Indigenous People Assignment

Indigenous People Assignment

HSP3U

Indigenous People Assignment

Indigenous people are found throughout the world. The United Nations estimates that more than 400 million indigenous people live in more than 70 countries. Most students are familiar with some of the indigenous people of North American but too few have an opportunity to learn about indigenous cultures from around the world.

Most indigenous groups share the demographic profile of developing countries where youth (ages 10-24), comprise the largest segment of the population. In addition, these groups tend to be poor, rural and left out of the process of economic development. Although there are vast differences among indigenous peoples, all have a traditional culture that is distinct from the national culture of their country; some may identify with an ethnic group that has ties to an historical homeland. Indigenous people often dwell n less accessible places, such as the mountainous regions of Asia and the rain forests and mountains of South and Central America. If they are poor and live in a rural area, access to services may be limited. If they live in urban areas, they may face problems with acculturation issues and discrimination. Many indigenous youth, especially girls, speak only their native language and find it difficult to operate in the mainstream culture.

Objective:

The objective of the unit is to examine the traditional and contemporary complexities of indigenous cultures and to give students the opportunity to learn about a variety of indigenous cultures through displays. Students, working in pairs, will have the opportunity to research an indigenous group of their choice. Research will be mounted on a bristle board and be divided into historic and present day topics pertaining to the indigenous group of their choice. Upon completion, the bristle boards will be on display for all students to read, as questions and learn from.

Instructions-next page

Process:

1. Pick a topic

Students, working in pairs will choose one of the following indigenous cultures to research:

  • Acholi (Uganda)
/
  • Tuvans (Russia)

  • Kikuyu (Kenya)
/
  • Naga (North East India)

  • Kosa (Zambia)
/
  • Bora (Columbia, Puru)

  • Maasai (Kenya, Tanzania)
/
  • Warao (Venezuela)

  • Twa (Burundi, Rwanda, Zambia, Uganada)
/
  • Maori (New Zealand)

  • !Kung (Kalahari Dessert)
/
  • Innu (Labrador and Quebec)

  • Tongan (Tonga)
/
  • Inuit (Nunavut, NWT, Yukon)

  • Tuarey (The Sahel)
/
  • Ainu (Japan)

  • Itza (Guatemala)
/
  • Tsimshian (British Columbia)

  • Awa (Eastern Amazonian rainforest, Brazil)
/
  • Australian Aborigine (Australia)

  • Veddas (Sri Lanka)
/
  • Papuans (Papua New Guinea –over 250 distinct tribes with own culture and language)

* A choice of your own must be approved by the teacher.

2. Bristol Board Display

Your board/display should be divided in two parts.

The LEFT SIDEthe left side should include the topics dealing with the culture:

  • map showing the location
/
  • Marriage/rites of passage

  • means of subsistence (agriculture, hunting and gathering)
/
  • music/art

  • clothing/body adornment
/
  • Social organization

  • religious ceremonies
/
  • Culture (customs, language, material culture)

The RIGHT SIDE of the board should include the following topics deal with contemporary issues:

  • Colonization
/
  • Demographics

  • Cultural changes (due to contact or globalization)
/
  • Present day struggles

  • Education
/
  • Health issues

  • Success
/
  • Substance abuse

3. Each topic must have a little and should consist of one to two paragraphs (double spaced, typed).

4. Visuals should be included with each topic (graphs, pictures, drawings, etc)

5. Two classes will be set aside for research. Students are responsible for completing the assignment on their own time.

DUE DATE: ______

Indigenous People Project- Rubric / Name: ______
Criteria / Level 1 / Level 2 / Level 3 / Level 4
(KU)
Information, ideas, concepts /
  • Shows limited understanding of topic
  • Research is limited and addresses few points
/
  • Shows some understanding of topic
  • Research is somewhat thorough and addresses some points
/
  • Shows considerable understanding of topic
  • Research is considerable and addresses most points
/
  • Shows thorough understanding of the topic.
  • Research is thorough and addresses all points

(TI)
Analysis /
  • Uses limited logical analysis and explanation
  • Incorporates limited relevant information
/
  • Uses some logical analysis and explanation
  • Incorporates some well-chosen, relevant information
/
  • Uses considerable logical analysis and explanation
  • Incorporates considerably well chosen and relevant information
/
  • Uses highly effective logical analysis and explanation
  • Incorporates well chosen and relevant information

(Comm)
Sense of audience and purpose
Coherent organization /
  • Shows limited sense of audience and purpose in choice of content
  • Structure shows limited organization
/
  • Shows some sense of audience and purpose in choice of content
  • Structure shows limited organization
/
  • Shows considerable sense of audience and purpose in choice of content
  • Structure shows considerable organization
/
  • Shows thorough understanding of audience and purpose in choice of content
  • Structure highly organized

(App)
Design Conventions /
  • Limited attention for set up.
  • Uses a limited degree of imagination and creativity
/
  • Some attention for set up.
  • Uses some degree of imagination and creativity
/
  • Considerable attention to set up.
  • Uses a considerable degree of imagination and creativity
/
  • A high degree of attention set up.
  • Uses a high degree of imagination and creativity

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