Page 170 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
A1. Exploring: explore themes related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self-governance, as reflected in text forms created in Canada, formulating questions and comparing perspectives to stimulate a well-reasoned exchange of ideas about these topics;
A2. Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and Inuit individuals, communities, and cultures in text forms created in Canada are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women;
A3. Reconstructing: demonstrate an understanding of the role of contemporary and historical text forms created in Canada in representing the diversity of First Nations, Métis, and Inuit lives, cultures, and world views, and assess the impact on Canadian society of efforts to challenge colonialist views and incomplete or inaccurate representations.
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
A1. Exploring
Throughout this course, students will:
Identifying Text Forms
A1.1 identify various cultural text forms* and associated customs from First Nations, Métis, and Inuit cultures, and explain how they support the communication of meaning within the society (e.g., Métis medallions and clothing communicate kinship ties through colour and ornamentation; the
song sung by Anishinaabe/Ojibwe women water keepers communicates their sacred responsibility to heal Mother Earth and take care of the water supply)
Sample questions: “Why is a pipe considered a cultural text form in First Nations and Métis cultures? How does the role of pipe carrier communicate meaning in relation to the pipe?
What similar cultural text form and associated role can you identify in contemporary non- Indigenous society? What do such roles imply about a culture’s beliefs and values?”
Formulating Questions
A1.2 formulate questions to guide their explorations of themes, ideas, and issues related to First Nations, Métis, and Inuit identities, relationships, and self-determination, sovereignty, or self- governance, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts (e.g., factual question: “What does ‘non-status’ mean?”; comparative question: “What are some similarities between Sedna in Inuit creation stories and Kumugwe
in Kwakwaka’wakw creation stories?”; causal question:“What are some consequences of Coyote’s trickery for other characters in the story?”)
A. FIRST NATIONS, MÉTIS, AND INUIT PERSPECTIVES AND TEXT FORMS IN CANADA
OVERALL EXPECTATIONS
Throughout this course, students will:
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* The term “cultural text form” is used in this document to refer to forms and means of communication – including, for example, elements of material culture, such as clothing and regalia; stories; songs, music, dances; and cultural practices – that have developed over time on the basis of the beliefs and values of the culture and that are respected, honoured, and passed on from generation to generation to express and communicate those shared beliefs and values. These forms employ various symbols, practices, images, sounds, and/or concrete forms to convey information and ideas. See page 188 for background information and a chart identifying various types of cultural text forms.