Page 181 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

C4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
C4.1 describe several different strategies they used before, during, and after reading texts from and/or related to First Nations, Métis, and Inuit cultures, explain which ones they found most helpful, and identify several specific steps they can take to improve as readers (e.g., record their use of various strategies to help them identify the ones they find most helpful; describe similarities and differences in the strategies they use to read
a workplace incident report and a creation story)
Sample questions: “What pre-reading strategy did you use before starting your independent reading of the report about community safety? Did it help you understand the report more clearly? Why, or why not?” “What effect did small-group discussions have on the predictions you made about the story? How was this strategy helpful?”
Interconnected Skills
C4.2 identify several different skills they have
in listening, speaking, writing, viewing, and representing, and explain how these skills help them read texts from and/or related to First Nations, Métis, and Inuit cultures more effectively (e.g., describe how preparing written questions before reading informational texts can help them interpret key points; describe how listening to oral stories can help them understand written texts
of the same stories)
Sample question: “How did viewing a webcast about residential schools broaden your under- standing of the character’s struggles in the short story?”
C5. First Nations, Métis, and Inuit Voices in Contemporary Literature
By the end of this course, students will:
Development of Contemporary Literature
C5.1 identify the contributions of a few individuals, organizations, and initiatives to the development of contemporary First Nations, Métis, and Inuit literature (e.g., individuals: Ruby Slipperjack, Tomson Highway, David Bouchard, Alootook Ipellie; organizations: the Ontario Native Literacy Coalition RIEL Centre; the Canada Council for
the Arts; initiatives: summer programs offered by district school boards, creative writing awards for Indigenous youth, the Indigenous Writers’ Gathering)
Sample questions: “How does your local library promote First Nations, Métis, and Inuit authors, or books with First Nations, Métis, and Inuit content? What suggestions could you make to the library to support the development of First Nations, Métis, and Inuit writers?”
Influence of Contemporary Literature
C5.2 identify some ways in which contemporary First Nations, Métis, and Inuit literary works contribute to identities and heritage in Canada and/or to First Nations, Métis, and Inuit cultural revitalization (e.g., educating non-Indigenous individuals about First Nations, Métis, and Inuit perspectives; teaching children about their own cultural and linguistic heritage)
Sample questions: “What influence have storybooks for children written about First Nations, Métis, and Inuit cultures had on cultural revitalization in First Nations, Métis, and Inuit communities? What challenges do First Nations, Métis, and Inuit writers face
in producing these books?”
Influence of Technology
C5.3 identify some ways in which technology is being used to help promote the work of contemporary First Nations, Métis, and Inuit writers and publishers (e.g., blogging offers
a writing format and distribution channel that gives First Nations, Métis, and Inuit writers
an opportunity to express their personal views publicly; social media platforms provide a large audience for readers to share their opinions of new literary work)
READING AND LITERATURE STUDIES
179
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3E