Page 198 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University/College Preparation
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating contemporary issues, events, and developments relating to Indigenous peoples in Canada;
A2. DevelopingTransferableSkills:apply,inavarietyofcontexts,skillsdevelopedthroughinvestigations related to contemporary First Nations, Métis, and Inuit realities and perspectives, and identify some careers in which the knowledge and skills acquired in this course might be an asset.
A. POLITICAL INQUIRY AND SKILL DEVELOPMENT
OVERALL EXPECTATIONS
Throughout this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
A1. Political Inquiry
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into contemporary issues, events, and/or developments relating to Indigenous peoples in Canada (e.g., factual questions: What are some rights and responsibilities of a citizen living in a First Nation community? What are some rights and responsibilities of Métis living within traditional territories? What forms
of government do Métis and First Nations commu- nities in Ontario have?; comparative questions: What are the differences and similarities in the positions taken by all levels of government with respect to the Ring of Fire mining development in northern Ontario? How does the impact on Métis people of the Daniels v. Canada case compare and contrast with the impact on Inuit of the Supreme Court of Canada reference [1939] SCR 104?; causal questions: When First Nations
governments have developed their own education plans/systems, what impacts have there been on the treaty rights of those nations? What benefits might the implementation of the Ingirrasiliqta: Let’s Get Moving – Nunavut Transportation Strategy have for the people of Nunavut and for Canadians in general?)
A1.2 select and organize relevant evidence, data, and information on contemporary issues, events, and/or developments relating to Indigenous peoples in Canada from a variety of primary and secondary sources, including Indigenous knowledge sources (e.g., primary sources:
literature, documentaries and other films, interviews, photographs, speeches, financial documents, surveys, oral and written histories, stories, visions, ceremonial and other traditional practices; secondary sources: investigative news stories, textbooks, most websites), ensuring that their sources reflect multiple perspectives
Sample questions: “Which Indigenous knowledge sources might be relevant to your investigation? Where might you find them? What other sources might you consult to supplement the information?” “How can you ensure that your sources reflect a variety of perspectives?”
A1.3 assess the credibility of sources relevant
to their investigations (e.g., the reliability of
the evidence presented; the purpose, perspective, intended audience, and context of a source; the bias, values, and expertise of a speaker or author), while respecting Indigenous world views
and ways of knowing (e.g., acknowledging that the perspectives expressed in diverse knowledge sources are shaped by world views that may challenge one another; questioning claims of exclusive authority)
Sample questions: “What specific evidence
or data do these authors use to support their position?” “If your sources of information present incompatible ideas about an issue, what criteria might you use to determine which source is the most credible?” “Whose voice is reflected in this source? Whose voices have been omitted or misrepresented? What are
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