Lesson 3: Roles within a Society

1. Introduction: Building on Society

In your previous lessons, you learned about the concept of society, including how societies are defined by their institutions, worldviews, and roles. A society is much more than a collection of people living together—it is built on institutions that meet the needs of its members, such as schools, governments, hospitals, and religious organizations. These institutions rely on the contributions of individuals to function effectively. Without the coordinated efforts of these individuals, institutions would fail to serve their intended purpose.

A society’s worldview shapes how it organizes these institutions, which in turn influences the roles individuals are expected to play. For example, in a society where spirituality is a central focus, institutions like religious organizations or ceremonial gatherings may hold significant power and influence. In contrast, in a society that values technological progress, institutions like schools, research centers, and government may prioritize education and innovation.

This lesson will expand on your understanding of how institutions and worldviews shape the roles of individuals. You will explore the specific roles individuals play within institutions, both in contemporary Indigenous communities (Cree, Nakota, Lakota, Dakota, and Saulteaux) and in historical societies like ancient Egypt and ancient Greece. You will also investigate how these roles reflect the worldviews of each society and compare them with your own experiences in southern Saskatchewan Indigenous communities. By examining these roles, we can gain a deeper understanding of how societies function and how individuals contribute to the stability, growth, and well-being of their communities.

In this handout, we will focus on:

Institutions in the community and how individuals fulfill specific roles in these institutions.
Historical societies and how their social structures, leadership, and class systems compare to modern societies.
Worldview and how cultural beliefs shape individual responsibilities, roles, and behaviors in different communities.
A comparison between roles in ancient societies like Egypt and Greece and contemporary Indigenous communities in southern Saskatchewan.

Through this exploration, you will come to understand how roles in different societies serve as expressions of cultural values, beliefs, and worldviews. These roles not only shape individual identity but also contribute to the overall success and harmony of society.

2. Local Institutions and Their Roles

Institutions in the Community

Institutions are the foundation of any functioning society. They create structure, establish norms, and provide essential services to community members. In contemporary Canada, particularly in southern Saskatchewan, institutions such as schools, hospitals, local governments, and spiritual centers play a vital role in meeting the needs of both Indigenous and non-Indigenous communities.

Institutions vary in their functions and influence depending on the community’s worldview and cultural values. For example, in Indigenous Cree, Nakota, Lakota, Dakota, and Saulteaux communities, the family unit and ceremonial practices hold a special place in daily life, with roles defined by respect for Elders, spirituality, and a deep connection to the land. In contrast, institutions like schools and hospitals operate with Western governance structures while integrating Indigenous knowledge systems to various degrees.

Each of these institutions assigns different roles to individuals, creating an interconnected web of responsibilities that allow the community to thrive. In the following sections, we will explore the key roles within specific institutions in southern Saskatchewan and examine how these roles reflect the values and needs of the community.

Roles in Schools

Schools are essential institutions that prepare the younger generation for future roles in society. In Saskatchewan, schools are designed not only to impart academic knowledge but also to teach students about their cultural heritage, language, and history, particularly in Indigenous communities.

Key roles in schools include:

Principals: As school leaders, principals are responsible for managing staff, creating a safe learning environment, and ensuring that the school meets educational standards. In schools that serve Indigenous students, principals may also play a role in fostering a deeper understanding of Indigenous worldviews and incorporating language revitalization into the curriculum.
Teachers: Teachers are vital in shaping students’ intellectual and emotional development. In addition to delivering subject matter like math and science, teachers in Indigenous communities often integrate traditional teachings, including storytelling, language instruction, and lessons about the land and ancestors. Teachers act as cultural mediators, helping students connect their modern education with their Indigenous identities.
Students: Students are not passive participants but active contributors to the school environment. Through participation in ceremonial practices, language classes, and community service, students engage in learning that reinforces their cultural identity. Their role as learners is integral to the survival of cultural traditions, as they are expected to carry forward the teachings of their Elders.
Support Staff: Support staff such as caretakers, administrative assistants, and guidance counselors play a crucial role in maintaining the daily operations of a school. Their work ensures the school functions smoothly, from providing logistical support to creating a welcoming environment for students and teachers alike.

