Page 128 - 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
proposed government legislation on Indigenous sovereignty or self-governance and predict how people with different perspectives might react; identify any omission of relevant information in an oral report on missing and murdered Indigenous women in Canada and explain how the inclusion of those facts might affect the viewpoint being presented)
Sample questions: “What viewpoint is represented in this oral text? Is any important information omitted in order to sustain the viewpoint? Whose interests are served by this perspective?” “Whose voice is left out of this presentation? How can you find out about other perspectives?”
Understanding Presentation Strategies
B2.9 evaluate the effectiveness of a variety of presentation strategies used in oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, and suggest other strategies that could be used effectively (e.g., describe a First Nation leader’s change of tone when addressing
a provincial premier and explain what makes it effective; identify and assess the effectiveness of the strategies a politician used to establish respect in a speech to an Inuit community; evaluate how effectively and respectfully a group used costumes and props to engage the audience during a presentation)
Sample questions: “How well did the organiza- tional structure of the presentation support the group’s argument? What could the presenters have done differently to improve the presenta- tion?” “Which visual aid was the most effective at reinforcing the subject matter? How did it do so?” “What are some types of presentation that might benefit from using audience participation?”
B3. Speaking to Communicate
By the end of this course, students will:
Purpose
B3.1 orally communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives for a range of purposes, using language and following social codes appropriate for the intended purpose and audience (e.g., deliver a presentation about
local history, beginning by acknowledging the Indigenous peoples of the territory under discussion; participate in a sharing circle, providing examples of their life experiences when introducing themselves; tell a traditional story to an audience of young children, using simple, vivid language; participate
in a panel discussion on First Nations, Métis, and Inuit educational initiatives; host a seminar analysing a play by a contemporary First Nation, Métis, or Inuk playwright; stage a mock trial of Louis Riel, presenting arguments from both sides of the case)
Sample questions: “How could you adapt a traditional oral text to present it to an audience of young children?” “How can you effectively incorporate terms used in literary analysis into your seminar?”
Interpersonal Speaking Strategies
B3.2 demonstrate an understanding of a variety of interpersonal speaking strategies, and adapt them effectively to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., contribute to and lead productive group discussions; allow sufficient time for differences of opinion to be expressed in the audience-response portion of a presentation;
use language that all participants in a seminar will understand)
Sample questions: “What speaking strategies can you use to encourage other participants in a group to think about contentious issues in new ways?” “What strategies can you use to encourage other speakers to express their opinions openly?”
Clarity and Coherence
B3.3 orally communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience (e.g., select and use relevant information from research to support key points in a presentation; use a variety of examples to support an oral argument; refer to First Nations, Métis, or Inuit text forms to support and clarify the information in an oral presentation about the traditional knowledge and world view associated with a particular culture; select and use appropriate strategies to respond to audience needs)
Sample questions: “What is the most effective order of key points in your group presentation to ensure that your audience follows the argu- ment?” “What examples can you incorporate into your presentation to make your argument more effective?”
Diction and Devices
B3.4 use appropriate words, phrases, and terminology, and a variety of stylistic devices, to communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives effectively and to engage
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