Page 168 - 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
Sample questions: “What process did you use to select an appropriate soundtrack for your media text showcasing Inuit musicians? What might you do differently next time?”
Interconnected Skills
E4.2 identify a variety of skills they have in listen- ing, speaking, reading, and writing, and explain how these skills help them interpret and create media texts on subject matter related to First Nations, Métis, and Inuit cultures more effectively (e.g., describe how their skill in scanning Internet resources for specific content can help them prepare an effective presentation on access to mainstream media for First Nations, Métis, and Inuit media creators in the twenty-first century; explain how writing an outline can help them produce a
short video)
Sample question: “How did the listening skills you drew on while participating in a First Nation, Métis, or Inuit community event prepare you for a debate on the needs of Indigenous residents in large urban centres?”
E5. First Nations, Métis, and Inuit Voices in Contemporary Media
By the end of this course, students will:
Media Development
E5.1 identify the contributions of several different individuals, organizations, and initiatives to the development and production of contemporary First Nations, Métis, and Inuit media texts (e.g., individuals: Alanis Obomsawin, Paul Qulitalik, Tracey Deer; organizations: the Alliance of Aboriginal Media Professionals, CBC News Indigenous, Igloolik Isuma Productions; initiatives: Muskrat Magazine, Wawatay News)
Sample questions: “How have Indigenous film festivals in Canada brought attention to First Nations, Métis, and Inuit voices in the media industry? What festivals can you name?” “Which
specific college programs can you identify that focus on First Nations, Métis, and Inuit visual and media arts?”
Influence of Media Production
E5.2 describe several different ways in which contemporary First Nations, Métis, and Inuit media texts contribute to heritage and identities in Canada (e.g., encouraging diverse interpretations of identities in Canada; promoting understanding and acceptance of First Nations, Métis, and Inuit perspectives on issues of importance to Indigenous individuals and communities), commenting on the role of media production as a social and cultural force in First Nations, Métis, and Inuit communities
Sample questions: “What are some stories that First Nations, Métis, and Inuit media creators are choosing to tell in the twenty-first century? How similar or different are they from those produced in the late twentieth century? What influence do those stories have on identities
in Canada?”
Media Literacy and Media Access
E5.3 explaintheroleofmedialiteracy,mediaaccess, and technology in supporting contemporary First Nations, Métis, and Inuit media creation and consumption (e.g., explain how improving media literacy for First Nations, Métis, and Inuit individuals helps broaden media access in rural and remote communities generally; identify some specific ways in which young First Nations, Métis, and Inuit media creators are using social media and/or demonstrating media literacy; describe some ways in which media technologies are being used to connect First Nations, Métis, and Inuit communities with the global community)
Sample questions: “In what specific ways is media literacy related to the ability of First Nations, Métis, and Inuit videographers to get their product into mainstream channels?” “How are advances in communications technology expanding business opportunities in First Nations, Métis, and Inuit communities?”
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