Page 150 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
B1. The Oral Tradition: demonstrate an understanding of text forms, figures, and practices associated with the oral traditions of First Nations, Métis, and Inuit cultures, explaining how these traditions communicate meaning and how they are used in contemporary communities, and demonstrate the use of culturally appropriate listening practices;
B2. Listening to Understand: listen to oral texts from and/or related to First Nations, Métis, and Inuit cultures in order to understand and respond appropriately in a variety of situations for a variety of purposes;
B3. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences, for a variety of purposes, about themes, ideas, and issues related to First Nations, Métis, and Inuit cultures;
B4. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication contexts related to First Nations, Métis, and Inuit cultures.
B. ORAL COMMUNICATION OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
B1. The Oral Tradition
By the end of this course, students will:
Oral Text Forms and Their Use
B1.1 identify various text forms associated with the oral traditions of First Nations, Métis,
and Inuit cultures; explain their purpose and symbolic meaning (e.g., welcoming addresses, oral stories, affirmations, and songs acknowledge past, present, and future creation and provide the context for various gatherings; the Haudenosaunee Great Law connects the past to current and future ways of life by providing an in-depth reiteration of
history); and describe several different customs governing their use (e.g., youth are encouraged to participate in ceremonies and offer welcoming addresses to ensure that cultural protocols and Indigenous languages are sustained; welcoming songs are sung as women give birth to accept the baby into the community)
Sample questions: “What important information do the Tlingit people convey through song? Why do you think it might be challenging in contemporary society to settle a dispute by gifting a song? What conditions must be present for such a peace-making strategy to work?” “What does the relationship between pipe and pipe carrier in many First Nations cultures
imply about the beliefs and perspectives of
the culture with respect to communicating something of importance? How is the pipe carrier role connected to oral tradition? What might be an equivalent relationship and/or oral cultural text form in contemporary society?”
Figures and Their Function
B1.2 describe a variety of significant figures from First Nations, Métis, and Inuit oral stories (e.g., Grandfather Sun, Kuikuhâchâu or Wolverine, Great Spirit or Creator, Mother Earth, Weesageechak, Coyote, the Three Sisters), including their origins, roles, characteristics, and behaviour, and explain how they reflect a particular culture’s world view (e.g., spirit helpers known by the Métis as Ma-ma-kwa-se-sak or the“Little People”come to the aid of those in need, demonstrating the close connection between the human and spiritual worlds)
Sample questions: “How does the trickster in Cree oral stories compare to the trickster in Mi’kmaq stories? In what ways do the teachings of the characters from these two traditions differ? In what ways are they the same? How do their actions explain elements of nature?” “What differences or similarities can you identify in the Raven of Inuit and West Coast Salish oral traditions?”
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