Depending on your frame of reference and personal context some individuals would consider my teaching scenario as northern and rural.  Our school resides on Treaty 2 territory and the average classroom demographics reflect approximately 50% of students from First Nations and Metis ancestry; many of whom have experience living or regularly visiting family within the borders of a nearby First Nations reserve.  This course provided participants with an opportunity to explore the role of curriculum agents within a northern, rural, and aboriginal context.  The text mentioned above was discussed on a chapter-by-chapter basis with specific northern, rural, and aboriginal examples from Manitoba analyzed by Dr. Dowsett.

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The course schedule saw participants attend a weekly video-class in which the format set out to follow a "2/3-1/3" model in which 2/3 of our time was spent in lecture and 1/3 was spent in active engagement through the strategy of Process Learning Circles.

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Included in my assignment exemplars are: 1) a literature search on the effect of internet access in rural, remote, & aboriginal schools and 2) a unit map for the grade 11 Canadian History curriculum.