Roles in Hospitals

Healthcare institutions in Indigenous communities often combine Western medical practices with traditional Indigenous healing methods. This dual approach is crucial for addressing the physical, emotional, and spiritual well-being of community members.

The roles in healthcare include:

Doctors: Doctors provide medical care, diagnosing and treating illnesses using modern scientific knowledge. However, in Indigenous communities, doctors often work in collaboration with traditional healers to ensure that care addresses both physical and spiritual health.
Nurses: Nurses play a vital role in patient care, often serving as the primary caregivers in hospitals. They work closely with patients and their families, providing both medical support and emotional comfort.
Traditional Healers: In Indigenous communities, traditional healers are highly respected for their knowledge of plants, medicines, and spiritual healing. They conduct healing ceremonies, such as sweat lodges or smudging rituals, and provide guidance on how to maintain harmony between mind, body, and spirit. This role is central to Indigenous health practices, as it reflects the community’s belief in the interconnectedness of all aspects of life.
Elders: Elders are often consulted in healthcare decisions, particularly when it comes to spiritual well-being. They provide guidance on traditional healing practices and offer support to families during times of illness.

Local Government

Local governments in Indigenous communities are responsible for managing resources, delivering public services, and making decisions that affect the daily lives of community members. These governments are led by Chiefs and Band Councillors, who are elected by community members to represent their interests.

Chiefs: In Cree, Nakota, Lakota, Dakota, and Saulteaux communities, Chiefs are selected based on their leadership skills, wisdom, and ability to represent the community. Chiefs play a central role in negotiating with the Canadian government, managing the band’s resources, and ensuring that the needs of the community are met.
Band Councillors: Councillors assist the Chief in making decisions related to education, housing, healthcare, and economic development. Their role is to represent the voices of community members and ensure that the government remains accountable to the people.
Community Members: In Indigenous governance systems, decision-making is often a collective process. Community members are encouraged to participate in discussions and contribute their perspectives, especially on matters related to land, education, and resource management.

Family & Elders

In Indigenous cultures, the family unit and the role of Elders are foundational. Family members work together to support one another, and Elders are viewed as the keepers of cultural knowledge and tradition. Elders hold special roles in guiding the younger generations, leading ceremonies, and making important decisions within the community.

Elders: Elders are respected leaders within the community, often sought for their wisdom and experience. Their role extends beyond the family unit to the larger community, where they provide counsel, teach traditional ways, and lead spiritual ceremonies. Elders play a crucial role in preserving the oral traditions of Indigenous cultures, ensuring that stories, teachings, and values are passed down to future generations.
Family Members: Family plays a vital role in Indigenous societies, with responsibilities shared among parents, grandparents, and children. The extended family is often involved in raising children and providing them with knowledge about their cultural identity, language, and responsibilities.

3. Historical Societies: Roles and Responsibilities

Leaders and Governance

Leadership in historical societies was often tied to religious authority or military power, with rulers claiming divine sanction or the right to lead through conquest. These leaders held immense influence over the organization of their societies and the roles of individuals within them.

Ancient Egypt: In ancient Egypt, the pharaoh was seen as both a political and religious leader, responsible for maintaining ma’at, or cosmic order. The pharaoh was believed to be a living god, chosen by the gods to rule over Egypt and ensure the prosperity of the land. The pharaoh’s responsibilities included overseeing religious ceremonies, managing resources, and leading military campaigns to protect the kingdom. The role of the pharaoh was central to Egyptian society, as all other roles, from priests to farmers, were aligned with maintaining the order that the pharaoh embodied.
Ancient Greece: In ancient Greece, leadership varied between city-states. In Athens, a democratic system allowed male citizens to participate in decision-making through an assembly, where laws were debated and voted upon. Leaders in Athens were chosen based on their oratory skills and ability to lead in times of peace and war. In contrast, Sparta had a militaristic government, led by two kings who shared power and commanded the army. Spartan society was organized around the needs of the military, and citizens were expected to prioritize their roles as soldiers or supporters of the state.
Feudal Japan: In Japan, the shogun held military power and ruled over the land, while the emperor was a symbolic figure with religious significance. The shogunate relied on a strict hierarchical system, where samurai warriors held privileged positions, and peasants, artisans, and merchants occupied lower ranks in society. This system ensured that military power remained concentrated among the ruling class, while the rest of society fulfilled roles that supported the shogun’s rule.

