Page 120 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University Preparation
A1. Exploring: explore themes related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self-governance, as reflected in text forms created in Canada, formulating questions and comparing perspectives to stimulate a well-reasoned exchange of ideas about these topics;
A2. Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and Inuit individuals, communities, and cultures in text forms created in Canada are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women;
A3. Reconstructing: demonstrate an understanding of the role of contemporary and historical text forms created in Canada in representing the diversity of First Nations, Métis, and Inuit lives, cultures, and world views, and assess the impact on Canadian society of efforts to challenge colonialist views and incomplete or inaccurate representations.
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
A1. Exploring
Throughout this course, students will:
Identifying Text Forms
A1.1 identify various cultural text forms* and associated customs from First Nations, Métis, and Inuit cultures, and explain how they support the communication of meaning within the society (e.g., birch bark scrolls used by Anishinaabe communities to record events, stories,
migration patterns, and cultural teachings form a collective history of a people; a buffalo-hide robe painted with symbols representing life events is
an autobiographical text form that conveys family history; Northwest Coast Tsimshian button blankets are decorated with patterns made from mother-of- pearl buttons to represent an individual’s clan; Inuit women engage in katajjaq, or throat singing, producing rhythmic patterns of voiced and
unvoiced sounds through inhalation or exhalation, as an entertainment or in some cases to soothe babies; ceremonial and traditional clothing incorporates nation-affiliated symbols and/or traditional designs to allow wearers to express their cultural identity)
Sample questions: “Why is it important to have a record of the spirit and intent of an agreement between two parties? What barriers can get in the way of interpreting a written contractual agreement? How does the use of a wampum belt as the text of a contractual agreement change your view of agreements? How does it change your definition of text?”
Formulating Questions
A1.2 formulate increasingly effective questions to guide their explorations of themes, ideas, and issues related to First Nations, Métis, and Inuit
A. FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA
OVERALL EXPECTATIONS
Throughout this course, students will:
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* The term “cultural text form” is used in this document to refer to forms and means of communication – including, for example, elements of material culture, such as clothing and regalia; stories; songs, music, dances; and cultural practices – that have developed over time on the basis of the beliefs and values of the culture and that are respected, honoured, and passed on from generation to generation to express and communicate those shared beliefs and values. These forms employ various symbols, practices, images, sounds, and/or concrete forms to convey information and ideas. See page 188 for background information and a chart identifying various types of cultural text forms.