Worldviews, Values and Beliefs
Aboriginal Worldview, Rule by Consensus
Aboriginal Content and graphics included.
Addressing New BC Curriculum Competencies in the areas of explaining values, beliefs, cultures and worldviews. Rule by consensus is explored and demonstrated how it might look and sound as practiced in the primary classroom. The area of ethical judgments is considered through the lens of values, beliefs, culture an worldview. This booklet takes the approach of “unpacking” these words and the thinking behind them through discussions, comparisons and writing. Understandings of the terminology will lead to further discussions and perhaps deeper topics, inquiries and questions.
Suitable grade 2.3.4
Grade 3 curriculum.
Answer guides included where applicable.
Please find included:
Page 2 Thoughts to consider at the start.
Page 3 Reading at student level: Everyone is unique and has the power to think their own thoughts.
Page 4 Through a series of statements, students will agree or disagree and later discuss the reasons behind different ways of thinking.
Page 5 Values-What are they? Students will identify 2 or 3 personal values.
Page 6 Values are related to action. Reading at student level. Student will think about and share a value that has affected their actions.
Page 7 Fill in the blank. Examine the action and determine the value expressed. Share with a partner/group or the class.
Page 8 Possible answers to guide your way through page 7.
Page 9 Examine the values and actions of two children. Reading at student level.
Page 10 Write. “My Values in Action”. Following the format of page 9 students will write in a similar style.
Page 11 Why do people think differently? Discussion. Brainstorm.
Page 12 Graphic organizer to follow up discussion on page 11.
Page 13 Answer guide to pages 11/12.
Page 14 What happens when values “clash”. Reading at grade level. Example given. Students consider how to solve problems when values clash.
Page 15 Students identify the “voices” behind their own personal values using information on page 12.
Page 16 Culture defined. Reading at grade level. Students will consider how we are all quite different, yet all quite the same.
Page 17 Reading at grade level. A brief look at Canada’s two official languages. How does language relate to culture?
Page 18 What happens when a language is lost? Students will discuss and consider the importance of language to culture and who I am.
Page 19 Identifying culture and language in the classroom.
Page 20, 21 Graphic organizer to accompany page 19.
Page 22 Comparing cultures. Questions asked.
Pages 23-27 Graphic organizers to accompany explorations from page 22.
Page 28 Worldview: What is it? Can we live peacefully if we have different worldviews?
Page 29 Worldview and perspective compared to viewing the world through different coloured glasses. Suggested project: make a pair of tinted glasses and examine “the world around you”
Page 30 “Clashing Cultures” How do we solve our problems when we see things differently? Students will consider ways they see clash and yet show respect to others.
Page 31 Worldview and Interconnectedness-First Nations People: reading at grade level.
Pages32 “Connected through Consensus” How does this process connect people?
Pages 33-36 How to walk through the process of consensus in the primary classroom. Example given to help guide your class through the process of making a decision in this way.
Page 37 Worldview of First Nations People. Six views outlined briefly.
Page 38 Students will make a connection with one world view from page 37.
Page 39 Students will practice writing out two of their own personal thoughts with regards to worldview.
Page 40 Further questions to think about and discuss.
This booklet will help to launch you into this area of learning and other books and stories available on the topic of values and worldview of First Nations People.
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