Page 152 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Interpreting Texts
B2.5 develop and explain interpretations of oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex texts, using evidence from the text, including oral and visual cues, to support their interpretations appropriately (e.g., identify the specific comedic techniques used by a First Nation stand-up performer and explain how they affect the message of the comedy routine; compare how an Indigenous filmmaker and a non-Indigenous filmmaker use visual cues or visual aids to convey messages, and offer reasons for the differences and similarities)
Sample questions: “What world view is the actor representing when she speaks with spirit beings in the play? What visual elements influenced your interpretation of this moment in the play?”
Extending Understanding of Texts
B2.6 extend their understanding of oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex texts, by making connections between the ideas
in them and in other texts and to their own knowledge, experience, and insights (e.g., make connections between the themes highlighted in oral accounts of creation from two or more First Nations, Métis, or Inuit groups; explain how personal testimony by residential school survivors and/or intergenerational survivors enriched their under- standing of the legacy of the Indian residential school system in Canada and the meaning of reconciliation beyond what they learned from
a documentary on the same topic)
Sample questions: “What insights did you gain from listening to a Cree Elder speak about life in his community that helped you prepare to interview a residential school survivor or inter- generational survivor from the same community effectively? What kinds of connections might you make between the interviewee’s responses and your own knowledge to solidify your
understanding of the issue while respecting his or her experience?”
Analysing Texts
B2.7 analyse oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex texts, focusing on the ways in which they communicate information, themes, ideas, and issues and influence the listener’s/viewer’s response (e.g., compare the conclusions of two speeches to determine how the final message might influence the listener’s response to the whole speech in each case; analyse how a speaker uses statistics to persuade an audience;
explain how figurative language establishes a particular tone and mood in a television or online commentary on an issue of importance to First Nations, Métis, and Inuit communities; explain the techniques used in a radio commercial for a First Nations festival to spark listeners’ interest in the event)
Sample questions: “Why do you think the speaker ended with a particular message? How did that influence your response to the whole speech? What other message might the speaker have ended with, and how would that have changed your response to the topic?”
Critical Literacy
B2.8 identify and analyse the perspectives and/or biases evident in oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., compare the perspectives expressed by two or more First Nations leaders in public addresses on nation- to-nation relations and identify the beliefs and values that shape these perspectives; after listening to a radio panel about an issue of importance to Inuit communities and conducting research on the backgrounds of the commentators, suggest reasons for their differences of opinion; identify points that were relevant to a speaker’s argument but were not included in the presentation and suggest reasons for the omission)
Sample questions: “What personal values did the commentator convey in the current affairs program on environmental protests by First Nations, Métis, and Inuit communities?” “In your opinion, what influence does a national news commentator have on the beliefs of Canadians with respect to issues of importance to First Nations, Métis, and Inuit individuals and communities?”
Understanding Presentation Strategies
B2.9 evaluate the effectiveness of a variety of
presentation strategies used in oral texts from and/or related to First Nations, Métis, and Inuit cultures, including increasingly complex texts, and suggest other strategies that could be used effectively (e.g., compare an audio recording and a video recording of a comic monologue and explain how the performer adjusts the material to suit the format; explain how an Indigenous storyteller uses tone of voice, pauses, and facial expressions to heighten the effect of an oral teaching; evaluate the areas of greater and lesser strength in a peer’s presentation on an aspect of Inuit cultural practice and offer constructive feedback about alternative strategies to use)
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