact that non-Aboriginals have had on their culture and spirituality. This lesson will also
incorporate other concepts discussed throughout the unit, specifically common beliefs and features of
Aboriginal spirituality.
The students will be asked to refer back to their initial reflections on Aboriginal peoples and spirituality (from
the first lesson of this unit). The students will be provided with an opportunity to share some of the ideas that
they had recorded, as well as whether or not they still believe those ideas. The students will also be asked to
state some common stereotypes regarding Aboriginal peoples and how these misconceptions affect our view of
Aboriginal peoples in Canada.
The following videos will be shown to provide students with further insight into how stereotypes of Aboriginal
peoples are prevalent in society today:
 Bauer, M. (2016). Wab Kinew top 5 stereotypes toward Indigenous peoples in Canada. Retrieved from
https://www.youtube.com/watch?v=20EmLfHTVlw
 BuzzFeedYellow. (2016). 9 questions Native Americans have for white people. Retrieved from
LANGUAGE
Today we will… explore the impact that non-Aboriginal peoples have had on Aboriginal spirituality and culture
in Canada. We will specifically focus on European contact, residential schools, the Standoff at Oka and recent
history.
60

1. To encourage us to recognize and respond appropriately to efforts that seek to misrepresent Aboriginal
peoples and their spirituality
2. To help us recognize the challenges faced by Aboriginal peoples wishing to live according to their
traditional religious and cultural practices/beliefs
3. To encourage us to be accepting all peoples, regardless of their differences
Action / Body

The teacher will guide the class through a PowerPoint presentation on the cultural W 30 min.
impact that non-Aboriginals have had on Aboriginal spirituality and culture in Canada.
The students will be given a fill-in-the-blank note to complete as they listen to and
participate in the lesson. Opportunities will be provided for students to share their prior
knowledge and thoughts on the concepts being discussed. The students will also be
encouraged to ask questions during the lesson.
20 min.
The students will be asked to read the articles contained in the Residential Schools I
handout and to answer the corresponding questions. They will be handing their
completed work in to be read by the teacher. No marks will be assigned, but the teacher
will make anecdotal notes regarding:
- Student use of course concepts and terminology when expressing ideas
- Student respectfulness toward other religions
- Quality of work and level of reflection
This information will assist the teacher in determining which students may need extra
support during the test review period next class.
10 min.
The students will be asked to share their responses to the questions contained in the
Residential Schools handout. The teacher will remind the students to be respectful of W
other students’ ideas and opinions, as well as Aboriginal culture and spirituality. During
this class discussion, the teacher will record anecdotal notes on the following:
- Which students participate and seem engaged in the lesson
- Which students appear bored, off-task and/or disruptive to the class environment
- Student level of understanding and use of course content to express ideas
- Student respectfulness of other students’ ideas, religions and values
The teacher will reiterate the key concepts discussed in this lesson, specifically the rough history between non-
Aboriginals and Aboriginal peoples in Canada. The class will be given an opportunity to ask any questions that
they may have regarding the unit thus far. The students will be reminded that the next class is a review period
for the upcoming unit test, so they should bring all their notes and be prepared to study.
61
Lesson Seven – Assessment Tool
62
Lesson Seven – Student Fill-in-the-Blanks Note
CULTURAL IMPACT
The Europeans and the Aboriginal Peoples

