Page 127 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

cultures, including increasingly complex or difficult texts (e.g., review background materials that present a First Nation, Métis, or Inuit perspective before listening to a debate on a related topic; refer to their own research to facilitate or confirm their understanding of an oral teaching by an Elder, Métis Senator, knowledge keeper, or knowledge holder)
Sample questions: “How did your research on the world view of this cultural group help you understand the debaters’ viewpoints?” “What questions could you prepare before listening to a news report about an event within a First Nation, Métis, or Inuit community? How is it helpful to identify key verbs in the report that are used to describe the actions the community is taking?”
Demonstrating Understanding of Content
B2.4 identify, in a variety of ways, important information and ideas in oral texts from and/or related to First Nations, Métis, and
Inuit cultures, including increasingly complex or difficult texts (e.g., identify recurring themes
in a variety of presentations on an issue related to First Nations, Métis, and Inuit cultures; identify evidence in an oral text that substantiates the text’s central claim; create a musical compilation that supports the message and tone of a dramatic reading about the history of a First Nation community)
Sample questions: “What similar important ideas did the presentations make? What ideas did they disagree on?” “What theme(s) emerged from the presentations?”
Interpreting Texts
B2.5 develop and explain interpretations of oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, using evidence from the text, including oral and visual cues,
to support their interpretations effectively (e.g., explain how the speaker’s selection of supporting details in a seminar on contemporary Inuit communities affected their interpretation of the message; explain the challenges to Métis identity outlined and solutions proposed by a guest speaker, identifying how the speaker’s use of anecdotes, repetition, and tone of voice helped them to interpret the message; describe similarities and differences between two singers’ interpretations
of the same song lyrics, identifying non-verbal cues that support those interpretations)
Sample questions: “What information did the speaker’s tone of voice convey about his or her attitude to the topic? How did that affect your interpretation of the message?”
Extending Understanding of Texts
B2.6 extend their understanding of oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, by making effective connections between the ideas in them and in other texts and to their own knowledge, experience, and insights (e.g., compare and contrast the values expressed in a traditional oral teaching with their own beliefs; connect the issues discussed in a public forum about on-reserve First Nations youth to their own and their peers’ experience)
Sample questions: “In what ways did your experience of learning another language or your heritage language help you understand the Elder’s oral report on the challenges of promoting the use of Indigenous languages in First Nations communities? What questions do you still have about the Elder’s main points that other oral texts might help you answer?”
Analysing Texts
B2.7 analyse oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, focusing on the ways in which they communicate infor- mation, themes, ideas, and issues and influence the listener’s/viewer’s response (e.g., describe how a speaker’s use of non-verbal cues in a presentation about Canada’s shared history with Indigenous peoples influenced their response to
the message; explain how the Crown–Indigenous Relations and Northern Affairs critic used particular figures of speech during Question Period in the House of Commons to influence their audience; analyse the use of“expert opinions”to establish authority in a news broadcast about an issue of importance to First Nations, Métis, or Inuit communities)
Sample questions: “What figures of speech did the Official Opposition’s Crown–Indigenous Relations and Northern Affairs critic use during Question Period? What do you think was the intended effect? Do you think the language was chosen primarily to persuade the minister and other MPs, visitors in the public gallery, the press, or the television audience? What reasons can you give for your opinion?”
Critical Literacy
B2.8 identify and analyse the perspectives and/or biases evident in oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, and comment with growing understanding on any questions they may raise about beliefs, values, identity, and power (e.g., identify the perspective of a speaker discussing the impact of
ORAL COMMUNICATION
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
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