Page 125 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

B. ORAL COMMUNICATION OVERALL EXPECTATIONS
By the end of this course, students will:
B1. The Oral Tradition: demonstrate an understanding of text forms, figures, and practices associated with the oral traditions of First Nations, Métis, and Inuit cultures, explaining how these traditions communicate meaning and how they are used in contemporary communities, and demonstrate the use of culturally appropriate listening practices;
B2. Listening to Understand: listen to oral texts from and/or related to First Nations, Métis, and Inuit cultures in order to understand and respond appropriately in a variety of situations for a variety of purposes;
B3. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences, for a variety of purposes, about themes, ideas, and issues related to First Nations, Métis, and Inuit cultures;
B4. ReflectingonSkillsandStrategies:reflectonandidentifytheirstrengthsaslistenersandspeakers, areas for improvement, and the strategies they found most helpful in oral communication contexts related to First Nations, Métis, and Inuit cultures.
SPECIFIC EXPECTATIONS
B1. The Oral Tradition
By the end of this course, students will:
Oral Text Forms and Their Use
B1.1 identify various text forms associated with the oral traditions of First Nations, Métis,
and Inuit cultures; explain their purpose and symbolic meaning (e.g., reiterative storytelling affirms the spirit and intent of the teaching through repetition and variation; creation stories offer a spiritual foundation for human life and explain the relationship between humanity and the natural world; acknowledgements are simple greetings
that are exchanged in recognition of the speakers’ family and clan connections; spiritual or traditional names offered by speakers when they introduce themselves affirm the connection between the person, his or her community, and the spiritual realm); and describe various customs governing their use (e.g., protocols determined by the time of year or the age of the listener govern the sharing
of stories about seasonal change or the transition from one life stage to the next; cultural norms assign the task of oral teaching to Elders, Métis Senators, knowledge keepers, and knowledge holders; storytellers have specific roles and responsibilities within a particular culture;
metaphor is used to develop listeners’ deeper thinking; culturally specific practices ensure the preservation, maintenance, and accuracy of stories; humour is used to engage listeners)
Sample questions: “Why are Elders, Métis Senators, knowledge keepers, and knowledge holders assigned the task of oral teaching?
In what specific ways do they protect and preserve traditional teachings?” “Do you think the protection of oral tradition and special status for knowledge holders such as Elders remain relevant in contemporary society? Why, or why not?”
Figures and Their Function
B1.2 describe a variety of significant figures
from First Nations, Métis, and Inuit oral stories (e.g., Chikapash, Nuliajuk or Sedna, Kiviuq, Waynaboozhoo or Nanabush, Great Spirit or Creator, Mother Earth, clan animals, Windigo), including their origins, roles, characteristics, and behaviour, and explain, with increasing insight, how they reflect a particular culture’s world view (e.g., Sedna’s vengeful character defines the relationship between Inuit and
the sea; Coyote’s use of humour and trickery provokes thoughtful contemplation of how various aspects of the natural world have come to be;
ORAL COMMUNICATION
123
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3U