Page 147 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

decolonizing perspective in contemporary informa- tional narratives about Canada?”)
Sample questions: “What is an inquiry stance? How does using an inquiry stance help you understand the divergence of views presented in these two texts?”
Exploring Identities
A1.3 identify and describe several different themes, ideas, and issues related to First Nations, Métis, and Inuit identities, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to the challenge of reconciling multiple cultural identities, self-identification and naming, a sense of isolation and marginalization)
Sample questions: “As you reflect on a local First Nation gathering that you attended, what aspects of the experience did you find personally meaningful? What did you learn about individual or cultural identity? How did you make meaning of the cultural text forms that were present?”
Exploring Relationships
A1.4 identify and describe several different themes, ideas, and issues associated with relationships in First Nations, Métis, and Inuit cultures, as reflected in various Indigenous
text forms, and, as appropriate, in relevant non- Indigenous texts (e.g., with reference to the ways in which natural law shapes the relationship between humanity and nature in many Indigenous cultures, the relationship between community aspirations and individual aspirations)
Sample questions: “How is the concept of relationships expressed in various treaties? Why is it important to explore how nation-to- nation relationships are reflected not only in written text forms such as treaties but also
in cultural text forms such as wampum belts?”
Exploring Self-Determination, Sovereignty, and Self-Governance
A1.5 identify and describe several different themes, ideas, and issues related to First Nations, Métis, and Inuit self-determination, sovereignty, or self-governance, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., with reference to traditional territories; international, national, and provincial political leadership; Métis governance structures and community charter membership; grassroots civic action)
Sample question: “Why do you think the author of this article took time to tell the story of the geography of this territory and
its importance to the first peoples before making his or her main point about sovereignty or self-governance?”
Comparing Perspectives
A1.6 compare several different perspectives
on themes, ideas, and issues related to First Nations, Métis, and Inuit identities, relation- ships, and self-determination, sovereignty, or self-governance, as reflected in various texts from both Indigenous and non-Indigenous sources (e.g., compare the perspectives on the role of humanity within the natural environment expressed in a text by a First Nation, Métis, or Inuk writer and one by a non-Indigenous Canadian writer; after reviewing several different texts, define the concept of community from a First Nations, Métis, or Inuit perspective and identify various similarities and differences with a non- Indigenous perspective)
Sample questions: “How might the perspective of a magazine article on the history and con- temporary context of Inuit in Canada vary depending on the sources it is drawn from?” “How would you outline the perspectives
of these two news articles about the role of Indigenous men and fathers today?” “What are some of the similarities and differences between the way these two short stories approach the theme of a family’s connection to the urban Indigenous community?”
A2. Deconstructing
Throughout this course, students will:
Viewpoint
A2.1 determine how the messages relating to
First Nations, Métis, and Inuit cultures conveyed in various contemporary and historical Indigenous text forms, and, as appropriate,
in non-Indigenous texts, might change if they were presented from different perspectives (e.g., the perspectives of veterans, landowners, non-Indigenous immigrants, elderly community members, First Nations women, individuals who live off the land), and make inferences about how the viewpoint of the creator/author is shaped by factors related to historical period, gender, culture, sexual orientation, ability, and/or politics
Sample questions: “What cultural factors do you think are shaping the perspective presented in this news article? On what evidence do you base your opinion?” “From whose perspective is this article about fishing, hunting, and gather- ing written? How might the article differ if it
FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA
145
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C