In Indigenous communities in southern Saskatchewan, leadership is more consensus-based and rooted in collective decision-making. Chiefs and councils are chosen for their wisdom, leadership abilities, and commitment to serving the community. Unlike the hierarchical systems seen in ancient civilizations, Indigenous governance emphasizes cooperation, respect for Elders, and consideration of the well-being of all community members.

Vocation and Social Class

In historical societies, a person’s vocation (their occupation or role) was often determined by their social class. The class system shaped not only what people did but also how they were viewed by others in society. In many cases, these roles were rigidly defined, with little opportunity for social mobility. Individuals were born into their class and generally remained in it throughout their lives.

Ancient Rome: In ancient Rome, society was divided into distinct social classes, including patricians, plebeians, and slaves. The patricians were wealthy landowners who held political power, while the plebeians were common citizens who worked as farmers, artisans, and traders. Slaves, who had no rights, performed the most labor-intensive work, including construction, farming, and household duties. Despite their crucial role in sustaining the economy, slaves were considered the lowest in society and had little chance of gaining freedom or changing their social status.
Feudal Japan: In feudal Japan, the samurai were at the top of the social hierarchy, serving as warriors and protectors of the land. Below them were peasants, who worked the land and provided food for society. Artisans and merchants occupied the lower classes, although merchants gained increasing wealth and influence through trade. This rigid social system was maintained by a strict code of loyalty and honor, especially for the samurai class, who were expected to live by the Bushido code.

In contrast, social classes in Indigenous communities were less rigid, with roles based more on skill, knowledge, and contribution to the well-being of the community. Roles like hunters, gatherers, healers, and spiritual leaders were equally valued, and each member of the community was expected to contribute according to their abilities. The concept of shared responsibility, rather than individual competition, was key to maintaining the social fabric. For example, among the Cree, Lakota, and Saulteaux, the sharing of resources was a common practice, with food, clothing, and shelter often distributed based on need rather than status.

Gender and Age Roles

Gender roles in historical societies were often strictly defined, with men and women assigned different responsibilities based on societal norms and cultural beliefs. These roles could vary significantly from one society to another, but in many cases, men held positions of power and authority, while women were relegated to domestic duties.

Ancient Egypt: In ancient Egypt, women had more rights than in many other ancient civilizations. They could own property, engage in business, and even serve as pharaohs, although political and military leadership was generally dominated by men. Women’s roles were primarily focused on the family, but they also played important roles in religious ceremonies and economic activities, such as weaving and managing estates.
Ancient Greece: Gender roles in ancient Greece varied between city-states. In Sparta, women were given more freedom and responsibilities, particularly in managing households and estates while men were away at war. Spartan women also received physical training, which was uncommon for women in other societies. In contrast, Athenian women had far fewer rights and were mostly confined to domestic roles, with little influence in public life. Women in Athens were expected to manage the household and raise children, while men handled politics and commerce.

In Indigenous cultures, gender roles were also distinct but often more balanced and fluid. Both men and women had important responsibilities within the community, and these roles were complementary rather than hierarchical. For example:

In Cree and Dakota societies, men were typically responsible for hunting and warfare, while women took on the roles of gathering food, preparing hides, and raising children. However, women also held important roles in decision-making, particularly in family and community matters. Elders, regardless of gender, were highly respected and played a key role in guiding the community.
Among the Lakota, women were seen as the caretakers of the earth, and their work in preparing food, making clothing, and crafting essential tools was vital to the survival of the community. Men’s roles as hunters and warriors were equally important, but decision-making in the community often involved both men and women, especially in matters related to land use and resource management.

