Page 124 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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individuals engaged in a wide range of activities and careers broaden awareness of contemporary lifestyles; new textbook editions reflecting current perspectives on historical events involving First Nations, Métis, and Inuit communities ensure that misconceptions are not perpetuated; short stories and poetry by First Nations, Métis, and Inuit authors raise awareness of continued injustices and inequalities, and of the significance of cultural revitalization)
Sample questions: “In your opinion, how well do Indigenous and non-Indigenous media sources reflect the political interests of contemporary First Nations, Métis, and Inuit individuals and communities? In what ways do Indigenous and non-Indigenous media representations differ from one another? How might these differences affect the way non- Indigenous Canadians view First Nations, Métis, and Inuit aspirations?”
Affirmation
A3.5 describe various contemporary efforts
to affirm the value and counteract the under- valuation of First Nations, Métis, and Inuit cultural text forms (e.g., as texts of foundational importance with respect to world views rather than artefacts or crafts; as historical records rather than legends; as affirmations of the interconnected- ness of humans and the natural world rather than myths), and analyse the influence of these efforts on society
Sample questions: “How do labels such as ‘legend’, ‘myth’, and ‘artefact’ attached to First Nations, Métis, and Inuit text forms make it more difficult for individuals to understand and value First Nations, Métis, and Inuit belief systems appropriately?” “What can you learn about Indigenous beliefs from campaigns for the return of medicine bundles and other culturally sensitive materials currently stored in Canadian museums to the communities that produced them? What consequences might such repatriation have?” “How do the sacred spaces being created in some urban school environments, such as medicine wheel gardens, traditional food and plant gardens, and mural gardens, respectfully support and reflect First Nations, Métis, and Inuit spirituality, teachings, and symbols?”