Page 219 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

of the project; assess the consequences of the investigation for ancestors, future generations, and/or the natural world; reciprocity: plan to share the process and results of their investigation at all stages, to give and receive information, and to listen to and speak with those who may be affected by the work; engage in sustained mutual relationship building; respect: explain how they will acknowledge the connections between the human, natural, physical, spiritual, cultural, economic, and/or emotional contexts of the topic; identify which types of knowledge can or cannot be shared and seek informed consent from Indigenous individuals and/or communities when necessary)
Sample questions: “What is the purpose of your investigation? How is your inquiry beneficial to First Nations, Métis, or Inuit individuals and/or communities?” “What steps can you take to ensure that the community and/or individuals you learned from have given you informed consent to record and share the information?” “What is sacred or protected knowledge? Why might individuals and/or a community choose not to share this information with researchers or individuals who are not part of the community?” “How might you demonstrate reciprocity when you receive information from a community?”
A2.2 locate and select information relevant to their investigations from a variety of primary and/or secondary sources, including Indigenous knowledge sources (e.g., primary sources: oral stories, histories, and lessons; original documents such as interview transcripts, letters, financial documents, logs and journals, surveys, question- naires; literature; original media such as film, photographs, songs; published primary research such as data sets; secondary sources: history books, biographies, textbooks, book reviews, journal and magazine articles, essays, academic conference papers, summaries of court cases and/or legislation, documentaries, most websites)
Sample questions: “What is an Indigenous knowledge source, and how can it be used
to pursue an investigation?” “How can you determine whether a source is primary or secondary?” “Why is it important to base your investigation on a variety of sources?” “How might you include Indigenous community-based knowledge in your investigation?”
A2.3 based on preliminary research, formulate a hypothesis, thesis statement, or critical question for each investigation, and use it to focus their inquiry
A3. Processing Information
Throughout this course, students will:
A3.1 assess various aspects of information gathered from Indigenous and non-Indigenous knowledge sources, using general research criteria (e.g., accuracy, relevance, reliability, inherent values and bias, voice) and respecting Indigenous world views and ways of knowing (e.g., avoiding claims of universality, hierarchical knowledge, and/or exclusive authority; acknowledging social, historical, economic, and political context; demon- strating an understanding that the perspectives expressed in diverse knowledge sources are shaped by world views that may challenge one another)
Sample questions: “How can you determine whether all the information you have gathered is relevant to your topic?” “Whose perspectives are represented in this source, and whose
are not?” “How do these sources about the consequences of the sled dog slaughter of the 1950s and ’60s for the Inuit way of life contradict each other? How might you determine which source is more reliable?” “How might you check whether this website contains credible information that represents Indigenous perspectives appropriately?”
A3.2 record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records, spreadsheets)
A3.3 analyse and interpret research information (e.g., compare information provided in written documents, oral stories, and interviews; determine whether common themes arise in different sources)
Sample questions: “What patterns of information can you find in your research? How might you identify a common theme?”
A3.4 demonstrate academic honesty by docu- menting the sources, including oral sources, of all information generated through research
A3.5 synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question; assess the extent to which their findings may be affected
by factors not included in their research design; determine whether their results support or contradict their hypothesis)
Sample questions: “What connections did you find between the information you gathered about food safety on the Health Canada website and in Nunavut’s food safety guidelines, Serving Country Food in Government-Funded Facilities
RESEARCH AND INQUIRY SKILLS
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World Views and Aspirations of First Nations,
NBV3C
Métis, and Inuit Communities in Canada