Age also played a significant role in defining responsibilities within Indigenous societies. Youth were expected to learn from their Elders and participate in communal activities, gradually taking on more responsibilities as they matured. This system ensured that knowledge and cultural practices were passed down through generations, preserving the community’s identity and continuity. The emphasis on intergenerational knowledge transfer is a cornerstone of Indigenous education systems, in contrast to the formalized, age-segregated schooling found in Western systems.

Economic Roles

In historical societies, the economy was often driven by agriculture, trade, and the use of natural resources. The roles people played in the economy were closely linked to their social class, and in many cases, economic roles were inherited rather than chosen.

Ancient Egypt: Agriculture was the foundation of the Egyptian economy, with the Nile River providing fertile land for farming. Farmers were responsible for growing crops like wheat, barley, and flax, which were essential for feeding the population and supporting the economy. In addition to farming, Egypt was a hub for trade, exchanging goods such as gold, papyrus, and linen with neighboring regions. Artisans and craftsmen produced goods like pottery, jewelry, and furniture, contributing to the wealth and prosperity of the empire.
Ancient Rome: The Roman economy was also based on agriculture, with large estates (known as latifundia) producing surplus crops for trade and export. Slaves provided much of the labor on these estates, working in harsh conditions with little to no rights. In the cities, artisans and merchants played a key role in the economy, producing goods and facilitating trade across the Roman Empire. Roman roads, aqueducts, and other infrastructure developments made it easier to transport goods and expand trade networks.

In Indigenous societies, economic roles were centered around the sustainable use of natural resources. The Cree, Nakota, Lakota, Dakota, and Saulteaux relied on a combination of hunting, fishing, gathering, and trade to sustain their communities. The buffalo was a central resource for many Plains Indigenous nations, providing food, clothing, and tools. The entire community participated in the buffalo hunt, with specific roles assigned to ensure the success of the hunt and the efficient use of every part of the animal.

Hunting: Men were often the primary hunters, responsible for tracking and killing buffalo, deer, and other game. This role required skill, patience, and a deep understanding of the land and animal behavior. Hunting was not just an economic activity but also a spiritual practice, with ceremonies and rituals conducted before and after the hunt to honor the animal’s spirit.
Gathering and Preparing: Women played a vital role in gathering plants, berries, and medicinal herbs, which were used for food and healing. They also processed the meat and hides from the hunt, turning them into clothing, tools, and shelter materials. The work of women ensured that the community had the resources it needed to survive the harsh winters and maintain a sustainable lifestyle.

Trade networks also existed between different Indigenous nations, allowing for the exchange of goods such as furs, quills, corn, and tobacco. These trade relationships were based on mutual respect and reciprocity, with gifts often exchanged to solidify alliances and maintain peaceful relations between different groups.

4. How Worldview Shapes Roles

Education and Worldview

The way a society views the world (its worldview) has a profound impact on how individuals are educated and what roles they are expected to play. Education in any society serves not only to transmit knowledge but also to instill values, beliefs, and behaviors that align with the society’s worldview.

Ancient Egypt: In ancient Egypt, education was closely tied to religion and the state. Scribes were among the most educated members of society, responsible for recording important events, maintaining tax records, and writing religious texts. Education for scribes began at a young age and required years of training in reading, writing, and mathematics. Because writing was considered a sacred skill, scribes were highly respected and often worked directly for the pharaoh or the temple. Their role was critical in preserving Egypt’s history, culture, and religious practices.
Ancient Greece: In ancient Greece, education varied depending on the city-state. In Athens, education was focused on developing well-rounded citizens who could participate in public life. Boys were taught subjects such as philosophy, rhetoric, mathematics, and physical training to prepare them for roles as politicians, soldiers, or philosophers. Education in Athens emphasized critical thinking, debate, and civic responsibility. In Sparta, however, education was centered around military training. Boys were taken from their families at a young age to live in military barracks, where they were trained in combat, survival, and discipline. The Spartan education system aimed to produce strong, obedient warriors who could defend the state.