 The Europeans and the Aboriginal peoples had ___________ and ___________ impacts
on each other
o Aboriginal peoples exposed the early explorers to new ___________ and survival
techniques
o The Europeans provided Aboriginal peoples with new ______________ (weapons
and farming tools)
 In 1755, the British created the first ____________ Department of Canada
o To maintain good relationships with Aboriginal peoples and to secure their
support of ____________
 By 1900, Indigenous cultures faced near ______________ due to many years of war and
outbreaks of various diseases
o Smallpox, measles and ______ carried away most of the old and the young – the
past and the future
 Before the Europeans arrived in North America, the Aboriginal peoples were
_______________________
 Their government has been weakened through policies of control and ________________
 Many Europeans considered their own ways “____________” and Aboriginal ways
“uncivilized”
o Aboriginal peoples were ___________ to give up their ways
 __________ were created and land was set aside for specific First Nations peoples to use
 In 1857, the Gradual Civilization Act was passed to _____________ Aboriginal peoples
into European culture
 In 1876, the Indian Act allowed the federal government to establish ___________ schools
for Aboriginal children
o Run by Anglican, United, Presbyterian, and Catholic churches
 In 1885, the _______________ ceremony was banned
 In 1895, all Aboriginal ceremonies, dances, and festivals were ____________
Residential Schools
 By the mid-1800s, the Canadian government was __________ a residential school system
for Aboriginal peoples
 Children were removed from their reserves and placed _________ from their
communities, in boarding schools
63
 Until the 1960s, Aboriginal children were taught that it was ___________ to practice
their cultural ways
 Residential schools broke the connection between ___________, parents and their culture
 The Assembly of First Nations report, _____________________, claimed that there were
77 residential schools in 1909, 60 of which were still open in the ___________
o The last residential school closed its doors in __________
 Residential schools led to high rates of substance abuse and suicide among Aboriginal
peoples
Standoff at Oka
 Near Montreal there is a _________ reserve called Kanehsatake, which borders the resort
town of Oka
 In _______, some Oka businessmen acquired the title to land and a built nine-hole golf
course
 In _______, the businessmen wanted to expand the golf course to eighteen holes
o The land they wanted was the Mohawk ______________ burial grounds
 The _________ rejected the Mohawks’ claim
 The Mohawks decided ________ to stand by and let the land be taken
o They erected a ____________ across road
o Resulted in an ____________-week armed standoff
 During the standoff, Mohawks drummed and sang around a sacred fire to gain strength
from the ritual power of __________________________
 One protestor explained how Aboriginal __________________ was involved:
“…We had medicine pouches that we wore around our necks: ashes from the sacred fire.
The guns were nothing. We didn’t have enough ammunition to stand off the army for ten
minutes. It was all symbolic.”
National Aboriginal Day

 Indigenous cultural revival is ______________, and the surviving elements of Aboriginal
religions play an important role
 In 1996, Canada declared ________________ to be National Aboriginal Day
 Each year, Aboriginal peoples celebrate their past and _________________ together in
pan-Aboriginal activities
Reconciliation
 The ban on Aboriginal ceremonies was officially lifted in ________
 In 1998, the ________________ government acknowledged its role in the cultural and
spiritual impact on Aboriginal cultures
64
o Issued the “Statement of Reconciliation”, in which it formally expressed profound

regret for past actions
o Included an action plan to help with healing for residential school students, to
improve health conditions, and to speed up land claims
 Many Christian Churches have also attempted to ________ with Aboriginal communities
Nunavut
 For some Aboriginal groups, one way to protect their heritage and religious values is
through _______________
 On April 1, 1999, Canada established ______________ (“Our Land”)
 Nunavut is home to over 27 000 people, __________ percent of which are Inuit
 The Canadian government pledged to ____________ the traditions of the Inuit
Recent History
 In 1982, the Canadian Charter of Rights and Freedoms ______________ the rights of
Aboriginal peoples
 Aboriginal spirituality has become recognized as an _________ religion due to the work
of Elder Noel Knockwood
o The eagle feather can now be used in the provincial justice system instead of a
____________
 In 2009, Pope Benedict XVI expressed sorrow over the abuse suffered by some at
_________________________
 Many Aboriginals are trying to revive traditional practices and move toward a
______________ future
o Embracing the healing spiritual values and practices of their __________
o _____________ spiritual traditions in a secular Canada
o Integrating Aboriginal spiritual heritage with _____________

65
Lesson Seven – Student Activity
RESIDENTIAL SCHOOLS
The following articles are from a series entitled Sins of the Fathers, written by David Napier
about Residential Schools. Read the articles and answer the corresponding questions.
Sins of the Fathers

