Page 176 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Extending Understanding of Texts
B2.6 extend their understanding of both simple and complex oral texts from and/or related
to First Nations, Métis, and Inuit cultures by making connections between the ideas in them and in other texts and to their own knowledge, experience, and insights (e.g., listen to a classmate’s presentation on the Sixties Scoop and then share their own thoughts about custodial care practices)
Sample question: “How can you connect the ideas the speaker expressed about the state of Indigenous-language use in First Nations com- munities to your own experience of learning another language or your heritage language?”
Analysing Texts
B2.7 analyse both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures, focusing on the ways in which they communicate information, themes, ideas, and issues and influence the listener’s/viewer’s response (e.g., identify the specific techniques a presenter at a job fair uses to generate enthusiasm about employment opportunities for First Nations, Métis, and Inuit youth; explain how a speaker’s use of an Indigenous protocol to open and close
a presentation affected the audience)
Sample questions: “How did the speaker create enthusiasm about the topic? What gestures did she use while speaking? What dynamic words did she repeat?” “How did the Elder’s use of metaphor help you understand the message
of the traditional teaching?”
Critical Literacy
B2.8 identify the perspectives and/or biases evident in both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., describe the perspective expressed by an Inuk community leader in an interview about an environmental topic, identifying references to
the natural world that reflect the leader’s belief system; compare the use of stereotypes in two comedy routines to identify the beliefs and values of the performers)
Sample questions: “In your opinion, does
the gender of the speaker affect the audience’s response to a speech about a controversial issue of importance to First Nations, Métis, or Inuit communities? Why, or why not? What questions does this raise about identity and power?” “How do these comedians use stereotypes to appeal to their target audiences? How would the routines have to change to present fairer cultural representations?” “After listening to this interview with Inuit Elders, how would
you describe their perspective on climate change? What does this perspective reveal about Inuit culture and the beliefs and values of the Elders?”
Understanding Presentation Strategies
B2.9 explain how several different presentation strategies are used in oral texts from and/or related to First Nations, Métis, and Inuit cultures to inform, persuade, or entertain (e.g., view videos of comedy routines to identify and compare the ways in which different comedians use body language to appeal to a specific audience; critique a mock job interview to identify effective and ineffective verbal and non-verbal communication)
Sample questions: “What visual materials could have been used to support the presentation
on cultural art forms? What effect might their inclusion have had?” “How could the presenters have observed cultural protocols more closely? How would that have improved the quality of the presentation?”
B3. Speaking to Communicate
By the end of this course, students will:
Purpose
B3.1 orally communicate information and
ideas related to First Nations, Métis, and Inuit cultures and/or perspectives for several different purposes, using language and following social codes appropriate for the intended purpose and audience (e.g., introduce an Elder who is about to give an oral teaching, using culturally appropriate ways of naming; participate in a small-group discussion in order to reach consensus on a topic
of importance to a local First Nation community; give specific and relevant examples about a recent field trip to inform fellow students who were not able to go)
Sample question: “Why is it important to model the appropriate use of terminology when referring to First Nations, Métis, and Inuit themes or topics in an oral presentation to younger children?”
Interpersonal Speaking Strategies
B3.2 demonstrate an understanding of several different interpersonal speaking strategies, and adapt them appropriately to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., use humour to establish an inclusive tone in a presentation on a topic of concern; speak at appropriate points in a discussion, such as when another speaker pauses)
Sample question: “How do you know when it is appropriate for you to speak during a work-related meeting?”
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