In Indigenous communities, education is a holistic process that encompasses not only intellectual development but also emotional, spiritual, and physical growth. Elders are the primary educators, responsible for passing down traditional knowledge, stories, and cultural teachings. Unlike formal Western education systems, Indigenous education is based on experiential learning, where young people learn through participation in community activities, ceremonies, and interactions with the natural world.

Cree and Dakota Education: Among the Cree and Dakota, education emphasizes the importance of respect for the land, spirituality, and cultural continuity. Children are taught to understand their connection to the earth and to recognize their responsibilities as stewards of the environment. This worldview is reflected in the way they are taught to hunt, gather, and conduct ceremonies that honor the natural world. For example, children might learn the importance of the buffalo not only as a source of food but as a spiritual being whose sacrifice must be respected and honored through specific rituals.

In modern Indigenous education systems, there is a growing movement to incorporate traditional knowledge alongside Western academic subjects. Language revitalization programs, cultural camps, and land-based learning initiatives are becoming more common, helping students connect with their heritage while also gaining the skills they need to navigate contemporary society.

Cultural Traditions and Roles

Cultural traditions are expressions of a society’s worldview and serve to reinforce the roles and responsibilities of individuals within that society. In many cultures, these traditions are passed down through generations, creating a sense of continuity and identity.

Ancient Egypt: In ancient Egypt, cultural traditions were deeply intertwined with religious beliefs. The construction of monumental structures such as pyramids and temples reflected the Egyptians’ belief in the afterlife and the need to honor the gods. Priests and religious leaders played a central role in maintaining these traditions, leading rituals, sacrifices, and festivals that ensured the gods’ favor. The role of the pharaoh was also deeply symbolic, as he was seen as the intermediary between the gods and the people. His role in religious ceremonies, particularly those related to the Nile’s flooding, was crucial for maintaining Egypt’s prosperity.
Ancient Greece: In ancient Greece, cultural traditions were often linked to festivals that honored the gods. The Olympic Games, for example, were held every four years to honor Zeus, and the participants’ roles as athletes were considered a form of religious devotion. Similarly, the Dionysian festivals celebrated the god Dionysus through performances of drama, music, and dance. These festivals played an important role in uniting the community and reinforcing social hierarchies, as the wealthiest citizens sponsored the performances and gained prestige in return.

In Indigenous cultures, ceremonial practices play a central role in maintaining cultural identity and reinforcing individual responsibilities. Ceremonies such as the sundance and sweat lodge are not only spiritual events but also serve to teach important life lessons about perseverance, humility, and the interconnectedness of all living beings.

Lakota and Saulteaux Ceremonies: In Lakota and Saulteaux traditions, the sundance is one of the most important ceremonies, held to renew the connection between the people, the land, and the spirit world. The sundance involves days of fasting, dancing, and prayer, with participants making sacrifices to honor the Creator and seek guidance for the community. The roles within this ceremony are carefully assigned, with spiritual leaders guiding the dancers and Elders overseeing the preparations. Every member of the community has a role to play, whether as a dancer, singer, or supporter, and the ceremony serves to strengthen the bonds between the people and the land.

In these traditions, the roles people play in ceremonies reflect their responsibilities within the larger community. Spiritual leaders, such as medicine men and Elders, guide the community in maintaining balance with the natural world, while others contribute through participation in rituals, preparation of sacred objects, or offering prayers.

5. Comparative Analysis of Roles in Societies

Leaders

Leaders in both ancient and contemporary societies play crucial roles in shaping the direction of their communities, but the way leadership is structured can vary widely depending on cultural beliefs and societal organization.

