Page 179 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

delineated in a short story; compare the opinions on an issue of importance to First Nations, Métis, and Inuit communities expressed in two letters to the editor, using a Venn diagram)
Sample questions: “What is the main message of this media release? Which details support that message?”
Making Inferences
C1.4 make and explain inferences about both simple and complex texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, supporting their explanations with stated and implied ideas from the texts (e.g., infer the general recommendations of the Truth and Reconciliation Commission of Canada: Calls to Action from the headings throughout the text; explain what the imagery in a poem implies about the natural world)
Sample question: “How does the poet’s use of moon imagery affect the meaning of this poem?”
Extending Understanding of Texts
C1.5 extend their understanding of both simple and complex texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, by making connections between the ideas in them and in other texts and to their own knowledge, experi- ence, and insights (e.g., compare the challenges that conflicting world views pose for the protagonist of a short story with a similar challenge they have experienced personally)
Sample questions: “How do the world views of the protagonist and antagonist conflict? What insights did you gain from this conflict that might lead you to act differently in a similar situation?”
Analysing Texts
C1.6 analyse both simple and complex texts in terms of the information, themes, ideas, and issues they explore in relation to First Nations, Métis, and Inuit cultures, identifying several different aspects of the texts that contribute
to the presentation or development of these elements (e.g., describe the main theme expressed in a song’s lyrics, identifying specific ways in which the message is reinforced; explain how the writer’s use of personal anecdote illuminates the theme of sovereignty or self-governance)
Sample questions: “Why do you think the writer chose to repeat this particular phrase in the song’s lyrics? What effect does the repetition have on the development of the theme?” “How does the conflict between the characters reveal the theme of this story?” “What elements of the
play script help you understand that the events it describes are occurring in both the past and the present? How does this support the idea that human beings are connected to their ancestors?”
Evaluating Texts
C1.7 evaluate the effectiveness of both simple and complex texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, using evidence from the text to support their opinions (e.g., evaluate the graphic elements of an informational website in terms of criteria such as currency and accuracy to determine how effectively they illustrate the lives of contemporary First Nations, Métis, and Inuit individuals)
Sample questions: “What omissions or mis- representations has your research revealed in this biographical sketch of Pontiac? In what specific ways do they make it less effective?”
Critical Literacy
C1.8 identify the perspectives and/or biases evident in both simple and complex texts dealing with themes, ideas, and issues related to First Nations, Métis, and Inuit cultures, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify elements and/or omissions in a brochure outlining a company’s human resources policy that support or detract from the promotion of inclusivity and diversity; identify examples of gender bias or gender empowerment in a handbook on First Nations governance)
Sample questions: “What information does this brochure leave out that potential employees of various cultural backgrounds might find important?” “What world view does this short story present?” “Why do you think this story is told from the point of view of a young Inuk girl? Could the same ideas be conveyed as convincingly by a narrator who is an Elder?”
C2. Understanding Form and Style
By the end of this course, students will:
Text Forms
C2.1 identify several different characteristics of literary, informational, and graphic text forms, and explain how they help communicate meaning or reflect a world view (e.g., a campaign poster includes a candidate photograph, party logo, and slogan to communicate political affiliation and platform efficiently; a graphic novel uses images and typography to convey some types
of information and ideas more concisely than a narrative novel can)
READING AND LITERATURE STUDIES
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3E