USC6.1

Indicator:

USC6.1 a. Describe values one appreciates in self and in others and explain why.

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USC6.1 b. Propose why people behave the way they do (e.g., personal beliefs, societal norms).

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USC6.1 c. Identify sources of, and evaluate information about, personal beliefs and values.

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  • Read and discuss the Parables of the Unjust Steward and the Good Samaritan (Luke 10:30-37) and Jesus' teaching in the Beatitudes (Matt. 5:1-12) or Peter and forgiveness (Matt. 18:21-35) to introduce the concept of virtues.

Indicator:

USC6.1 d. Communicate an informed personal definition of personal standards (e.g., core personal values that are reflected in how you treat yourself, how you treat others, what and how you speak, your behaviours).

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USC6.1 e. 

Uncover personal standards by exploring questions such as:

  • What are the standards that I will expect myself to live by at all times?
  • What are my standards for dealing with challenges/problems?
  • What are the boundaries for the attitudes and actions that I will accept for myself, my peers, my family, and my community? What standards are part of my cultural heritage?
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Indicator:

USC6.1 f. Consider how and why personal values may change (e.g., norms, trends, values/priorities, relationships, critical events).

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USC6.1 g. Investigate (including through drama, dance, music, and/or visual art) the factors that have the most influence on personal standards.

First Nations, Métis & Inuit Education Integration Resources:

  • Access FNMI actors/drama groups, dancers, musicians, or artists to initiate an inquiry project into factors influencing student's personal standards (values/principles).  [Suggested resources below]  Use a KWLQ chart to activate prior knowledge and create further questions for the inquiry project where students will identify and create a piece (drama, dance, music, visual art) to express the factors influencing their own personal standards (values/principles).  Evaluate with the "Investigate and Interpret" Holistic Rubric found on page 29.
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Indicator:

USC6.1 h. Describe healthy attitudes and behaviours that affirm personal standards.

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Indicator:

USC6.1 i. Define identity as being related to who we feel we are and how we define ourselves.

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  • Connects with USC6.1.m
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Indicator:

USC6.1 j. Examine the connections between affirming personal standards and developing identity.

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Indicator:

USC6.1 k. Explore when personal standards may be reinforced or challenged.

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Indicator:

USC6.1 l. Analyze events or factors that cause people to make decisions that reflect or conflict with their personal standards.

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Indicator:

USC6.1 m. Discuss factors that affect the identities of people as a result of colonization.

First Nations, Métis & Inuit Education Integration Resources:

  • Using the Medicine Wheel as a visual aid to illustrate First Nation wholeness before colonization, fill in the quadrants with examples of how the four directions (Physical, Emotional, Mental and Spiritual) [PowerPoint available through FNMI Representative on your staff or  GSCS-FNMI Unit at board office] were full in traditional communities.
  • YouTube video by Don Warne explaining the Lakota perspective and teachings on the Medicine Wheel-comparing and contrasting traditional and modern medicine - http://www.youtube.com/watch?v=fIGrFHy463g
  • Teacher resource-The Medicine Wheel: Learning with a Native Perspective. Grade 10 unit plan can be adapted or used for teacher background information:
  • http://www.historysociety.ca/content/en/pdfs/johnson.pdf Downloads: Mapping the Healing Journey
  • Teacher Resource: Four Worlds Centre for Development learning http://www.fourworlds.ca/publications002.html
  • Systematically erase the gifts in a discussion of what was lost through the processes of colonization (most specifically Residential School abuses).
  • Focus on the photo of the young man found in the Residential School PowerPoint-slide 6 [PowerPoint available through FNMI Representative on your staff or GSCS-FNMI Unit] and discuss what was 'put back into the wheel' through the process of colonization.
  • Debrief how this new identity impacts healthy decision making in FNMI Residential School survivors and families.
  • Connect students to the Medicine Wheel teachings (Power point from Reps or FNMI Unit) by filling out a Medicine Wheel and identifying how they are currently filling their own wheel.
  • Use these Medicine Wheels for student portfolios, goal-making activities, decision-making models (will this action fill or erase my wheel?), create school bulletin boards etc.
  • This activity may also address aspects of USC 6.2.g
  • Other Resources:
    • The Wheel of Life: Available in the print resource First Nations, Inuit, and Métis Peoples:  Exploring their Past, Present, and Future (GSCS-FNMI Education department).
    • http://www.socialjustice.org/index.php?page=aboriginal-issues this website includes access to download titles which contain information which may be adapted to suit grade 6 student needs such as:  Expanding the Circle People who care about ending racism. Author: Ann Curry-Stevens ISBN: 0-9733292-2-X Price: $5.00 File Size: 2725 KB This 24-page booklet is a collection of tools and resources that are designed to assist white learners understand our racist history and the details of 21st century racism in Canada. Drawing often from tools of educators in Canada and in the USA, the booklet is designed to take learners through a journey of self-discovery, gently asking probing questions and helping white learners come to understand the ways in which they both gain and lose through racism. It concludes with several sections on taking action - learning ways in which white people can stand in solidarity with people of colour and take action to interrupt racism. It is geared to both learners already introduced to the topic as well as newcomers to the topic. Available in English and French versions.
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Indicator:

USC6.1 n. Determine how decision making is influenced by personal standards.

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