Ancient Egypt and Rome: In ancient Egypt, the pharaoh was both a political and religious figure, ruling with absolute authority. The pharaoh’s leadership was justified by divine right, and he was seen as the living embodiment of the gods. In ancient Rome, emperors held similar levels of control, often combining military, political, and religious power. Roman emperors were considered divine figures after their deaths and were often worshipped alongside the traditional gods.
Feudal Japan: In feudal Japan, leadership was militaristic, with the shogun holding power over the samurai class and the emperor serving as a symbolic ruler. The shogunate controlled much of the political and economic life of Japan, and loyalty to the shogun was enforced through strict codes of conduct, such as Bushido.
Indigenous Leadership: In contrast, leadership in Indigenous communities is often based on consensus and collective decision-making. Chiefs and councils are chosen for their wisdom, leadership abilities, and commitment to serving the community. The role of the Chief is not to impose decisions but to guide the community in a way that reflects the needs and values of the people. For example, among the Dakota, leadership is rooted in diplomacy and the ability to mediate disputes, both within the community and with external groups.

Leadership in Indigenous societies also involves a close relationship with the natural world, with decisions often made in consideration of how they will affect future generations. This emphasis on sustainability and respect for the environment contrasts with the more hierarchical and expansionist leadership styles seen in ancient civilizations.

Social Classes and Vocation

Ancient societies like Rome and Egypt had highly stratified social classes, where a person’s social status determined their vocation and opportunities. In these societies, there was little mobility between classes, and individuals were often born into roles that they would fulfill for their entire lives.

In Rome, the patricians held political and economic power, while the plebeians and slaves had limited rights. Slaves, in particular, were essential to the Roman economy but had no social standing.
In Egypt, the pharaoh, priests, and nobles occupied the highest positions, while farmers and laborers worked the land to support the elite.

In Indigenous societies, social class was less rigid, and roles were more fluid, based on skills, knowledge, and the needs of the community. While certain individuals, such as Chiefs or spiritual leaders, held more responsibility, there was a greater emphasis on shared resources and collective well-being. This egalitarian approach to roles contrasts with the hierarchical systems seen in ancient civilizations, where power and wealth were concentrated in the hands of a few.

Means of Sustenance

In historical societies, agriculture and trade were central to the economy. For example:

Ancient Egypt relied on the Nile River for irrigation, allowing for the cultivation of crops like wheat, barley, and flax. These crops were essential for feeding the population and supporting trade with neighboring regions.
Ancient Rome developed extensive trade networks across the Mediterranean, exchanging goods such as grain, olive oil, wine, and pottery.

In Indigenous societies, the economy was based on sustainable use of natural resources. Hunting, fishing, and gathering were key to survival, and resources like the buffalo were used to their fullest extent, with every part of the animal serving a purpose. Indigenous trade networks were also well-developed, allowing for the exchange of goods like furs, medicinal plants, and artifacts between different nations.

The Indigenous approach to resource use was deeply connected to their worldview, which emphasized respect for the land and the need to maintain balance with nature. This sustainable approach contrasts with the more exploitative economic systems of ancient civilizations, where large-scale agriculture and trade often led to environmental degradation and overuse of resources.

6. Roles in Contemporary Canada

Citizenship and Civic Duty

In modern Canada, the concept of citizenship carries both rights and responsibilities. Citizens are expected to participate in the democratic process by voting in elections, obeying the law, and contributing to the community through civic engagement. These responsibilities are central to maintaining the stability and functioning of Canadian society.

In Indigenous communities, the responsibilities of citizenship often include a deeper connection to the land and a commitment to preserving cultural practices. Indigenous people are tasked with stewardship of the land, ensuring that natural resources are used sustainably and that future generations can continue to live in harmony with the environment. This concept of stewardship is reflected in the roles individuals play within their communities, whether as leaders, Elders, or community members.

Roles Based on Gender, Age, and Vocation

In contemporary Canada, gender roles are more fluid than in many historical societies, with men and women participating equally in various sectors, including politics, education, healthcare, and the economy. Indigenous women in particular have taken on leadership roles as Chiefs, Band Councillors, and Elders, contributing to the preservation of cultural practices and the revitalization of Indigenous languages and traditions.

Youth are also encouraged to engage in community activities and leadership development, with many initiatives focusing on land-based learning and cultural education. Programs such as language revitalization camps and cultural immersion are helping Indigenous youth reconnect with their heritage while preparing them for the challenges of the modern world.