David Napier
Ben Pratt is squeezing a dirty old baseball cap between his beefy fingers. We are seated
in a small room in the sparkling new administrative building on the Gordon Indian Reserve in
Punnichy, Sask., about 150 kilometres north of Regina. Our interview has been intense, but so
far without incident. Then I ask the 44-year-old Native Canadian about his time in prison (an
incarceration in the early 1970s for a crime he claims he did not commit) and the sexual abuse he
suffered at the Gordon's Indian Residential School in the 1960s.
Beginning when he was seven, Pratt was repeatedly raped by William Starr, a lay person
who worked as the director of the student residence and was eventually made the administrator
of the Anglican-run school. Starr was convicted in 1993 on criminal charges of sexually
assaulting 10 boys between the ages of seven and 14, in incidents that took place from 1968 to
1984. Pratt later won a civil suit for the horrible abuse he suffered.
"We're talking getting buggered and oral sex. The whole," says Pratt, who has been staring
at the floor for much of our conversation, but is now looking straight at me, his voice rising in
anger. Memories of the abuse he suffered and the time he spent in prison bring Pratt to the edge
of fury. "If the federal government was an individual and you were that person, I'd kill you right
now. Honest to God I would. I'd kill you." These words make me suddenly and acutely aware of
exactly how small the room is, and how slight the possibility that I would escape unharmed
should this burly ex-boxer choose to wring my neck like he's wringing out his ball cap. I rise and
slowly open the door. The banter from the hallway is reassuring for me and has a calming effect
on Pratt.
By the time I return to my chair, Pratt's eyes are downcast again. He seems embarrassed by
his outburst. But before long he is speaking again, quietly telling me that as a student at
residential school, he was known by a number rather than his Christian or surname. "I wasn't
called Ben or even Pratt. I was '38.' I'll never forget that number."
Pratt is just one of many Natives in this country who were ambushed by a federal
government bent on assimilating Canada's original inhabitants into mainstream society, thereby
eradicating the "Indian problem." This at times brutal attack is not ancient history, but rather a
modern phenomenon, the effects of which reverberate today in men, women and children
struggling with alcohol and drug addiction, suicide, sexual abuse of all forms (some who've been
abused have become abusers themselves), and almost boundless amounts of rage and sorrow. "I
have been told not to talk about this stuff anymore," says Pratt, whose legal adviser would prefer
that his emotionally charged client not speak, for fear of jeopardizing another abuse case in
which Pratt is the plaintiff. "The hell I won't. I'll talk to anyone I want, any time. And you can
print that, too," he says, jabbing a finger toward my notebook.
66
Questions:
1. What happened to Ben at the residential school he was sent to?

2. Describe Ben’s emotions regarding what happened to him and the government.
3. According to the author, what are the long-term societal effects of the government’s
residential school system?
Who is to blame?
The plight of residential-school "survivors" such as Pratt raises the question of whether
God's words in the second of the Ten Commandments - "I will visit the sins of the fathers on the
children for three or four generations" - are coming to pass. Must current generations of non-
Natives take responsibility for backward-thinking government officials and zealous church
leaders of the past, who wanted to permanently erase Native culture and tradition? Few
Canadians alive today have any direct ties to the federal government's original policy of
assimilation, which required Indian children to attend residential schools, and condemned Native
culture by outlawing such gatherings as potlatches and sweat lodges.
But many non-Natives are members of one of the four churches - Anglican, Roman
Catholic, Presbyterian, and Methodist (now represented by the United Church) - that ran
approximately 130 Indian residential schools that dotted the national map from Alert Bay on
Vancouver Island to Shubenacadie, N.S., which some 105,000 children attended. Anglicans were
involved in 28 schools - 26 through the church's missionary society, two run by the independent
New England Company based in London, England. The first Anglican school opened in 1820.
The last one closed in 1971. In all, about 35,000 students are thought to have attended Anglican
schools; and some of the individuals who stand accused of physically and emotionally abusing
Native children are still alive, and named in the growing number of lawsuits.
For the last few years, former attendees of residential schools have been coming forward in
droves, claiming they were physically, sexually and mentally abused while students at these
mostly remote schools that operated in Canada for more than a century. Thousands have retained
lawyers and turned Canada's justice system into the backdrop for the ultimate national story of
crime and punishment. Their financial claims total billions of dollars, and may reach tens of
billions.
As of mid-April 2000 the Government of Canada was being sued by an estimated 7,000
survivors of residential schools, with the Anglican Church named as a co-defendant in 359 cases
involving about 1,600 plaintiffs. Various dioceses within the Anglican Church of Canada, and
possibly the national General Synod itself, could go bankrupt as a result of the lawsuits. The
General Synod, the national church body that created and is responsible for the missionary
society, is already facing claims of more than $2 billion, but has assets of only about $10 million.
Several dioceses, the regional divisions of the church, face similar problems. "If just 20 of
the cases the church faces go the way the first one did, we will be bankrupt, there's no doubt
about it," says Bishop Duncan Wallace of Saskatchewan's Diocese of Qu'Appelle, that
encompasses Regina and the Gordon Reserve. Wallace is referring to a 1999 Supreme Court of
British Columbia decision in which a judge found the Anglican Church and the federal
government liable (60 and 40 per cent, respectively) for the abuse that dormitory supervisor
Derek Clarke inflicted on Floyd Mowatt in the early 1970s, while Mowatt was a student at St.
George's Indian Residential School near Lytton, B.C. The amount was settled before the judge's
67
final decision. Although the amount is confidential, no one has challenged the Journal's reported
figure of about $200,000.
The collective dollar amounts from such cases are huge, but the hurt is even greater. This
piece of Canada's past has scarred not only former students, but also former staff, many of whom
feel their reputations have been damaged, even though they personally did not abuse students.
And it has pitted Native Anglicans, the Anglican Church of Canada and the federal government
against one another in a series of legal battles that are proving costly, and even deadly; some
former students are resolved to suffer the consequences of going public, but others who have not
launched lawsuits, but were abused, have been so shocked to learn that their secrets will be
revealed in a public forum that they have taken their own lives rather than face the scrutiny and
shame of appearing as witnesses at trials.
Questions:
1. In your opinion, who is to blame for the residential schools and the abuses that occurred
within them?
2. Who should pay for the abuse that occurred?
3. What is the effect of such legal cases and their outcomes on society, the Churches, the
government, and relations between Natives and the government?
Reflection Questions:
1. List at least three things you learned about residential schools and the abuses that
occurred within them.
2. As you were reading these articles, what moved you emotionally and why?
3. How do you feel about our country and our government after learning about this topic?
68
Lesson Eight – Student Handout
ABORIGINAL SPIRITUALITY REVIEW

