Classroom divided | - Teachers fear students who take a First Nations course over a social studies course may emerge with a different understanding of our country. By ALEX HAMILTON EDUCATORS SAY it's wrong to let high school grad-students take First Nations !2, a course on native history and traditions, in place of Social Studies 11, which covers 20th century Canadian. history, because they'll leave school with different notions about Ca- nada. - Caledonia Senior Secondary social studies - teacher. Ed Harrison said First Nations 12 is mired in controversy because the education .-ministry-made the course an option to Social . Studies 11. Harrison is worried that students who take First Nations 12 in lieu of Social Studies 11, ‘Which covers Canadian history from 1914 to the present, may leave school unprepared for their future lives as Canadian citizens. - “Social Studies 11 gives students a sense of Canadian identity,” Harrison said. “It teaches students how to live and participate in a de- mocratic sociely.” Harrison, a past president of the B,C, Social Studies Teachers’ Association, said the mini- stry elevated First Nations 12 from an optional course to a graduation credit course last year - without meaningfully consulting with the Tea- chers* Association. Rather than making First Nations 12 the equivalent of Social Studies 11, the associa- tion would have preferred the ministry add more native material into the social studies curriculum. That way all students could gradu- “ale with the same understanding of Canadian history. “The ministry decided to make it the equi- valent to Social Studies 1] but the B.C. Tea- _chers Association opposed it because we felt Social Studies 11 should be an inclusive course,” Harrison said. ‘YF it is a question of not enough First. Na- tions. material in [the Social Studies 11] course then let’s do something about it. But let’s not divide people.” : Harrison said the ministry needs to begin writing native history and material into text- books. He said the educalion ministry is reluctant ormously expensive to rewrite and publish new textbooks. “But it has to be done, and as long as it doesn't happen First Nations people will be marginalized.” Wayne Axford, the B.C. Social Studies Teachers Association’s current president, said the ministry made the First Nations course an equivalent to social studics to increase the number of native graduates. “This was quick and dirty in my opi- nion, because it didn’t involve a lot of expenses to really look at the prablems of why First Nations students aren't graduating.” — Ed Harrison Many aboriginal students had difficulty passing Social Studies 11, Axford said. “The thought was they’d have greater suc- cess with a course that was more relevant to their interests,” Axford said. Statistics show on average only 31 per cent: of B.C.’s 40,000 aboriginal students will gradu- - ate with Grade 12 qualifications, compared to more than 70 per cent of non-aboriginal stu- dents. Harrison said the problem with giving stu- dents the option of taking First Nations 12 ra- ther than Social Studies 11, is that the courses aren’t equal matches, and shouldn’t be consid- ered equivalents. The association feels because the courses aren’t equal, students may find First Nations 12 any easy credit option to Social Studies 11. “This was quick and dirty in my opinion, because it didn’t involve a lot of expenses to really look at the problems of why First Na- tions students aren't graduating,” Harrison said. He added Social Studies 11 is a key course because it completes all the social studies courses from Kindergarten to Grade 11. It’s your basic Canadian Citizenship course, ‘giving student an understanding of the world they live,” Harrison satd.. First Nations 12, on the other hand, covers a number of diverse topics from land claims trealies to the painful history of residential schools. Harrison said First Nations 12 is a very good course, but it lacks the context contained in Social Studies 11. The key is for students to lake both courses, Harrison said. Social Studies 11 gives a broader historical context to topics, explaining why for example treaties were signed at particular times in his- tory. The First Nations course, on the other hand, explains specific details on how treaties are negotiated and why it’s important to consider natural resources in treaties. “| don’t think the First Nations 12 course gives students the context for understanding why First Nations studies is important,” Harti- son said. Terry Foster, spokeswoman for the educa- tion ministry, said the government is currently revising the First Nations 12 course to give it a mote definitive course outline and to make it conform with other graduation requirement courses. The ministry requires all courses that stu- dents need to graduate to have a similar struc- ture, and because First Nations 12 was origin- ally designed as an elective, it had a lot of op- tions. Teachers could choose three oul of four optional topics to go along with the five re- quired core units of the course. Il is estimated ever year about 500 B.C. stu- dents take the First Nations 12 course com- pared to 40,000 who take Social Studies II. “It’s a relatively small per centage of total varying form year to year depending on enrol- ment,” Axford said. At Caledonia, the First Nations 12 course has been offered for the past three years. Principal Geoff Straker said the first year it was offered, the course was very popular, with about 26 studenls. The second year 18 students took the course, while last semester 25 stu- dents took First Nations 12. “There are quite a number of First Nations students who take the course, but it’s not ex- clusive to native students, Straker said. The Terrace Standard, Wednesday, April 19, 2000 - A5 | ae a CORRESPONDENCE FOR THE TERRACE STANDARD to do this, however, because it would be en- Course overview Social