Page 220 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
218
and Community Programs? What do the Nunavut guidelines suggest about handling and serving the foods associated with a traditional Inuit diet? Why do these guidelines apply only in government-funded facilities and community programs? Does this information support or contradict your original research question about traditional diet?”
A4. Communicating and Reflecting
Throughout this course, students will:
A4.1 use an appropriate format (e.g., oral presenta- tion, brochure, infographic, poster, multimedia work, written report, seminar, digital presentation, storytelling, podcast, blog entry, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience
A4.2 use correctly terms and phrases related to various First Nations, Métis, and Inuit world views and experiences (e.g., ways of knowing, interconnectedness of all living things, historic Métis communities, Métis root ancestors, traditional territory, extended family, clan system, Indigenous language, storytelling, reciprocity, reconciliation, revitalization, self-determination, colonization and decolonization, restorative justice, ethnogenesis, treaty, trade agreement)
Sample questions: “What does the term ‘traditional territory’ mean? Why do we acknowledge the traditional land on which
we stand? How can this practice inform your research?” “What is distinctive about storytelling in First Nations, Métis, and Inuit contexts? What is the role of storytelling in the expression of diverse Indigenous world views?” “What is reconciliation, and how does it affect the process of building or changing relationships between Indigenous and non-Indigenous peoples?”
A4.3 clearly communicate the results of their inquiries (e.g., write coherently, organize ideas logically, use language conventions properly),
and follow documentation conventions for acknowledging sources (e.g., generate a bibliog- raphy or a reference list in APA style, use footnotes or endnotes, include in-text author-date citations, provide a credits list for illustrative material)
A4.4 demonstrate an understanding of the general research and inquiry process by reflecting on and evaluating their own research, inquiry, and communication skills, while respecting Indigenous knowledge and ways of knowing
Sample questions: “In what ways did the infor- mation you gathered confirm what you already knew and understood about the topic? In what ways did the information you found provide you with new perspectives about what you thought was true? How do you explain this new understanding?” “In what ways did Indigenous knowledge help you interpret primary and secondary sources and give you
a deeper understanding of the topic?”