Modules
1. Staking the Claim
2. Rights, Responsibilities and Justice
3. Governance and Leadership
4. The Residential School System in Canada
5. Inuuqatigiitsiarniq Project
Knowledge and Understanding Outcomes
Students will:
1. demonstrate understanding of the impact of Inuit contact with non-Inuit (1)
2. explain the process of assimilation/acculturation on Inuit culture and language (1)
3. appreciate the history of how Inuit political leaders emerged and adapted and their accomplishments (1)
4. recognize the importance of their continued participation in the political and electoral processes (1)
5. identify the structures and processes of the Canadian legal system and responsibilities (2)
6. recognize that all humans are born with inalienable rights as set out by the U.N. Universal Declaration of Human Rights and supported by the Canadian Charter of Rights and Freedoms (2)
7. understand the importance placed on restoring balance and harmony by traditional and contemporary Inuit society and processes used to accomplish this (2)
8. understand that societies are dynamic and change over time (2)
9. recognize the importance of their continued participation in civic processes (2)
10. examine how decisions are made in various contexts (3)
11. explore the IQ principle of Pijitsirarniq (serving) through the study of leadership in Nunavut and Canada (3)
12. identify the structures of the Government of Canada and the Government of Nunavut (3)
13. recognize how power is distributed locally, regionally, and nationally (3)
14. demonstrate an understanding of the importance of Tunngavik in their lives, their community, their region and territory (3)
15. apply critical thinking skills to analyze and deconstruct government policies from an historical perspective (4)
16. examine the consequences of the Residential Schools system using oral, visual and written material (4)
17. identify aspects of continuity and change in the story of residential schools (4)
18. analyze the concept of reconciliation through the use of oral, visual and written material and the roles of individuals, communities, institutions and governments in the reconciliation process (4)
19. identify strategies they could employ to help facilitate awareness and reconciliation in their communities (4)
20. integrate and synthesize ideas and evidence so as to express a personal opinion on selected issues (4)
21. choose appropriate tools to communicate their learning to an authentic audience (4)
22. research and analyze a significant Canadian Conflict in terms of causes and consequences, continuity and change and historical perspective (5)
a. evaluate solutions to the conflict
b. consider and theoretically apply potentially better solutions, including those rooted in the Inuit Qaujimajatuqangit principles
c. express and defend the research and the results in the form of a written essay
d. present a summary of the research and results to the class
Skills and Processes
Dimensions of Thinking
Students will:
S.1 develop skills of critical thinking and creative thinking:
- evaluate ideas and information from multiple sources
- determine relationships among multiple and varied sources of information
- assess the validity of information based on context, bias, sources, objectivity, evidence or reliability
- predict likely outcomes based on factual information
- evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue
- synthesize information from contemporary and historical issues to develop an informed position
- evaluate the logic of assumptions underlying a position
- assemble seemingly unrelated information to support an idea or to explain an event
- analyze current affairs from a variety of perspectives
S.2 develop skills of historical thinking:
- analyze multiple historical and contemporary perspectives within and across cultures
- analyze connections among patterns of historical change by identifying cause and effect relationships
- analyze similarities and differences among historical narratives
- evaluate the impact of significant historical periods and patterns of change on the contemporary world
- discern historical facts from historical interpretations through an examination of multiple sources
- identify reasons underlying similarities and differences among historical narratives
- develop a reasoned position that is informed by historical and contemporary evidence
- demonstrate an understanding of how changes in technology can benefit or harm society – in the context of the present, the future and various historical time periods use current, reliable information sources from around the world
S.3 develop skills of geographic thinking:
- analyze the impact of physical and human geography on history
- make inferences and draw conclusions from maps and other geographical sources
- locate, gather, interpret and organize information, using historical maps
- develop and assess geographical representations to demonstrate the impact of factors of geography on world events
- assess the impact of human activities on the land and the environment
- assess how human interaction impacts geopolitical realities
- use current, reliable information sources from around the world, including online atlases
S.4 demonstrate skills of decision making and problem solving:
- demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
- develop inquiry strategies to make decisions and solve problems
- generate and apply new ideas and strategies to contribute to decision making and problem solving
- describe a plan of action to use technology to solve a problem
- use appropriate tools and materials to accomplish a plan of action
Social Participation as a Democratic Practice
Students will:
S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
- demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
- participate in persuading, compromising and negotiating to resolve conflicts and differences
- interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding
- demonstrate leadership during discussions and group work
- respect the points of view and perspectives of others
- collaborate in groups to solve problems
S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:
- demonstrate leadership by engaging in actions that enhance personal and community well-being
- acknowledge the importance of multiple perspectives in a variety of situations
Research for Deliberative Inquiry
Students will:
S.7 apply the research process:
- develop, express and defend an informed position on an issue
- reflect on changes of points of view or opinion based on information gathered and research conducted
- draw pertinent conclusions based on evidence derived from research
- demonstrate proficiency in the use of research tools and strategies to investigate issues
- consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues
- integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry
- develop, refine and apply questions to address an issue
- select and analyze relevant information when conducting research
- plan and perform complex searches, using digital sources
- use calendars, time management or project management software to assist in organizing the research process
- generate new understandings of issues by using some form of technology to facilitate the process
- record relevant data for acknowledging sources of information, and cite sources and correctly respect ownership and integrity of information
Communication
Students will:
S.8 demonstrate skills of oral, written and visual literacy:
- communicate effectively to express a point of view in a variety of situations
- use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue
- ask respectful and relevant questions of others to clarify viewpoints
- listen respectfully to others
- use a variety of oral, written and visual sources to present informed positions on issues
- apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues
- use appropriate presentation software to demonstrate personal understandings
- compose, revise and edit text
- apply general principles of graphic layout and design to a document in process understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics)
- apply principles of graphic design to enhance meaning and engage audiences
S.9 develop skills of media literacy:
- assess the authority, reliability and validity of electronically accessed information
- evaluate the validity of various points of view presented in the media
- appraise information from multiple sources, evaluating each source in terms of the author’s perspective or bias and use of evidence
- analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between sound generalizations and misleading oversimplification
- demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic
