Page 121 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

identities, relationships, and self-determination, sovereignty, or self-governance, as reflected in various Indigenous text forms, and, as appro- priate, in relevant non-Indigenous texts (e.g., factual question:“What are some issues related to the legal status of the Two Row Wampum Treaty?”; comparative question: “What are some similarities and differences between First Nations, Métis, or Inuit accounts of the creation of the world and those of other cultures?”; causal question: “What are some consequences of the ways in which First Nations, Métis, and Inuit cultures have been represented in history, science, and geography
texts written for Canadian schools?”)
Sample questions: “What is an inquiry stance? How can you apply an inquiry stance to support your learning about First Nations, Métis, and Inuit perspectives in an English course?”
Exploring Identities
A1.3 identify and explain diverse themes, ideas, and issues related to First Nations, Métis,
and Inuit identities, as reflected in various Indigenous text forms, and, as appropriate,
in relevant non-Indigenous texts (e.g., with reference to cultural identities, legal identification in Canada, self-identification and related terminology, the link between identity and traditional territories, individual roles and responsibilities within clan family structures)
Sample questions: “Why do you think the theme of the extended family often occurs in Inuit text forms and literature related to Inuit culture? What does that reflect about Inuit concepts of individual versus collective identity?” “In what ways have Métis individuals and communities been affected by being dispossessed of their homelands? How are these effects reflected in Métis text forms? What do you think some consequences might be of feeling the need both to hide and to reclaim Métis identity?”
Exploring Relationships
A1.4 identify and explain diverse themes, ideas, and issues associated with relationships in First Nations, Métis, and Inuit cultures, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to the interconnectedness of
all living things, the rights and responsibilities derived from natural law that shape the relationship between humankind and nature, ancestral relations between the spirit world and families, the relationship between Aboriginal title and treaty rights and human rights and freedoms, the connection between familial ties and community ties)
Sample questions: “What specifically Inuit perspective on the relationship between the natural and human worlds does this song convey?” “In the novel you are studying, what aspects of the narrator’s perspective on the interconnectedness of all living things reflect
an authentic First Nation world view?” “How does this poem convey the uniqueness of Métis culture while illustrating its relationship to First Nations and European cultures and to the fur trader way of life?”
Exploring Self-Determination, Sovereignty, and Self-Governance
A1.5 identify and explain diverse themes, ideas, and issues related to First Nations, Métis, and Inuit self-determination, sovereignty, or self- governance, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to nation-to-nation relations, land claim disputes and resolutions, traditional territories, linguistic and cultural revitalization, citizenship, colonialist policies, the principles of the Two Row Wampum)
Sample questions: “Do the various informational narratives and reports you have read express an equitable relationship between Indigenous and non-Indigenous governments with respect to Indigenous rights? Why, or why not?”
Comparing Perspectives
A1.6 compare multiple perspectives on themes, ideas, and issues related to First Nations, Métis, and Inuit identities, relationships, and self- determination, sovereignty, or self-governance, as reflected in various texts from both Indigenous and non-Indigenous sources (e.g., compare perspectives on the role of society in family affairs presented in the Two Row Times, Nunatsiaq News, or Métis Voyageur and in one or more mainstream newspapers; identify how the perspectives on the commoditization or protection of natural resources such as seeds, water, soil, and air presented in a variety of texts contradict or confirm one another)
Sample questions: “How might the perspective of a research report on the history and contem- porary context of the Métis Nation vary depending on the sources it is drawn from?” “How would you characterize the perspectives of these two magazine articles on treaty pro- cesses and treaty relationships in Canada? Do they contradict or confirm one another?” “What are some similarities and differences between the way these two novels approach the theme of a First Nation family’s spiritual ties to its ancestors?”
FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
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