To prepare for this test, I suggest that you review your notes, assignments, and chapter 2 of the
Exploring World Religions: The Canadian Perspective textbook. You may also find it beneficial
to make study notes on the topics mentioned below.
Part A: True or False (20 questions)

 Key concepts discussed throughout the unit
o Origins
o Key terms
o Beliefs
o Practices, rituals and symbols
o Milestones
o Family life
o Groups and institutions
o Sacred writings
o Ethics
o Common features
o European contact
o Residential schools and reconciliation
o National Aboriginal Day
o Standoff at Oka
o Nunavut
o Recent history and Aboriginal peoples in Canada today
Part B: Matching (8 items)

 Key terms
Part C: Short Answer (3 questions)

 Beliefs
 Important community members
 Milestones
 Ethics
 Creation stories
 Practices, symbols and rituals
Part D: Long Answer (1 question)

 Assimilation methods (i.e. residential schools and reserves)
 Stereotypes
 Funding
 War and disease
 Government legislation and laws
69
Lesson Nine – Unit Test
UNIT 2 TEST – ABORIGINAL SPIRITUALITY

Name: _____________________________ Date: __________________________
K/U: _______/28 marks T/I: _______/12 marks
Comm.: _______/6 marks App.: _______/6 marks
Part A: True or False (K/U: /20 marks)

Clearly write “true” or “false” beside each of the following statements.
___________ 1. In 1998, the Canadian Charter of Rights and Freedoms guaranteed the rights
of Aboriginal peoples.
___________ 2. The term used by most Aboriginals to describe their faith is “religion.”
___________ 3. Aboriginal children learn through observations of family members and elders,
sacred teachings and cultural practices.
___________ 4. Aboriginal spirituality has a deep connection to the environment.
___________ 5. For some Aboriginal peoples, the three strands in braided sweet grass
symbolize the Creator, Spirit and Mother Earth.
___________ 6. A key aspect of Aboriginal spirituality is the belief that all things are
interconnected.
___________ 7. Some purposes of Aboriginal prayer include giving thanks and recognizing
the Creator’s greatness.
___________ 8. The Gradual Civilization Act of 1857 called for the assimilation of Aboriginal
peoples.
___________ 9. The Indian Act of 1956 enabled the creation of Residential Schools.
___________ 10. Traditionally, Aboriginals were married when the man could provide for the
family and the woman had reached puberty.
___________ 11. Bans on Aboriginal ceremonies were lifted in Canada in 1935.
___________ 12. Many Aboriginal peoples believe in life after death, specifically the concept
that their spirits will return to their ancestors.
___________ 13. The process of finding the right name for an Aboriginal child may involve
70
fasting, meditation and prayer.
___________ 14. Aboriginals believe that humans are not in a special place above other things,
but that they are equal to all creation.
___________ 15. Medicine wheels represent the cycles of life, including the seasons, four
directions and more.
___________ 16. Drums are sacred items and can represent the heartbeat of Mother Earth.
___________ 17. A common feature of Aboriginal spirituality is the belief in certain taboos.
___________ 18. A sweat lodge aims at purifying an individual’s body, mind and spirit.
___________ 19. Drumming, dancing and chanting are not part of a traditional Aboriginal
powwow.
___________ 20. The Sun Dance is considered a form of torture amongst Aboriginals.
Part B: Matching (K/U: /8 marks)

Match the definition to the appropriate key term (write the letter beside the number).
______ 1. Animism A. The belief in the rebirth of a soul in a new body or

form.
______ 2. Faithkeeper B. A purification ritual that includes the burning of sweet

grass and drawing smoke ritually over one’s body.
______ 3. Oracy C. Medicine man or spiritual leader.
______ 4. Reincarnation D. Member of a nation selected to maintain the

traditional ceremonies and rituals.
______ 5. Shaman E. A protective entity in the form of an animal, natural

object, or plant.
______ 6. Smudging Ceremony F. The attribution of a living soul to plants, animals, and
inanimate objects.
______ 7. Totem G. The process of purifying and fasting in order to be

sensitive to a vision or voices that might guide a
person.
______ 8. Vision Quest H. The ability to express oneself fluently in speech and to
71
Part C: Short Answer (T/I: /12 marks; Comm.: /4 marks)

1. Evaluate the accuracy of the following statements. Justify your reasoning by referencing
course content. (T/I: 2 marks each)
a) Aboriginal peoples believe that the correct way to teach their children is by telling them
what to do and scolding their bad behaviour.
b) Aboriginal spirituality combines aspects of monotheism and polytheism.
c) Elders are considered a burden on Aboriginal communities.
d) The transition from childhood to adulthood is considered a significant milestone in an

Aboriginal person’s life.
72
2. Compare an Aboriginal creation story with chapters one and two of Genesis. Specifically
focus on the characteristics that the two stories have in common. (T/I: 4 marks)
73
Respond to question 3 OR question 4, NOT both!
3. Imagine that you are an Aboriginal youth faced with a difficult moral decision. Identify one
aspect of Aboriginal spirituality or culture (i.e. a belief, person, ritual, etc.) that may help
you make a “good” decision. Explain your reasoning using facts discussed in class.
(Comm.: 4 marks)
4. Identify one aspect of Aboriginal spirituality that you learned in this unit that has helped you
to be more open/understanding/compassionate/tolerant of Aboriginal peoples. Justify your
reasoning using concepts discussed in class. (Comm.: 4 marks)
74
Part D: Long Answer (App.: /6 marks; Comm.: /2 marks)

Answer the question given below in a well-structured, multi-paragraph response. Please review
the marking scheme prior to starting your response. Record your response on the paper provided.
Marking:
Application
- Makes meaningful and detailed connections between the provided passage, personal
experience and content discussed in class
Communication
- Uses language conventions (i.e. spelling, grammar, sentence and paragraph structure,
etc.) effectively
- Expresses and organizes ideas effectively, using unit-specific terminology
Question:
Respond to the following statement using at least 3 pieces of evidence from our class readings,
notes and discussions. (Do you agree or disagree with this statement? Why?)
“Sadly, our history with respect to the treatment of Aboriginal people is not something in
which we can take pride. Attitudes of racial and cultural superiority led to a suppression of
Aboriginal culture and values. As a country, we are burdened by past actions that resulted in
weakening the identity of Aboriginal peoples, suppressing their languages and cultures, and
outlawing spiritual practices. We must recognize the impact of these actions on the once self-
sustaining nations that were disaggregated, disrupted, limited or even destroyed by the
dispossession of traditional territory, by the relocation of Aboriginal people, and by some
provisions of the Indian Act. We must acknowledge that the result of these actions was the
erosion of the political, economic and social systems of Aboriginal people and nations.”
– Statement of Reconciliation, 1998

Canadian Federal Government
75
Lesson Nine – Assessment Tool
UNIT TEST – ABORIGINAL SPIRITUALITY

Name: Marking Scheme Date: __________________________
K/U: _______/28 marks T/I: _______/12 marks
Comm.: _______/6 marks App.: _______/6 marks
Part A: True or False (K/U: /20 marks)