Studies 11 SOCIAL STUDIES 11 marks the culmination of stu- dents’ social studies education. Building upon the foundation of knowledge, skills, and attitudes students have gained in social studies from Kindergarten to Grade 10, it offers students an integrated approach to Canadian and global issues. The course is also a foundation course for further study in the humanities and social sciences, With its focus on historical and contemporary social, cultural, political, legal, economic, and environmental issues, Social Studies 11 contributes to the important goal of preparing students for their future lives as Cana- dians and members of the international community. Social Studies 11 covers three areas of importance to | students’ understanding of Canadian society and of their: roles as Canadian and global citizens: * The Canadian Identity * Canada in the World Community * Canadian and Global Citizenship The Canadian identity: As students examine what it means to be Canadian, they construct enlightened sce- narios for their own futures, as well as for those of their communities and their country. Canada in the world community: Students examine the nature of global interdependence and Canada’s roles and relationships in various international economic, so- cial, and political spheres. They also explore Canada’s _role-as a contributor to humanitarian aid, international co-operation, human rights, and global stability. Canadian and global citizenship: Students become - familiar with the rights, responsibilities, and practice of -. Canadian and global citizenship. Skis and processes: Students communicate rea- soned arguments and convictions, and come to under- stand the practice of responsible citizenship. Social issues: In examining social issues, students gain understanding of the dynamic regional, cultural, and ethnic diversity of Canadian society. Cultural issues: The search for a Canadian identity has been a vital cultural issue in Canada in the 20th century. Students gain understanding of the cultural for- . ces that both shape and reflect the Canadian identity. Political issues: As students become. familiar with _ political events, both within the country and at a global level, they will understand their personal roles in the po- litical processes in Canada and the world. _. Legal issues: Students develop understanding of the fundamental principles of law in Canada. This, coupled with an understanding of the rights and responsibilities of individuals in a democratic society, is essential for the practice of effective citizenship. Economic issues: Students learn about the economic forces that affect the lives of Canadians. ‘Environmental issues: As students gain understand- ing’ of critical Canadian and global environmental is- ‘sues, they expand their awareness of the relationship be- " tween human beings and the world around them. Native teachers required THE PROVINCIAL government is giving the B.C. Teachers” Fe- deration more money to help boost the number of aboriginal teachers in BC. “This grant will en- able the federation to work with aboriginal communitics to make sure aboriginal people are reflected fully in our teaching force,” said Sue Hammell public service minister. Hammel said it’s im- portant Ihat as aborigi- nal children enter pub- lic school they are pro- vided with teachers wha are familiar with their needs and culture. “Teachers act as role modeis,” she said. Presently there are only about 400 native teachers in B.C., says David Chudnovsky, pre- sident of the Teachers’ Federation. “If the teaching force is to reflect the aborigi- nal student population of 6.4 per cent, there must be more than 2,000 aboriginal teachers,” he said. “If nothing is done now, it will take aver]. 30 years ta meet that goal.” Among the recom- mendations to retain and increase native tea- chers are to create an employment equity council, to establish and maintain a registry of aboriginal teaches and to encourage native support workers to be- come teachers. - Course overview First Nations 12 THE B.C. First Nations Studies 12 course is primarily B.C. focussed, emphasizing the traditions and history of British Columbia’s First Nations peoples. The course consists of: * Core Unit « Literature Unit (Optional) « Land and Resources Unit (Optional) * Tradition and Challenge in Education Unit (Optional) * Politics and Legislation Unit (Optional) * Artistic Traditions Unit (Optional) Each unit represents one elective credit of study (in terms of a student’s graduation requirements), The Core Unit is designed to provide students with an introductory overview of the subject, and it touches on ali of the areas addressed in greater depth by the other units. As a standard four-credil course, B.C. First Nations Studies 12 would consist of the B.C. First Nations Core Unit plus any three other units. Curriculum Intentions The learner will have opportunities to: 1. develop an understanding of and appreciation for First Nations values and beliefs 2. develop co-operative decision-making skills through exploration of historical and contemporary events or issues and future possibilities 3, develop a respect and appreciation for First Nations communication systems 4, develop understanding, appreciation, and respect for First Nations customs and traditions , 5. explore native art as a total cultural expression §. develop an understanding of the diversity and func- tioning of First Nations social, economic, and govern- ance systems 7. develop an awareness of human rights and free- doms as they pertain to First Nations (A) Relationship with the natural world: First Na- tions cultures incorporate a distinctive sense of people’s relationship with the natural world — a relationship _ characterized by a sense of connectedness, respect, and stewardship (B) First Nations influence: the wisdom and know- ledge embedded within First Nations cultures continues to