Institutions and Expectations

Modern institutions in Canada, such as schools, hospitals, and governments, emphasize equality, diversity, and inclusion. Indigenous-run schools often incorporate a blend of Western education models with traditional teachings, ensuring that students receive a holistic education that includes both academic skills and cultural knowledge.

In healthcare, there is a growing recognition of the importance of traditional healing practices alongside Western medicine. Indigenous communities are increasingly integrating these practices into their healthcare systems, with healing lodges, medicine walks, and ceremonies becoming more common in the treatment of physical and mental health issues.

Governments at both the local and national levels are working to support Indigenous self-governance and cultural preservation. This includes initiatives to recognize Indigenous land rights, promote language revitalization, and address the historical injustices faced by Indigenous peoples through Truth and Reconciliation efforts.

7. Conclusion

Throughout history, societies have relied on the organization of roles to ensure their survival, prosperity, and cultural continuity. From ancient Egypt and Greece to the contemporary Indigenous nations of southern Saskatchewan, the roles individuals play within their communities reflect their society’s values, worldview, and economic needs.

In ancient civilizations, leadership was often concentrated in the hands of a few, with strict social hierarchies determining people’s roles and opportunities. These roles were closely tied to religious beliefs, political power, and economic systems that required large-scale agriculture and trade to sustain the population.

In contrast, Indigenous societies emphasize collective responsibility, sustainable use of resources, and respect for the natural world. Roles within these communities are more fluid and egalitarian, with a focus on maintaining balance with the environment and ensuring the well-being of future generations.

As you reflect on the roles individuals play in different societies, consider how your own experiences in school, family, and community reflect broader societal expectations. What responsibilities do you have to your community, and how do these responsibilities align with the values and worldview of your people?

Understanding the roles we play in society not only helps us navigate our own lives but also allows us to contribute meaningfully to the world around us, ensuring that our communities thrive for generations to come.

8. Vocabulary

Vocation: A person’s occupation or role, especially regarding their contribution to society.
Institution: An organization that plays a role in structuring a society, such as schools or governments.
Leadership: The act of guiding a group or institution, whether in governance, education, or another field.
Civic Duty: Responsibilities that come with being a citizen, such as voting and obeying laws.
Traditional Healer: A person who uses cultural and ancestral knowledge to provide health care.
Elder: A respected figure in Indigenous communities, often responsible for preserving traditions and guiding the younger generation.
Social Class: The division of society based on status, wealth, and occupation.
Consensus: A form of decision-making that involves collective agreement among community members.

9. Multiple-Choice Questions

Which of the following is not an institution that helps meet community needs?
- A) School
- B) Hospital
- C) Sports team
- D) Local government
  Answer: C
How did social class affect people’s roles in historical societies?
- A) It determined what kinds of jobs they could have.
- B) It had no impact.
- C) It gave everyone the same opportunities.
- D) It was based entirely on talent.
  Answer: A
In modern Canada, which of the following is an example of a civic duty?
- A) Buying a house
- B) Voting in elections
- C) Starting a business
- D) Joining a sports team
  Answer: B
Which of the following best describes a traditional healer’s role in Indigenous communities?
- A) Providing physical healthcare only
- B) Guiding spiritual, emotional, and physical well-being
- C) Leading educational institutions
- D) Organizing community festivals
  Answer: B
In Indigenous societies, what role do Elders play?
- A) Leading political campaigns
- B) Preserving traditions and guiding the younger generation
- C) Acting as warriors and protectors
- D) Organizing trade networks
  Answer: B

10. References

Government of Canada. (2021). Canadian Multiculturalism: An Inclusive Citizenship. Retrieved from canada.ca
Truth and Reconciliation Commission of Canada. (2015). Final Report of the Truth and Reconciliation Commission of Canada. Retrieved from trc.ca
National Centre for Truth and Reconciliation (2020). Retrieved from nctr.ca
United Nations. (2022). World Social Report 2022: Building Social Resilience in a Changing World. Retrieved from un.org
World Development Report (2021). Data for Better Lives. Retrieved from worldbank.org

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