Page 149 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Sample questions: “Why might the terms ‘First Nations’, ‘Métis’, and ‘Inuit,’ or ‘Indigenous’ be more appropriate than ‘Native’ or ‘Aboriginal’ in a Canadian context?” “Why might the term ‘band’ be inappropriate to use in reference to Métis communities?” “What are some of the connotations of terms used in historical novels to refer to First Nations, Métis, or Inuit individuals?”
Diversity
A3.3 describe several different ways in which the diversity of First Nations, Métis, and Inuit lives, knowledge, cultures, and world views is repre- sented or under-represented in contemporary and historical text forms (e.g., compare texts from different historical periods to determine how the imagery in each text either romanticizes Indigenous peoples or accurately reflects the diversity of First Nations, Métis, and Inuit cultures, and construct a timeline to show the changing use of images and symbols; locate an example of First Nations, Métis, and Inuit world views being depicted as a single world view in a contemporary film or a book they are reading in class; describe various different world views represented in written descriptions of courses offered in a First Nations, Métis, and Inuit studies program)
Sample questions: “What are some ways in which First Nations, Métis, and Inuit individuals and communities are referred to in historical informational texts such as newspapers and treaties? What does that reflect about colonial views of Indigenous diversity?” “How does the author of this municipal history represent the role of diverse First Nations in the development of the town? In your opinion, is this representa- tion accurate? Why, or why not?”
Relevance
A3.4 evaluate a variety of contemporary text forms to determine how accurately they repre- sent the lives and activities of First Nations, Métis, and Inuit individuals and communities, past and present (e.g., explain how the images in a multimedia text reinforce or undermine the message that First Nations, Métis, and Inuit communities are contemporary and vibrant),
and describe several different ways in which updated representations can influence society (e.g., contemporary text forms such as video blogs enable First Nations, Métis, and Inuit youth to express personal perspectives and find common ground with non-Indigenous youth; increasing the presence of First Nations, Métis, and Inuit journalists helps national news programs to better represent contemporary life in Canada)
Sample questions: “Which type of text has most affected your ideas about First Nations, Métis, and Inuit cultures: literature, informational texts, or media texts? Why?” “What images in the text reinforced or dispelled the notion that Indigenous peoples are peoples of the past?” “In what ways does the use of a contemporary text form, such as a video blog, to express
First Nations, Métis, and Inuit perspectives encourage intercultural connections and understanding?”
Affirmation
A3.5 describe several different contemporary efforts to affirm the value and counteract the undervaluation of First Nations, Métis, and Inuit cultural text forms (e.g., as reflections of the interconnectedness of cultural and spiritual identity rather than distinct and separate expressions of culture or spirituality), and analyse some of the ways in which these efforts have influenced society
Sample questions: “What are some cultural
text forms that contemporary First Nations, Métis, and Inuit writers draw on to change non-Indigenous perceptions of the contemporary lives of Indigenous peoples?” “What are some ways in which Indigenous scholars are using cultural text forms to share First Nations, Métis, and Inuit perspectives on child care and custody in Canada?” “How has the use of talking circles changed the approach of courts of law to family mediation?”
FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA
147
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C