.

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CURRICULA IN THE CLASSROOM?

(Cat. #71110)

Summer Intersession 1994 ?

Instructors: M. Martin &

(May 2 - June 10)

?

V. Hutchinson

Prince Rupert

PREREQUISITE:

60 hours of credit (Dance experience welcome but not necessary)

DESCRIPTION

This course will include:

a)

The study and formulation of rationale for implementing First Nations curricula;

b)

The study of a conceptual framework used to develop and assess authentic First

Nations curricula and materials;

C)

?

The identification and study of strategies approprite to the implementation of

First Nations curricula;

d) ?

The development of teaching modules for the implementation of First Nations

curricula.

OBJECTIVES

Success in First Nations curriculum implementation entails viewing the process in a

wide socio-political context rather than a restrictive one merely containing strategies to

be practised.

In this course, students will:

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Explore through readings and discussion various historical and contemporary

perspectives on First Nations curriculum development;

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Articulate through writing and discussion a conceptual framework for First

Nations curriculum development and implementation;

-

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Develop criteria for assessing material for First Nations studies;

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Identify teaching strategies that coincide with their understanding of First

Nations curricula implementation;

-

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Develop teaching modules that reflect an understanding of the socio-political and

technical aspects of First Natons cirriculum implementation.

ASSIGNMENTS

a)

A short essay (5-7 pages) presenting a rationale for First Nations studies which is

based on an understanding of the historical, socio-political and practical realities

involved.

b)

A critical assessment of selected books/materials identified for use in First

Nations studies.

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I.

EDUC 389-3 (D1.00) -2-

c)

Preparation of three lessons emanating from First Nations curricula and in which

there is a strategy or strategies specifically identified by the teacher as appropriate

to the content and cultural context.

d)

Classroom teaching of the three lessons. One of the lessons is to be video-taped.

e)

An oral presentation on the lessons taught, which will include exerpts from the

video, a critical evaluation of the experience, and feedback from other teachers.

f)

A written critical evaluation of the three lessons which will include reflection on

the feedback received during the oral presentation.

EXPECTATIONS

a)

Students will attend all classes.

b)

Students will do all readings within the timeframe requested.

C) ?

Students will participate actively in discussions.

ASSESSMENT AND GRADING P1

a)

Short essay

b)

Book/materials assessment

C) ?

Preparation of three lessons

d)

Written critical evaluation

e)

Oral presentation

OCEDURE

20%

10%

20%

20%

30% (self-evaluated with held of written

group evaluations)

TEXTS

Barman, J

.

, Herbert, Y. & McCaskill, D. (eds.). (1987). Indian Education in Canada. Vol.1:

The Legacy. Vancouver: UBC Press.

Barman, J

.

, Herbert, Y. & McCaskill, D. (eds.). (1987). Indian Education in Canada. Vol.11:

The Challenge. Vancouver: UBC Press.

Slapin, B. & Seale, D. (eds.). (1992). Through Indian Eyes: The Native Experience in

Books for Children. Gabriola Island: New Society Publishers.