Clearly write “true” or “false” beside each of the following statements.
False 1. In 1998, the Canadian Charter of Rights and Freedoms guaranteed the rights
of Aboriginal peoples.
False 2. The term used by most Aboriginals to describe their faith is “religion.”
True 3. Aboriginal children learn through observations of family members and elders,
sacred teachings and cultural practices.
True 4. Aboriginal spirituality has a deep connection to the environment.
False 5. For some Aboriginal peoples, the three strands in braided sweet grass
symbolize the Creator, Spirit and Mother Earth.
True 6. A key aspect of Aboriginal spirituality is the belief that all things are
interconnected.
True 7. Some purposes of Aboriginal prayer include giving thanks and recognizing
the Creator’s greatness.
True 8. The Gradual Civilization Act of 1857 called for the assimilation of Aboriginal
peoples.
False 9. The Indian Act of 1956 enabled the creation of Residential Schools.
True 10. Traditionally, Aboriginals were married when the man could provide for the
family and the woman had reached puberty.
False 11. Bans on Aboriginal ceremonies were lifted in Canada in 1935.
True 12. Many Aboriginal peoples believe in life after death, specifically the concept
that their spirits will return to their ancestors.
76
True 13. The process of finding the right name for an Aboriginal child may involve
fasting, meditation and prayer.
True 14. Aboriginals believe that humans are not in a special place above other things,
but that they are equal to all creation.
True 15. Medicine wheels represent the cycles of life, including the seasons, four
directions and more.
True 16. Drums are sacred items and can represent the heartbeat of Mother Earth.
True 17. A common feature of Aboriginal spirituality is the belief in certain taboos.
True 18. A sweat lodge aims at purifying an individual’s body, mind and spirit.
False 19. Drumming, dancing and chanting are not part of a traditional Aboriginal
powwow.
False 20. The Sun Dance is considered a form of torture amongst Aboriginals.
Part B: Matching (K/U: /8 marks)

Match the definition to the appropriate key term (write the letter beside the number).
F 1. Animism A. The belief in the rebirth of a soul in a new body or form.
D 2. Faithkeeper B. A purification ritual that includes the burning of sweet

grass and drawing smoke ritually over one’s body.
H 3. Oracy C. Medicine man or spiritual leader.
A 4. Reincarnation D. Member of a nation selected to maintain the traditional

ceremonies and rituals.
C 5. Shaman E. A protective entity in the form of an animal, natural object,

or plant.
B 6. Smudging Ceremony F. The attribution of a living soul to plants, animals, and

inanimate objects.
E 7. Totem G. The process of purifying and fasting in order to be

sensitive to a vision or voices that might guide a person.
G 8. Vision Quest H. The ability to express oneself fluently in speech and to

77
Part C: Short Answer (T/I: /12 marks; Comm.: /4 marks)

1. Evaluate the accuracy of the following statements. Justify your reasoning by referencing
course content. (T/I: 2 marks each)
a) Aboriginal peoples believe that the correct way to teach their children is by telling them
what to do and scolding their bad behaviour.
False; Aboriginal ethics state that it is wrong to interfere. Rather than telling the child
what to do, parents should model appropriate behaviour to teach their offspring by
example.
b) Aboriginal spirituality combines aspects of monotheism and polytheism.
True; although Aboriginal spirituality acknowledges that presence of many spirits, there
is one Great Spirit who has more power and control than all others.
c) Elders are considered a burden on Aboriginal communities.
False; elders are venerated for their age and wisdom. They play a key role in maintaining
the spiritual and cultural traditions of their community by passing on their knowledge to
younger generations.
d) The transition from childhood to adulthood is considered a significant milestone in an

Aboriginal person’s life.
True; a coming-of-age ceremony is conducted in honour of the youth. This ceremony

includes a vision quest, which is considered sacred in Aboriginal spirituality.
2. Compare an Aboriginal creation story with chapters one and two of Genesis. Specifically
focus on the characteristics that the two stories have in common. (T/I: 4 marks)
Answers will vary, but students should make reference to the four characteristics of all
creation stories:
- The creator
- The world before creation
- Creation
- The creator’s response to creation
78
Respond to question 3 OR question 4, NOT both!
3. Imagine that you are an Aboriginal youth faced with a difficult moral decision. Identify one
aspect of Aboriginal spirituality or culture (i.e. a belief, person, ritual, etc.) that may help
you make a “good” decision. Explain your reasoning using facts discussed in class.
(Comm.: 4 marks)
Answers will vary, but the students are expected to:

- Identify one aspect of Aboriginal spirituality or culture
- Explain their choice using references to course content
- Use proper terminology and language conventions
4. Identify one aspect of Aboriginal spirituality that you learned in this unit that has helped you
to be more open/understanding/compassionate/tolerant of Aboriginal peoples. Justify your
reasoning using concepts discussed in class. (Comm.: 4 marks)
Answers will vary, but the students are expected to:

