This Ontario Ministry of Education course - All Schools



Meeting Times: Tuesdays 1-3 p.m. for Tutorial TimeWednesday 12:55 -3 p.mThursdays 8:45 a.m. to 3:00 p.m. 1. Course DescriptionThis Ontario Ministry of Education course Issues of Indigenous Peoples in a Global Context (NDW4M) provides students with an overview of the issues and challenges that confront indigenous peoples worldwide. Students will develop an understanding of the concerns and aspirations of the world's indigenous population, plan and conduct research on global issues that have an impact on indigenous peoples, and use information technology to consult materials related to the views of indigenous peoples throughout the world.Students will demonstrate achievement of the course expectations through the completion of the following summative tasks:Unit Summative Tasks1Indigenous Terms, Knowledge, Languages and Significant Indigenous People2Field Trip to Jack Smythe Field Centre: Connections to the Land via snowshoeing3Field Trip: Brampton Library, Culminating Unit:, Research Skills, Valid Sources, Bibliography, Citations, BYOD Devices, Cloud Computing, Digital Footprints Social Media4Dialogue #1: Indigenous Perspectives, Biases, Identity, Self-determination5Dialogue #2: Guest Speaker from the Peel Aboriginal Network6Indigenous Contributions Presentation to grade 4 students7Dialogue #3: Field Trip to Crawford Lake Iroquois Village8Indigenous Economic Self-sufficiency and Careers in Indigenous Arts, Education, Media and Support Services9Dialogue #4: Field Trip to the Six Nations of the Grand River First Nation10Indigenous Connections 3 day Experience at Camp Kitchikewana2. Assessment and Evaluation A: Identity: Overall Expectations By the end of this course, students will:? identify where indigenous peoples are situated throughout the world;? describe emerging global economic and environmental practices and their impact on indigenous cultural identity;? identify some of the challenges to maintaining their identities that indigenous communities throughout the world encounter in a highly industrialized world;? demonstrate an understanding of the commonality of world views of indigenous peoples around the world.B: Relationships - Overall Expectations By the end of this course, students will:? describe some of the international indigenous peoples’ organizations developed by indigenous peoples throughout the world;? describe similarities and differences in the relationships between the world’s indigenous populations and their national governments;? describe the current dialogue concerning renewed relationships between indigenous peoples and various national governments;? demonstrate an understanding of the distinction between the terms indigenous people and indigenous populations;? identify examples of partnerships between indigenous communities and national governments or multinational corporations to foster indigenous economic self-sufficiency.C: Sovereignty - Overall Expectations By the end of this course, students will:? identify the nature and scope of “self-determination” as articulated by indigenous peoples worldwide;? describe the basis for the autonomy of indigenous peoples;? describe efforts by the world’s indigenous peoples to lobby the international community for recognition of their right to self-determination;? describe the importance of international forums for advancing the rights of indigenous peoples around the world.D: Challenges - Overall Expectations By the end of this course, students will:? identify the common issues facing the world’s indigenous peoples;? demonstrate an understanding of the factors that in?uence indigenous peoples’ participation in international affairs or the global economy;? describe a variety of approaches that indigenous peoples are taking to preserve and maintain indigenous knowledge as it relates to such things as culture, language, and the environment.3. Definitions for AssessmentDiagnostic: This refers to assessment activities undertaken at the beginning of a block of learning to determine student's strengths and learning needs in order to plan, modify, and adjust instruction or to provide alternative learning opportunities. Diagnostic assessment data is not used in the determination of grades.Formative: This refers to the ongoing assessment and/or evaluation during the learning process. It is used to monitor student performance and provide feedback in an effort to enhance and improve their performance on summative tasks. As well, recorded formative data may be tracked and monitored to support professional judgement in cases where the body of summative evidence provided by the student has been affected by illness, missed assignments, etc.Summative: This refers to assessment and/or evaluation that occurs at the conclusion of a block of learning for the purposes of determining the grade. Summative assessment provides the foundation for teachers' professional judgement. These assessments are reported across the four categories of the achievement chart.4. Assessments Assessments will be distributed across four achievement chart categories using a variety of assessment methods:Categories of AchievementKnowledge / UnderstandingThinking / InquiryCommunicationApplicationCategory DescriptionStudents will develop knowledge of facts, terms, concepts, principles and theories and develop an understanding of the relationship among theories.Students will develop critical and creative thinking skills (reflecting and explaining) and research and inquiry skills (formulating questions).Students will develop communication of information and ideas using language, symbols and visuals and forms for different audiences and purposes.Students will practice the application of ideas and skills in familiar contexts and transfer concepts and procedures to new contexts through presentations, using technology and visual equipment.Each week, students should complete homework, prepare for field trips, reflect on activities and guest speaker presentations. For assignments, presentations and communication skills throughout this Wilderness Experience program, students will be assessed under the following categories. Achievement Category Weightings50-59%(Level 1)60-69%(Level 2)70-79%(Level 3)80-100%(Level 4)Learning Skills and Work Habits: It is an expectation that each student is assessed not only on their academic achievement but also on their Learning Skills. According to the Growing Success document, these skills include: Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation. Each of these six learning skills will be evaluated on the report card as E – Excellent, G – Good, S – Satisfactory or N – Needs Improvement. The development and consistent practice of these Learning Skills and Work Habits will positively influence the student’s academic achievement.Experiential Education: During our numerous outdoor experiential field trips, we will be away from the school for the entire day. Students need to act responsibly, commit to attending all field trips and prepare themselves adequately. At home, students will need to prepare and pack their own lunches the day before each field trip. Students will also need to dress appropriately for hot or cold weather conditions, wear sun screen, sunglasses, bring drinking water and doctor prescribed medication.Assessment Expectations: To earn a credit students have the responsibility to submit sufficient evidence of their understanding within established deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that is provided, so that his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence in the key understandings for the course, the entire credit is at stake. It is a very serious matter for a student to miss opportunities to demonstrate understanding through assessment. One of the consequences of missing an assessment is that the student may be assigned an Incomplete (I) for that task. If the student fails to provide a sufficient body of assessment evidence to the teacher, the entire credit may be Incomplete. Deadlines: Some deadlines are negotiable, some are absolute. If the student does not complete or submit work on either an absolute or a negotiated deadline, that work will be considered incomplete. The student should seek assistance from the teacher when unable to complete the task due to insufficient knowledge or skill. It is the responsibility of the student to plan ahead and to take action and negotiate an alternate deadline in circumstances when he/she is unable to complete the task on time. Academic HonestyIt is expected that students complete their own work in a transparent honest manner. Plagiarism will not be tolerated. “Plagiarism is the action of taking and using, as one’s own, the thoughts, writings or inventions of another. It could be an idea, design, passage or work. Plagiarism also exists if a student copies word for word. Plagiarism of ideas also exists if a student takes and uses an idea without giving proper annotation (i.e. to note the author or source of the information including the Internet). Plagiarism also extends to submitting the work of friends, peers, and/or parents as your own” (Peel Alternative School Student Handbook). Students found to have plagiarized will have to admit their error, redo the assignment and may receive a mark of zero.Mark Breakdown Term Work: 70%Final Evaluation: 30% (15% Culminating Unit + 15% Summative Assessment)Student and Parent AgreementI have read the above course information for Issues of Indigenous Peoples in a Global Context (NDW4M) and agree to follow and meet the above expectations. Parent Name Student Name Student Number---------------------------------------------- -------------------------------------------- ------------------------------ Please Print Please Print Please Print------------------------------------------- -------------------------------------------- ----------------------------------------- Parent Signature Student Signature Date (DD/MM/YYYY) ................
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