Page 151 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Societal Influences
B1.3 explain the influence of a variety of social, economic, and/or political forces (e.g., political oppression as a result of colonialist policies, rapid technological change, the movement of First Nations and Inuit youth away from their communities) on the disruption or continuation of oral traditions in contemporary First Nations, Métis, and Inuit communities
Sample questions: “How does transcribing an oral text into writing affect its interpretation? What are the social implications for the trans- mission of knowledge?”
Culturally Appropriate Listening Practices
B1.4 select and use culturally appropriate listening practices during oral teachings by First Nations, Métis, and Inuit speakers (e.g., demonstrate respect for the length of time a speaker needs to convey ideas; refrain from writing notes during
a telling unless specifically permitted to do so; make personal connections to a teaching by an Elder, Métis Senator, knowledge keeper, or knowledge holder for the purpose of applying the learning to their own circumstances)
Sample questions: “Why might it be important to hear an oral teaching repeatedly?” “What strategies can you use to remember oral infor- mation without taking notes or using recording devices?”
B2. Listening to Understand
By the end of this course, students will:
Purpose
B2.1 identify the purpose of a variety of listening tasks, with a focus on listening to oral texts from and/or related to First Nations, Métis, and Inuit cultures, and set goals for specific tasks (e.g., to take note of terminology specific to a Métis context in a lecture by a guest speaker; to offer classmates constructive advice as they rehearse their oral presentations; to make a personal connection to a teaching by an Elder, Métis Senator, knowledge keeper, or knowledge holder)
Sample questions: “What do you hope to learn by listening to this text? How can you ensure that you achieve that goal?”
Using Active Listening Strategies
B2.2 select and use appropriate active listening strategies when interacting in a variety of oral communication contexts related to First Nations, Métis, and Inuit cultures (e.g., pause
before responding to diverse opinions to moderate reflexive internal reactions during discussions about controversial topics; choose a seating position close to a presenter to remove the possibility of any distractions while listening)
Sample questions: “What stereotypes or biases might be preventing you from listening with an open mind? What are some listening strategies that might help you consider the speaker’s perspective?”
Using Listening Comprehension Strategies
B2.3 select and use appropriate listening compre- hension strategies before, during, and after listening to understand oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex texts (e.g., make connections between the ideas presented and previous knowledge to facilitate their understanding of an Elder’s or Métis Senator’s sharing; note a First Nation, Métis, or Inuk speaker’s preferences about terminology and prepare questions about the appropriate use of these terms; restate key points in a peer conference to confirm their understanding of the information; read the lyrics of a song before listening to it)
Sample questions: “What listening strategies can you use when the subject matter is unfamiliar?” “How did knowing the expected order of introductory information about name, clan, and nation for speakers from a particular
First Nation help you prepare to listen to the presenter’s opening remarks? How might researching cultural expectations about making introductions help you prepare to receive such information more effectively in future?” “How does having some background information about the speaker help you ask appropriately focused questions during a presentation?”
Demonstrating Understanding of Content
B2.4 identify, in a variety of ways, important information and ideas in oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex texts (e.g., identify recurring themes and structures in two
or more oral stories from the same culture; write
a summary of the key points in an oral presentation about a current initiative affecting a local First Nation community; cite examples from an oral text to support their personal opinions in a small-group discussion)
Sample question: “What were some key points the Inuk artist made in his presentation about his career path?”
ORAL COMMUNICATION
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C