Page 132 - 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
Critical Literacy
C1.8 identify and analyse the perspectives and/or biases evident in texts dealing with themes, ideas, and issues related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power (e.g., explain, on the basis of research, how the historical and/or cultural context of a novel accounts for the social values expressed by its characters; compare the perspectives on an issue
of importance to First Nations, Métis, and Inuit communities expressed in editorials or feature articles in different newspapers and magazines; identify the perspective implied in a historical treaty and explain how it supports or undermines the power of the signatory parties)
Sample questions: “What groups are most prominent in this historical account of coloniza- tion? What groups are marginalized or ignored? Why do you think this is?” “What social and legal conditions of this period might help explain the actions, attitudes, and treatment
of women represented in this text?” “How do the political perspectives expressed in these newspapers differ?” “What social perspective on First Nations, Métis, or Inuit identities is expressed in the text? What does that suggest about the author’s beliefs and values?”
C2. Understanding Form and Style
By the end of this course, students will:
Text Forms
C2.1 identify a variety of characteristics of literary, informational, and graphic text forms, and explain, with increasing insight, how they help communicate meaning or reflect a world view (e.g., the choice of narrator affects the tone and content of a historical narrative; a parody achieves a satirical effect by using a serious tone to describe
an absurd situation; the structure of an epic poem or a narrative text can reflect the stages of the archetypal heroic quest; the organization of a persuasive essay can be used to build an argument)
Sample questions: “How might the ideas
and themes expressed by the various design elements of a wampum belt be conveyed in
an informational text? What might be lost – or gained – by using a written form of expression?” “How does the choice of narrator in this story affect the reader’s perception of Métis perspec- tives on the subject matter?”
Text Features
C2.2 identify a variety of features of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, and explain, with increasing insight, how they help communicate meaning or reflect a world view (e.g., describe the type of information that captioned photographs add to a report on Inuit communities; explain how the layout or punctuation of a poem on the theme of First Nations, Métis, or Inuit spirituality adds to its meaning or emotional impact; identify how fonts are used to reflect the different characters in a graphic novel)
Sample questions: “How do the illustrations
in this report on Inuit communities enhance the information supplied by the text? What new ideas do they add?” “How does this infographic support the Métis perspectives expressed in this newspaper article? Is it effective? Why, or why not?” “How does the layout of this poem add to its emotional impact?”
Elements of Style
C2.3 identify a variety of elements of style in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, in relevant texts from non-Indigenous sources, and explain, with increasing insight, how they help communicate meaning or reflect a world view and enhance the effectiveness of the text (e.g., explain how the use of first-person narrative in a novel enhances its theme about relationships with ancestral spirits; analyse how the diction used to describe First Nations, Métis, or Inuit individuals in a news report or characters in a story affects the message; explain the function of hyperbole in a satirical essay or play script about life in a First Nation, Métis, or Inuit community)
Sample questions: “How does the use of alliteration help convey the main character’s feelings about the challenges he or she faces?” “How does the diction the author uses to describe nature and the weather reflect or enhance the theme of the story?” “How does the playwright infuse the play script with humour and philosophy to engage the audience on a topic of concern to First Nations, Métis, and Inuit communities?” “Why do you think the author uses hyperbole in the essay? How does it affect your response as a reader?”
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