Page 146 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
A1. Exploring: explore themes related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self-governance, as reflected in text forms created in Canada, formulating questions and comparing perspectives to stimulate a well-reasoned exchange of ideas about these topics;
A2. Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and Inuit individuals, communities, and cultures in text forms created in Canada are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women;
A3. Reconstructing: demonstrate an understanding of the role of contemporary and historical text forms created in Canada in representing the diversity of First Nations, Métis, and Inuit lives, cultures, and world views, and assess the impact on Canadian society of efforts to challenge colonialist views
and incomplete or inaccurate representations.
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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SPECIFIC EXPECTATIONS
A1. Exploring
Throughout this course, students will:
Identifying Text Forms
A1.1 identify various cultural text forms* and associated customs from First Nations, Métis, and Inuit cultures, and explain how they support the communication of meaning within the society (e.g., Anishinaabe pictographs painted on rocks communicate visions and messages through
images of humans and animals; a traditional talking stick is a means to facilitate discussion at various circles, ceremonies, and cultural events through the use of symbolism and honoured protocols; clothing or regalia created to be worn at First Nations powwows and other cultural gatherings reflects identity and collective values; the Haudenosaunee Thanksgiving Address is said before all else at ceremonies and significant meetings to give thanks for the natural world)
Sample questions: “How does the Hiawatha Belt record the development of the Five Nations Confederacy? What are the teachings behind
its symbolism? How do the oral stories that accompany the belt help the beneficiary under- stand the Great Law of Peace?”
Formulating Questions
A1.2 formulate appropriate questions to guide their explorations of themes, ideas, and issues related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self-governance, as reflected in various Indigenous text forms, and, as appro- priate, in relevant non-Indigenous texts (e.g., factual question: “How are the designations ‘status’ and ‘non-status’ determined?”; comparative question: “What are some similarities and differences in the expression of cultural identity
by Métis and Inuit individuals?”; causal question: “What are some consequences of presenting a
A. FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA
OVERALL EXPECTATIONS
Throughout this course, students will:
* The term “cultural text form” is used in this document to refer to forms and means of communication – including, for example, elements of material culture, such as clothing and regalia; stories; songs, music, dances; and cultural practices – that have developed over time on the basis of the beliefs and values of the culture and that are respected, honoured, and passed on from generation to generation to express and communicate those shared beliefs and values. These forms employ various symbols, practices, images, sounds, and/or concrete forms to convey information and ideas. See page 188 for background information and a chart identifying various types of cultural text forms.