Page 174 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
B1. The Oral Tradition: demonstrate an understanding of text forms, figures, and practices associated with the oral traditions of First Nations, Métis, and Inuit cultures, explaining how these traditions communicate meaning and how they are used in contemporary communities, and demonstrate the use of culturally appropriate listening practices;
B2. Listening to Understand: listen to oral texts from and/or related to First Nations, Métis, and Inuit cultures in order to understand and respond appropriately in a variety of situations for a variety of purposes;
B3. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences, for a variety of purposes, about themes, ideas, and issues related to First Nations, Métis, and Inuit cultures;
B4. ReflectingonSkillsandStrategies:reflectonandidentifytheirstrengthsaslistenersandspeakers, areas for improvement, and the strategies they found most helpful in oral communication contexts related to First Nations, Métis, and Inuit cultures.
B. ORAL COMMUNICATION OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
B1. The Oral Tradition
By the end of this course, students will:
Oral Text Forms and Their Use
B1.1 identify various text forms associated with the oral traditions of First Nations, Métis, and Inuit cultures; explain their purpose and symbolic meaning (e.g., prayers and blessings are offered in thanks for the gifts of the natural world; acknow- ledgements verbalize the connections between the past, the present, and future generations of all human and other-than-human beings; petitions request spiritual guidance and/or intervention);
and describe a few customs governing their use (e.g., recording oral teachings without explicit permission may be prohibited in order to protect traditional knowledge from misuse or appropriation; individual storytellers are selected from within clans, families, or a community to share and care for specific traditional stories)
Sample questions: “How is oral storytelling viewed from a First Nations, Métis, or Inuit cultural perspective? How is this view different from or the same as a non-Indigenous view
of oral storytelling roles and responsibilities?” “Why are specific storytellers chosen to care for
creation stories and their expression? How do storytellers ensure that traditional stories remain true to their original telling?” “Why do you think Elders, Métis Senators, knowledge holders, and/or storytellers in various traditional First Nations, Métis, and Inuit societies continue to respect the practice of sharing customs orally?”
Figures and Their Function
B1.2 describe several different significant figures from First Nations, Métis, and Inuit oral stories (e.g., Glooscap, Raven, Mother Earth, clan animals, Sky Woman, Grandfather Sun), including their origins, roles, characteristics, and behaviour (e.g., Grandmother Moon explains the cycle of life and nature through the Thirteen Moon Teachings; the clan animals of the Haudenosaunee Nation represent the earthly elements of land [deer, wolf, bear], water [turtle, beaver, eel], and sky [hawk, heron, snipe])
Sample questions: “How does the trickster interact with children? How does he interact with the natural environment?” “What role does Grandmother Moon play in Anishinaabe Ojibwe oral traditions? What ideas does her behaviour help convey about the role of women and parenting?”
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