Page 200 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University/College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe ways in which investigations related to contemporary First Nations, Métis, and Inuit realities can help them develop essential skills (e.g., skills related to reading texts, writing, document use, computer use, oral communication, numeracy, decision making, problem solving, finding information, data analysis) as well as skills related to the citizenship education framework,* including advocacy skills, that can be transferred to postsecondary opportunities, the world of work, and their future lives
A2.2 demonstrate in everyday contexts attributes, skills, and work habits developed through investigations into contemporary First Nations, Métis, and Inuit realities and perspectives (e.g., demonstrate respect by responding appropriately to culturally significant First Nations, Métis, and Inuit practices, such as protocols to open and close a discussion by acknowledging the Indigenous territory on which it is held; apply attributes such as inclusiveness and empathy when interacting with their peers; differentiate between informed and popular opinion when reading or viewing news sources; accommodate and adapt to flexible timetables; respectfully approach and present a small gift or offering when seeking deeper knowledge from an Elder, Métis Senator, knowledge holder,
or knowledge keeper, and accept a small gift or offering to acknowledge their commitment to fulfil a knowledge request; seek consent from First Nations, Métis, and Inuit communities or individuals to
use oral stories, photographs, or video recordings; apply work habits such as teamwork and reliability in a group project; use critical-thinking skills to analyse key issues in their research findings)
Sample questions: “How might you acknowledge and demonstrate respect for others’ voices as you use oral sources of information? Why is it important to do so?” “How do your own biases affect your response to others’ positions in
a debate?”
A2.3 apply the concepts of political thinking when analysing current events relating to First Nations, Métis, and Inuit communities in Canada and Indigenous peoples globally (e.g., a political protest against the encroachment of an industry onto traditional territories; a newly introduced piece of legislation; an election result; calls for a public inquiry on missing and murdered Indigenous women, girls, and LGBTQ2S individuals) in order to enhance their understanding of these events and their role in supporting truth and reconcili- ation as informed citizens
Sample questions: “How might the concept of stability and change apply to a consideration of the potential impact of the United Nations Declaration on the Rights of Indigenous Peoples on Indigenous policies in Canada?” “How might you usefully apply the concept of political perspective to the question of
a national public inquiry on missing and murdered Indigenous women, girls, and LGBTQ2S individuals? How would an inquiry support the goals of truth and reconciliation?”
A2.4 identify various careers in which a background in First Nations, Métis, and Inuit perspectives and realities might be an asset (e.g., business owner, politician, employee of a governmental or non-governmental organization, lawyer, mediator, negotiator, policy analyst, researcher, representative of a provincial or territorial organization), and compare the education and/or training pathways for selected careers
Sample questions: “Why is it increasingly important for elected officials to be knowledge- able about First Nations, Métis, and Inuit realities across Canada? What are some private-sector roles in which education, training, and experience in issues relating to Indigenous communities are useful?”
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* The citizenship education framework appears on page 11.