- Identify one aspect of Aboriginal spirituality or culture
- Explain their choice using references to course content
- Use proper terminology and language conventions
Part D: Long Answer (App.: /6 marks; Comm.: /2 marks)

Answer the question given below in a well-structured, multi-paragraph response. Please review
the marking scheme prior to starting your response. Record your response on the paper provided.
Marking Criteria:
Application
- Makes meaningful and detailed connections between the provided passage, personal
experience and content discussed in class
Communication
- Uses language conventions (i.e. spelling, grammar, sentence and paragraph structure,
etc.) effectively
- Expresses and organizes ideas effectively, using unit-specific terminology
Question:
Respond to the following statement using at least 3 pieces of evidence from our class readings,
notes and discussions. (Do you agree or disagree with this statement? Why?)
“Sadly, our history with respect to the treatment of Aboriginal people is not something in
which we can take pride. Attitudes of racial and cultural superiority led to a suppression of
Aboriginal culture and values. As a country, we are burdened by past actions that resulted in
weakening the identity of Aboriginal peoples, suppressing their languages and cultures, and
79
outlawing spiritual practices. We must recognize the impact of these actions on the once self-
sustaining nations that were disaggregated, disrupted, limited or even destroyed by the
dispossession of traditional territory, by the relocation of Aboriginal people, and by some
provisions of the Indian Act. We must acknowledge that the result of these actions was the
erosion of the political, economic and social systems of Aboriginal people and nations.”
– Statement of Reconciliation, 1998

Canadian Federal Government
Answers will vary, but the students are expected to agree with the statement and to provide
references to class content to support their reasoning. The students will be evaluated according to
the guidelines above.
80
References
Bauer, M. (2016). Wab Kinew: Top 5 stereotypes toward Indigenous peoples in Canada.
Retrieved from https://www.youtube.com/watch?v=20EmLfHTVlw
BuzzFeedYellow. (2016). 9 questions Native Americans have for white people. Retrieved from
Canku Ota. (2003). A Cherokee creation story. Retrieved from
http://www.turtletrack.org/Issues03/Co10182003/CO_10182003_Creation_Story.htm
Clark, E. (2013). Central beliefs and morality. Retrieved from
https://sites.google.com/site/49clark49/mycalendar/aboriginal-spirituality
Clark, E. (2013). Common features of Aboriginal spirituality note. Retrieved from
https://sites.google.com/site/49clark49/mycalendar/aboriginal-spirituality
Clark, E. (2013). European contact and Aboriginal spiritual traditions overhead note. Retrieved
from https://sites.google.com/site/49clark49/mycalendar/aboriginal-spirituality
Clark, E. (2013). Key terms. Retrieved from
Clark, E. (2013). Residential schools. Retrieved from
Clark, E. (2014). Native peoples of Canada. Retrieved from
Clark, E. (2016). Wisdom of elders worksheet. Retrieved from
81
Coates, V. (2014). Aboriginal art and rituals. Retrieved from
https://classnet.wcdsb.ca/sec/StD/Gr11/Religion/coates11/Shared%20Documents/Forms/
AllItems.aspx
DesRivieres, D., et al. (2001). Exploring world religions: The Canadian perspective. Don Mills,
Ontario: Oxford University Press.
First Nations Inquiry Resources. (n.d.). Dene: Creation of seasons. Retrieved from
First Nations Inquiry Resources. (n.d). Haida myth: Conflict and robbery. Retrieved from
First Nations Inquiry Resources. (n.d.). Tsimshian: Rebirth of a corpse. Retrieved from
Institute for Catholic Education. (2006). Ontario Catholic secondary curriculum policy
document. Retrieved from http://iceont.ca/wp-content/uploads/2015/08/Secondary-
Religious-Ed-2006.pdf
Lamb, A. (2015). Creation story assignment.
Lamb, A. (2015). Unit #2 test – Aboriginal spirituality.
Langevin, P. (2015). Aboriginal spirituality sacred symbols. Retrieved from
https://mrlangevin.wikispaces.com/HRT3M
Legends of America. (2003). Native American totem animals and their meanings. Retrieved
from http://www.legendsofamerica.com/na-totems.html
McNamee, G. (1993). The Tohono O'odham creation story. Retrieved from
http://www.hanksville.org/voyage/poems/Papagocreation.html
82
Nelson. (2010). Chapter 3 PowerPoint: The story of Canadian Aboriginal spirituality. Retrieved
from http://www.nelson.com/worldreligions/teachersource/supplementary.html
Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation and reporting
in Ontario schools. Retrieved from
http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
Smith, A. (n.d.). Yhi brings life to the world. Retrieved from
http://www.astronomy.pomona.edu/archeo/aborigines/yhibrings.htm
Statistics Canada. (2016). Aboriginal peoples in Canada: First Nations people, Métis and Inuit.
Retrieved from https://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-011-x/99-011-
x2011001-eng.cfm
World Myths and Legends in Art. (n.d.). Ketoh (wrist guard). Retrieved from
http://archive.artsmia.org/world-myths/artbyculture/ketoh_story.html
Wright, J. (2011). Personal totem assignment. Retrieved from
https://classnet.wcdsb.ca/sec/StD/Gr11/Religion/mrs.wright/Shared%20Documents/Form
s/AllItems.aspx?RootFolder=%2Fsec%2FStD%2FGr11%2FReligion%2Fmrs.wright%2F
Shared%20Documents%2FUnit%202%20Native%20Spirituality&FolderCTID=0x01200
05585480D58BD29419681F834317DBEF6&View=%7BC2C55BFE-50D7-4029-907C-
30ED4F71CC2D%7D

