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Aboriginal Youth Identity Series: Health and WellnessSeniors Health and Wellness
Health and Wellness
Health and Wellness

Instructional Plans

The following lesson plans are designed to meet the specific outcomes of:

1.1 Acknowledge and appreciate the existence of alternative viewpoints in a globalizing world

1.4 Explore ways in which individuals and collectives express identities

2.1 Recognize and appreciate historical and contemporary consequences of European contact, historical globalization and imperialism on Aboriginal societies

2.4 Recognize and appreciate the validity of oral histories

2.6 Investigate impacts of cultural contact between indigenous and non-indigenous peoples

2.10 Examine imperialist policies and practices that affected indigenous peoples

2.11 Analyze contemporary global issues that have origins in policies and practices of post-colonial governments in Canada and other locations

1.2 Appreciate why peoples in Canada and other locations strive to promote their cultures, languages, and identities in a globalizing world

1.4 Identify the various ways that people in Canada express their identities

2.6 Identify the effects of cultural contact between Europeans and indigenous peoples in Canada

2.10 Examine the consequences for Aboriginals of a heritage of imperialism in Canada

1.9 Examine nationalism as an internalized feeling, collective consciousness, and/or identity shared by a people

1.3 Explore factors that shape individual and collective identity
2.3 Examine origins of collective thought

2.3 Explore the origins of collectivism


In this series of lesson plans, students will be looking at what elements work to create a feeling of health and wellness in a community. Students will examine the Residential School system and policies, which existed in Canada and how the Residential School experience affected health and wellness in Aboriginal students and thus communities. Students will also analyze the contemporary effects of these policies in Aboriginal communities.

Introductory Activity:

Write the words HEALTH and WELLNESS on the board. In small groups or partners, have students develop a “mind map” that focuses on how an individual or community can achieve health and wellness. Students may use large sheets of paper for this activity. What elements are needed for individuals or communities to feel that they are healthy? What resources or cultural aspects need to be present?

Once students have completed their mind maps, post the maps around the room and discuss. What were some of the similarities or differences that students noted? Make sure the above questions are addressed in detail.

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