Page 161 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

observing conventions for proper documentation, to ensure that all sources and extracts are fully acknowledged in their final piece of work; before completing their research, conduct a conference with the teacher or teacher-librarian to help them determine whether the sources they have consulted are adequate and the information they have selected is complete, authentic, accurate, and respectful and represents a range of views)
Sample questions: “What resource selection strategies have you developed to guide your search for information about Cree culture and heritage in Ontario?” “What questions could you ask to help expand your research and ensure that the information you find is relevant, authentic, reliable, and up to date?” “What is the most important criterion to consider when authenticating material to support your ideas and citing the material correctly?”
Organizing Ideas
D1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., use a concept map to organize the ideas, information, and graphics they wish to include
in an information sheet about school board initiatives with a First Nations, Métis, and Inuit focus; use
a four directions model, informed by teachings from a knowledge holder, to clarify the balance
or imbalance between physical, mental, emotional, and spiritual concepts in preparation for writing
a spoken-word poem; use a storyboard to order elements chronologically for a short history of
a particular First Nation)
Sample questions: “How will you sort the information you have gathered from various sources to use in writing your report on school board initiatives with a First Nations, Métis,
or Inuit focus?” “What strategies will best help you make connections between the various pieces of information you have gathered?”
Reviewing Content
D1.5 determine whether the ideas and information gathered are relevant to the topic, accurate, complete, and appropriately meet the require- ments of the writing task (e.g., ask a peer knowledgeable in the subject matter to review their article on First Nations, Métis, and Inuit hunting, fishing, and trapping rights and to recommend additional perspectives to include; skim their notes to confirm that the information and ideas address all the specific assignment requirements and to determine if any aspect of the topic is missing)
Sample questions: “Why did you wish to include a personal anecdote in your newspaper article about the negative consequences of racially motivated name calling? How is it relevant
to your topic?” “Does your research reflect the diversity of First Nations, Métis, and Inuit cultures?”
D2. Using Knowledge of Form and Style
By the end of this course, students will:
Form
D2.1 write for different purposes and audiences using a variety of literary, informational, and graphic text forms (e.g., a survey comparing the responses of classmates to a short story on the theme of cultural change studied in class; the table of contents for a report on the cultural practices of various First Nations in Ontario in the twenty-first century; an information booklet highlighting the contributions of First Nations, Métis, and Inuit individuals and communities to Canadian society; an informational text explaining a technical pro- cedure; a short article for the school newspaper proposing a solution to an environmental problem)
Sample questions: “What text form will you use to support a public awareness campaign about the treaty or treaties governing the territory in which the school community is located? What makes this form a good choice?”
Voice
D2.2 establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing (e.g., write as if speaking to convey sincerity in a letter to a close friend summarizing their thoughts about First Nations experiences in contemporary urban settings; use an authoritative tone in a letter to a school newspaper about the consequences of unsafe drinking water; incorporate expressions frequently used in social media to convey immediacy in a free-verse poem articulating their response
to the impact of climate change on the people, environment, and/or economy of the Arctic)
Sample questions: “What tone do you think
is suitable for a written account of an incident that will be presented at a consultation with a local First Nation, Métis, or Inuit organization? What specific phrases and sentence structures might you use to establish an appropriate tone?”
WRITING
159
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C