Ms.

Conrad
Mi’kmaw Studies 11
C.P. Allen High School
2023-2024

Pjila’si (Welcome) to Mi’kmaw Studies 11! Mi’kmaw Studies 11 is a course that serves not only to highlight the
Mi’kmaw experience, but also to provide opportunities for learners to gain an understanding of how they are
connected to the history and culture of the First Peoples of the Maritimes. Mi’kmaw Studies 11 is based on a holistic
perspective that integrates the past, present, and future. The course incorporates an inquiry-based approach and
examines broad concepts such as governance, culture, spirituality, education, and social justice. Students will analyze
historical and contemporary Mi’kmaw issues, which will enable them to achieve a greater understanding of, and
respect for, both Mi’kmaw society and Mi’kmaw contributions to Canadian society. The key principle for Mi’kmaw
Studies 11 is that through inquiry into Mi’kmaw issues past, present, and future students will be able to answer the
question, “How am I connected to the First Peoples of Nova Scotia?”

Units of Study:

Introduction 20%
● I1 demonstrate an understanding of the importance of worldview and perspective on interpretations of history
and culture.
● I2 demonstrate an understanding of Mi’kmaw society before European contact.
● I3 explore the different relationships that were forged by the Mi’kmaq with other First Nations and with the
French and the English.

Culture & Spirituality 20%

● C1 analyse how cultural biases have impacted views of First Nations peoples both in the past and in the
present.
● C2 investigate the role oral tradition plays in the maintenance of Mi’kmaw cultural continuity and identity.
● C3 demo an understanding of the importance of the roles Mi’kmaw Elders continue to have in maintaining
cultural values.
● C4 explore traditional and contemporary expressions of Mi'kmaw art, crafts, music, dance, and literature.
● S1 demonstrate an understanding of the beliefs, customs, and values of traditional Mi'kmaw spirituality.
● S2 demonstrate an understanding of the significance of the creation stories within Mi'kmaw spirituality,
identity, and sense of place in the world.
● S3 compare 17th century Roman Catholicism and traditional Mi’kmaw spirituality so as to better understand
the unique blend of the two that exists in many communities today.

Governance 20%
● G1 investigate the early territories and complexities of pre-contact Mi’kmaw civilization.
● G2 investigate the inherent rights of the Mi’kmaq as the first occupants of the land.
● G3 compare the pre-contact and post-contact Mi’kmaw governing structures.
● G4 investigate historical and contemporary issues, including the concept of pre-Contact Mi’kmaq
Nationhood, related to the Concordat of 1610, the Treaties of Peace and Friendship, and other proclamations.
 ● G5 evaluate the adverse effects of discriminatory policies, legislation, and social injustices (including those
faced by women and veterans) on First Nations in Canada.

Education 20%
● E1 investigate traditional educational practices within Mi’kmaw culture with a focus on how these practices
changed over time.
● E2 investigate the origins, goals, and impacts of the Indian Residential School System.
● E3 demo an understanding of the efforts of First Nations communities to regain control of their own
education.

Independent Research 20%

● IS1 critically investigate and inquire into historical and/or contemporary Mi’kmaw issues by designing and
conducting a research project as well as a research essay.

Assessment and Evaluation

The C.P. Allen Social Studies Department assessment and evaluation breakdown is consistent from classroom to
classroom. Each teacher develops his or her curriculum with the following breakdown in mind: (The specific
curriculum outcomes will be posted on my Google Classroom for viewing and you will be made aware of the
learning target outcomes with each new unit/focus of study and assessment).

➔ Formative Feedback
Formative feedback is given daily as you are practicing skills or creating evidence of your learning. This feedback will be
given either in the classroom through teacher observation and conversation with you or as a quick written note on a
document. This type of assessment lets you know if you are “getting it” before the summative work is collected.
Formative assessment is not counted toward the final mark. Common activities where formative feedback is used:
Reading responses, quick writes, in class assignments, group tasks, brainstorming, free writes, question and answer
formats, graphic organizers, anticipation guides, conferences, feedback reports

➔ Minor Summative Items

This component of your final mark will be determined by your commitment to the learning process through
completion of class work and your willingness to take teacher feedback and demonstrate improvement.

➔ Major Summative Items (BIG TICKET ITEMS)

A large component of your final mark will be determined by your performance on major evaluations which come at
the end of units/ areas of focus. These will be assigned well in advance of their due date. Rubrics and/or checklists will
be included as needed to ensure you know exactly what you need to do to complete this work. These will have the most
impact on your grade.

Student Assessment and Evaluation Responsibilities:

1. You are responsible to monitor your attendance and grades online with your PowerSchool user ID.
2. You may only negotiate an extension in advance of the summative deadline for valid reason. According to school
policy, extensions will not be granted on due dates.
3. If you are absent, it is your responsibility to use the online support tools available to you to make up any lost work
regardless of the reason for your absence. Make an extra help appointment if you require more support than class
times offer after you have missed some time.
4. If you are absent with a valid reason for a summative assessment, you must be prepared to complete/submit it the
FIRST DAY you return to class.
5. For those with an upcoming vacation:
a. you are responsible to make work up missed after you return
b. you must arrange (prior to leaving) an alternate date for assessments you may miss while away
6. Plagiarism, either identical copying of others’ work or presenting others’ ideas as your own without proper
references, is a serious offense. Any plagiarized assessment will be communicated to home and administration, and
the student will be required to redo the assessment on a teacher specified timetable.

Communication Methods:

email –meredith.conrad@hrce.ca
PowerSchool
Google Classroom (can join as a parent)
Call my direct line at CPA 902-832-8964 ext. 7551018 (after 3:20pm)

Parents/Families/Guardians: please be sure that you update PowerSchool with your current email address as I will be
communicating with you via email from time to time.

***course outlines are subject to change as needed.