Page 126 - 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
Waynaboozhoo’s shape-shifting spirit demonstrates to the Anishinaabe people how to live in harmony with nature)
Sample questions: “What are tricksters? How do trickster figures interact with humans in oral stories? What is the purpose of their trickery?” “What aspects of [the culture’s] world view
are explained by the behaviour of the figures
in this story?” “What traits does Coyote share with Raven? What does that suggest about [the culture’s] world view?” “Which figures can you identify who mediate between life and death?”
Societal Influences
B1.3 explain, with increasing insight, the influence of a range of social, economic, and/or political forces (e.g., colonization, forced relocation, cultural and political oppression, decolonization, cultural revitalization, territorial disputes and resulting court decisions regarding oral history, the erosion of social structures that support oral knowledge transmission as a result of changing lifestyles, the evolving legal definition of intellectual property) on the disruption or continuation of oral traditions in contemporary First Nations, Métis, and Inuit communities
Sample questions: “In what ways do you think laws governing intellectual property rights, digital media, and the writing process have affected the role of oral traditions in contem- porary First Nations and Métis sharing circles?” “What role has oral history played in court decisions regarding territorial disputes? What is the current legal status of oral history in the courts?” “What are some cultural revitalization efforts aimed specifically at supporting the continuation of oral traditions?”
Culturally Appropriate Listening Practices
B1.4 select and use culturally appropriate listening practices during oral teachings by First Nations, Métis, and Inuit speakers (e.g., refrain from interrupting to clarify a point unless invited to do so by the Elder, Métis Senator,
knowledge keeper, or knowledge holder who
is giving the teaching; make a mental note of key points while listening to deduce the lesson of the teaching; make personal connections to the content of a story to develop meaning from a traditional teaching; refrain from taking notes, making a recording, or reproducing a teaching without explicit permission from the traditional knowledge holder and/or community)
Sample questions: “Why might it be inappro- priate to make an audio or video recording of an oral teaching or to take notes while an Elder, Métis Senator, knowledge keeper, or knowledge holder is talking? How do the members of a
culture ensure that such protocols are under- stood by all? How do these restrictions affect the transmission of traditional knowledge and skills from one generation to the next?”
B2. Listening to Understand
By the end of this course, students will:
Purpose
B2.1 identify the purpose of a range of listening tasks, with a focus on listening to oral texts from and/or related to First Nations, Métis, and Inuit cultures, and set goals for specific tasks (e.g., to note the cultural terminology used by a presenter; to determine the merits of a viewpoint before providing a response in a discussion; to gather suggestions for improvement during a student-teacher conference; to identify a life lesson from the oral teaching of an Elder, Métis Senator, knowledge keeper, or knowledge holder; to take effective notes while listening to a lecture; to develop patience, trust, and empathy through repeated listening to oral stories)
Sample questions: “What are you expecting to learn from this speaker?” “How do you deter- mine which points in the presentation represent the speaker’s perspective rather than describing substantive facts?” “Why is it important to pay attention to your emotions while listening to an Elder, Métis Senator, knowledge keeper, or knowledge holder speak?”
Using Active Listening Strategies
B2.2 select and use the most appropriate active listening strategies when interacting in a range of oral communication contexts related to First Nations, Métis, and Inuit cultures (e.g., formulate questions to help them understand the viewpoint of a speaker; ask a speaker to clarify historical details, such as a reference to non-interference and the Two Row Wampum Treaty; respond to
a speaker’s viewpoint while showing respect for diverse ideas and cultural perspectives; affirm and build on the contributions of others in a small-group discussion)
Sample questions: “What does it mean to disagree respectfully?” “What beliefs or attitudes do you hold that could hinder your willingness to consider the speaker’s viewpoint? What are some listening strategies that might help you listen with an open mind?”
Using Listening Comprehension Strategies
B2.3 select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts from and/or related to First Nations, Métis, and Inuit
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