Page 156 - 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
including increasingly complex texts (e.g., explain how a scatter graph enhances the reader’s under- standing of an article about urban and rural Inuit populations; create a concept map illustrating the challenges related to identity that the main character faces in a short story with a Métis protagonist)
Sample question: “What supporting details make the writer’s thesis compelling?”
Making Inferences
C1.4 make and explain inferences about texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non- Indigenous sources, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., based on its cover, make inferences about the content of an Indigenous print or digital magazine; make inferences about the political values reflected in editorial cartoons about a current issue of importance to First Nations, Métis, or Inuit communities, using a graphic organizer to compare the stated and implied ideas in the cartoons; explain what motivates a character in a short story on the basis of his or her actions)
Sample questions: “What inferences can you make about the cultural identities of the charac- ters in the opening scene of this play? In what specific ways did their conversation convey ideas about First Nations, Métis, or Inuit identity?”
Extending Understanding of Texts
C1.5 extend their understanding of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, including increasingly complex texts, by making appropriate connections between the ideas in them and in other texts and to their own knowledge, experience, and insights (e.g., compare the trickster figure in two or more texts, explain the effect of the trickster’s actions on the moral development of the main character in each case, and identify a“trickster”who has influenced
their own behaviour; compare a fictional protagon- ist’s struggles to conform to social expectations in
a short story with similar struggles depicted in a recent film and with their own experience or the experience of their peers; relate Statistics Canada data on employment rates in First Nations com- munities to what they know about unemployment in their own community)
Sample questions: “How did your experience of your own community affect your under- standing of the social context of the play?” “Which of the various traditional stories you recently read in class did you find the greatest personal connection to? Why?”
Analysing Texts
C1.6 analyse texts, including increasingly complex texts, in terms of the information, themes, ideas, and issues they explore in relation to First Nations, Métis, and Inuit cultures, explaining how various aspects of the texts contribute
to the presentation or development of these elements (e.g., outline the role of the trickster figure in the play and explain the effect of his dual nature on the intended message; analyse how graphs are used to present information in a report about First Nations, Métis, and Inuit small businesses; compare the use of landscape imagery to illustrate the theme of coming of age in two or more First Nations, Métis, or Inuit traditional stories)
Sample questions: “How do the metaphors
in this poem help the reader understand the ideas, emotions, and connection to the spirit that it describes?” “What elements of the story emphasize the theme of the interconnectedness of all things?” “What recurring themes emerge in your study of creation stories from various nations?” “In what specific ways does Sophie Pierre née Eustace’s ‘The Little Girl Who Would Be Chief’, a chapter in Speaking My Truth: Reflections on Reconciliation and Residential School, promote deeper understanding of the role of women in Indigenous leadership and governance? How does the author use perspec- tive and voice to help explain the context for the truth and reconciliation movement in Canada today?”
Evaluating Texts
C1.7 evaluate the effectiveness of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, including increasingly complex texts, using evidence from the text to support their opinions (e.g., after reading a selection of short stories, explain why the exploration of the theme of identity is more culturally authentic in one particular story than in others; explain how a biography of a well-known Métis figure has deepened their understanding of its subject; compare two reviews of a new release by an
Inuk musician and explain what makes one seem more or less reliable than the other)
Sample questions: “How authentically has
the author captured the connection between humankind and the natural world?” “What aspects of this poem make it an effective expression of individual and cultural identity? How are these two forms of identity connected?”
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