HRT 3m - Aboriginal Spirituality Unit Plan

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Running head: ABORIGINAL SPIRITUALITY

Aboriginal Spirituality Unit Plan

Ontario Institute for Studies in Education

Learning Goals ……………………………………………………………..……………… page 2

Summary of Culminating Task ……………………………………………...…………..… page 3

Links to Prior Knowledge ……………………………………………...……………...…... page 4

Summary of Lessons …………………………..………………...………………………… page 4

Lesson Plans, Assessment/Evaluation Tools and Students Handouts ……………………... page 7

References ………………...…………………………………………………….………... page 80

Unit Context and Rationale

Ontario Curriculum Expectations and Enduring Understandings

A. Research and Inquiry Skills

Links to Catholic Graduate Expectations

Other Course Expectations or Initiatives

Summary of Culminating Task

Links to Prior Knowledge

Lesson Two (Assignment – 3%)

Lesson Three (Reflection – 2%)

Lesson Six (Reflection – 2%)

Unit Test (Test – 5%)

Lesson Plans, Assessment/Evaluation Tools and Students Handouts

Lesson One – Lesson Plan

By the end of this lesson, students will:

The graduate is expected to be:

Assessment and Evaluation

Oral Question & Answer Self-assessment  Conference/Interview

Work Samples/Essays Peer-assessment Response Journal

Demonstration/ Exhibition Quiz/Test Performance Task

Student Profile Other: _____________________________________________________________

Materials and Resources

Setting the Context for Learning: Think-Pair-Share

Sharing Purpose and Objectives Grouping Timing

Overall, today’s lesson has three key objectives:

Description: Grouping Timing

Consolidation and Connection / Grouping Timing

Description: (Whole class)

Lesson One – Assessment Tool

Anecdotal Record Student: ___________________

Lesson One – Student Fill-in-the-Blanks Note

INTRODUCTION TO ABORIGINAL SPIRITUALITY

2. _______________ paintings on rocks

3. _______________ representing burial rites

Aboriginal Spirituality Around the World

Aboriginal People in Canada

ABORIGINAL SPIRITUALITY KEY TERMS

Aboriginal Of _______________ ancestry, inhabiting or existing in a land from

animism The attribution of a living soul to plants, _________________,

elders Aboriginal men or ___________ who are recognized,

faithkeeper Member of a nation selected to maintain the traditional

First Nations An Aboriginal _______________ or a community functioning as a

genesis The __________________, the beginnings, the formation of

Indigenous Refers to native, original, or _______________ known inhabitants of a

longhouse _________________ home, cigar-shaped, about fifty metres long and

Longhouse Religion of the __________________.

monotheism The belief in one _____________.

oracy The ability to express oneself __________________ in speech and to

polytheism The belief in or worship of more than _________ god.

powwow A gathering of _______________________ people with ritual dances,

reincarnation The belief in the _________________ of a soul in a new body or form.

sachems The _______________________ chief of a clan.

shaman An Aboriginal spiritual __________________ (or sometimes referred

smudging ceremony A _____________________ ritual that includes the burning of sweet

tipi Cone-shaped ______________ and dwelling found in the nations of