influence the world (C) Enduring traditions: First Nations languages and traditions are living expressions of dynamic cultures (D) Languages and communications: First Nations spoken/written languages, communication protocols, and other forms of communication reflect world views (E) Artistic traditions: First Nations artistic tradi- tions are vital expressions of First Nations cultures (F) Social, economic, and political systems: the so- phistication of traditional First Nations social, econo- mic, and political systems continues to be a source of strength and direction for First Nations people (G) Evolution of human rights aud freedoms: First Nations people are. continuing to define and affirm their , individual and collective rights and freedoms, The Mail Bag Quick court decision found fascinating here Dear Sir: The WCB, as we know, has the mandate to look after the worker's health and safety on the jab site. They have, in the past, prescribed and en- forced proper ventilation and clean air standards in _ welding shops, cabinet shops, sawmills, manufac- turing facilities and on asbestos related issues. The rules were “provide the worker wilh clean, breath- able air, or close the shop”. — The no smoking ban prescribed by the WCB was to protect the workers from smoke tha! the | WCB deemed to be hazardous to the employees’ health, not for the protection of pub clients. It took 10 weeks for someone to overturn this. rule, and this brings up a serious question. We have not been told by the press what the legal grounds for the ruling were. Since the old rules of fume-free work places was based on the same premise that was behind the smoking ban, can some wise, well-funded law-> yer overturn the asbestos ban, and have Alcan re- - move ail its costly ventilating systems and etc. to. infinity. The two rules stem from the same work place health problem. And how, in heaven’s name, did this action pro- ceed through the court system, as congested as it is, in only 10 weeks. We all can quote cases that” have been in the courts for years, literally. What power steered this one through? Les Watmough, Terrace ,B.C. A veteran’s woes bother his brother Dear Sir: Recently my brother, Bill, suffered a stroke which paralyzed him and left him in our hospital. He also contracted pneumonia. This left him incontinent. When he had acci- dents in bed he was handed a wet cloth and told to “clean your own mess, [’m not doing it” by one e of the nurses. This left him lying in his feces, causing a raw diaper rash severe enough to make a baby scream continually, while being talked to like a spoiled child, My brother Bill is 78 years old. He fought in our war of 1939-1945, and he voluntecred for the Paci- fic campaigns. He also fought in the forgotten Kor- ean War. He told me he has voted for our socialist form of government since it was called C.C.F., not N.D.P. And this is what it has come to. Mills Memorial Hospital is a deplorable: dis- gusting example of what our politicians are doing with our money and our priorities. We must do something right now. Bill asked me to say the quality of the nurses was fine, but not the quantity, The rest of the opi-, . nions are mine. Allan A. Kennedy; Terrace, B. Cy 7 Puzzling project Dear Sir: The idea behind the Terrace Mountain Manor ; has merit, and I am sure the people involved have put a lol of time and effort to see it happen, but how come it was not put out for public tender? The land on which this project is to be placed belongs to us, the taxpayers, in trust with our elec- ted governing leaders to ensure it is being used to purchase a portion of the project. So I ask again why was it not put out for public tender? Am [ under the understanding the proposed sell-. ing price of a unit is up to 100 per cent above the value for an equal square foot of housing in the marketplace today? How come? I invite the people and government officials be- : hind this project to put forth their answers and do- cumentation of real costs, to the seniors and tax. payers, in answer to my questions. Richard W. Green, Terrace, B.C. Just ask yourself why Dear Sir: We in northern BC have more smokers and therefore more smoking related illnesses. However we atso lend to view smoking as more normal as we are likely to know more smokers-friends, family members, co-workers etc. Smokers are not bad people but it is a very unhealthy habit. Recently there has been much discussion about the WCB regulation for smoke free workplaces. The regulation is about protecting all workers against potentially lethal substance-second-hand smoke. Unfortunately some people viewed it as an altack on smokers, I think it is important to think about how we view exposure to such harmful substance: What is it like to be a pregnant waitress and know you are more likely to have a miscarriage or low birth weight baby? It is not east for a pregnant waitress to simply find another job, What is il like to have asthma triggered by smoking and need to use a medication to be able to go to work? Most people would not think it would be OK to have workers exposed to asbestos in a.worsksite. Why would exposure to second- hand smoke be OK? The WCB regulation was “not telling smokers they had to quit” just that they can’t smoke in a. workplace, Remember many smokers don’I/can’tAvon't smoke in their own homes, vehi- cles, or at friends’ homes. I encourage you to think about how you view second-hand smoke, If you like more information on second hand smoke or quitting smoking, please contact the health unit at 638-2200. Ann-Marie Conway, Public Health Nurse THE TERRACE STANDARD welcome ters to the editor. Our deadline is noon Fri- days; noon Thursdays on a long weekend. You can write us at 3210 Clinton St, Terrace, B.C. V8G SR2, Our fax number is 250-638-8432 or you can email us at standard@kermode.net. No attachment, please. Letters must be signed and must have a phone number,