Page 175 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Societal Influences
B1.3 describe the influence of several different social, economic, and/or political forces (e.g., the widespread availability of recording devices such as cell phone cameras, the transcription of previously exclusively oral stories, limited access to storytellers) on the disruption or continuation of oral traditions in contemporary First Nations, Métis, and Inuit communities
Sample questions: “What are some specific ways in which First Nations, Métis, and Inuit families are keeping oral traditions alive today?” “What are some positive and negative effects
of recording oral text forms in writing?”
Culturally Appropriate Listening Practices
B1.4 identify and use culturally appropriate listening practices during oral teachings
by First Nations, Métis, and Inuit speakers (e.g., listen for extended lengths of time without interrupting or appearing impatient; generate mental images during a storyteller’s narration in order to be able to recall the story precisely)
Sample questions: “What are the elements of an ethical code of conduct for listening to a traditional teaching?” “How does visualizing key elements of an oral teaching as it is being told help you understand the events described and the time when they occurred?”
B2. Listening to Understand
By the end of this course, students will:
Purpose
B2.1 identify the purpose of several different listening tasks, with a focus on listening to oral texts from and/or related to First Nations, Métis, and Inuit cultures, and set goals for specific tasks (e.g., to identify culturally specific terminology while listening to a presentation; to gather information on a topic of personal interest by conducting an interview)
Sample questions: “What kinds of information will you be listening for in this task? What might interfere with your ability to understand?” “How does your purpose in listening to Inuit throat singing differ from your purpose in listening to song lyrics? What do you hope
to learn from each?”
Using Active Listening Strategies
B2.2 identify and use several different active listening strategies when interacting in a variety of communication contexts related
to First Nations, Métis, and Inuit cultures (e.g., demonstrate an understanding of when to speak, when to listen, and how much to say; use body
language to indicate that they are listening attentively to a storyteller’s narration; ask a speaker to clarify an idea with an example)
Sample question: “How might you respectfully signal that you wish to ask an Elder or a presenter a question?”
Using Listening Comprehension Strategies
B2.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures (e.g., skim an article providing background information before
a teacher read-aloud; use a summary chart to record a discussion; write down what they already know about a topic, including relevant vocabulary, before listening to a presentation)
Sample questions: “How might you prepare to listen to a presentation that is likely to include words that are unfamiliar to you? What strategies can you use to prevent the inclusion of such words from interfering with your ability to listen to or understand an Elder?”
Demonstrating Understanding of Content
B2.4 identify, in several different ways, important information and ideas in both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures (e.g., identify terminology in a speaker’s presentation that is being used in a First Nations, Métis, or Inuit political context; list the key points of a chief’s address
to the Assembly of First Nations; paraphrase a character’s speech from a dramatic reading)
Sample questions: “What specific terms did the Senator use in her speech to describe who the Métis people are?” “What insights into Inuit identity did the speaker offer?”
Interpreting Texts
B2.5 develop and explain interpretations of both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures using evidence from the text, including oral and visual cues, to support their interpretations appropriately (e.g., compare the experiences of learning a traditional dance by watching a live demonstration while listening to and following along with an instructor and by viewing an instructional video, and determine the strengths and weakness of each format; explain how the
use of images or data affected their interpretation of a presentation about First Nations, Métis, and Inuit businesses)
Sample question: “How did the personal story that the speaker shared affect your interpretation of the main ideas being presented in the oral report?”
ORAL COMMUNICATION
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3E