Page 180 - 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
Sample questions: “How is the teaching of the Covenant Chain reflected in the designs and colours of the beads in the Two Row Wampum?” “Why do you think political campaign posters usually include the candidate’s photograph and party affiliation? Why might these provide relevant information to First Nations, Métis,
or Inuit voters?” “Why do you think some contemporary writers choose the graphic novel form to communicate First Nations, Métis, and Inuit world views to non-Indigenous readers?”
Text Features
C2.2 identify several different features of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non- Indigenous sources, and explain how they help communicate meaning or reflect a world view (e.g., describe how the layout of a graphic novel helps communicate the meaning of pivotal plot points; explain the function of sidebars in magazine articles; explain how visual elements such as colours and symbols support the message of a poster)
Sample questions: “Why do you think this portion of the text is shaded?” “How does an index help you locate information?” “Which features of this website are designed to support the user’s navigation?” “What does the use of colour and symbolism on this poster advertising an Indigenous gathering communicate about the participating nations?”
Elements of Style
C2.3 identify several different elements of style in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, and explain how they help communicate meaning or reflect a world view and enhance the effectiveness of the text (e.g., describe how metaphors referring to the natural world enrich the poet’s expression of
a world view; identify specific words and phrases used to convey the importance of the subject in a pamphlet about community health and wellness)
Sample questions: “Does the animal metaphor used to describe the character in this story reveal personality traits you hadn’t considered before? Why, or why not? What do you associate with this animal? How does the metaphor connect the character to one of the story’s themes?”
C3. Reading with Fluency
By the end of this course, students will:
Reading Familiar Words
C3.1 demonstrate an automatic understanding of most words in several different reading contexts related to First Nations, Métis, and Inuit cultures (e.g., read with understanding words from texts chosen for shared, guided, and independent reading and vocabulary in grade-level texts on topics of importance to First Nations, Métis, and Inuit individuals; correctly identify terminology associated with contracts, reports, and other workplace documents)
Sample questions: “What are some familiar terms in this report? Where else have you seen this kind of terminology?”
Reading Unfamiliar Words
C3.2 use decoding strategies to read and under- stand unfamiliar words in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources (e.g., consult online resources that define First Nations, Métis, and Inuit cultural terms within contemporary contexts; find previous uses of the word in the text and try to grasp its meaning from the context; create a career-specific vocabulary list to consult when reading work-related texts)
Sample questions: “Which nations described
in this text are unfamiliar to you? How did you decode the descriptions? What words prompted you to rethink how individuals identify their First Nation affiliation?” “What strategy can you use to develop your knowledge of the names and histories of Inuit communities?”
Developing Vocabulary
C3.3 identify and use several different strategies to expand vocabulary (e.g., make a list of new words encountered in texts they are reading in class; consult the websites of specific First Nations, Métis, and Inuit communities to find the terms preferred by the particular community; identify familiar prefixes, suffixes, and root words in unfamiliar technical terminology), focusing
on words and phrases that have a particular significance for First Nations, Métis, and Inuit communities (e.g., band, member, healing, Indian, reserve, residential school, smudge, status)
Sample questions: “What does the term ‘status’ mean with respect to First Nations individuals? What is its significance for cultural identity?” “What is the difference between a ‘band’ and
a ‘nation’?” “Why is it important to know that some words sound the same but are spelled differently?”
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