Page 221 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

B. UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. The Concept of World View: demonstrate an understanding of the elements, purposes, and functions of a world view or belief system, and explore the role of world view in daily life in Canada;
B2. First Nations, Métis, and Inuit World Views: demonstrate an understanding of how language, culture, and the relationship between people and place shape and reflect First Nations, Métis, and Inuit world views, identifying key elements of the beliefs, values, and customs associated with diverse cultures;
B3. CulturalAwarenessSkillsandStrategies:useculturalawarenessskillsandstrategiesappropriately when exploring First Nations, Métis, and Inuit ways of knowing, world views, and contributions
to society.
SPECIFIC EXPECTATIONS
B1. The Concept of World View
By the end of this course, students will:
B1.1 identify and make connections between various elements of a world view or belief system (e.g., beliefs about the existence of a
deity or deities, shamanism, the origins of the universe and of humanity, the relationship between humanity and the natural world; family or kin relationships and responsibilities; concepts of time; rites of passage; expressions of gratitude; values governing human interaction; commitment to the transmission of knowledge from generation to generation; beliefs about fairness, economic justice, prosperity, and wealth), suggesting some factors that shape world views
Sample questions: “What are some typical elements of a belief system?” “What connection can you make between how ‘family’ is defined within a world view and how the role of individuals within the community is under- stood?” “Do you think that concepts of time and rites of passage are related elements of a world view? Why, or why not? What distinguishes these elements?” “Thinking about how your own world view has changed over time, what factors can you identify that affect world view?” “How does world view inform conceptions of economic growth and prosperity?”
B1.2 compare world views or belief systems associated with a few different cultures to identify common purposes and functions (e.g., as a framework for thinking about the world, reality, and existence; as a set of principles on which to base decisions, aspirations, and actions; as the foundation of a sense of self and of individual and collective identity; as a guide to interactions and relationships with others)
Sample questions: “What elements of your own world view are also found in the world view of another culture? What specific examples can you give?” “Why do you think that the belief systems of cultures around the world share common elements? What does that tell us about the purpose of a belief system?” “How might the elements of a world view that influence gender relationships differ from one culture to another? How might those differences influence behaviour?” “What are some ways in which your world view influences your behaviour in various social contexts?” “What evidence from different cultures can you find to demonstrate that world view influences economic policy making?”
B1.3 explain how a variety of aspects of daily life and common aspirations in Canada are shaped by and reflect specific beliefs and values (e.g., with reference to laws regarding property and
UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY
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World Views and Aspirations of First Nations,
NBV3C
Métis, and Inuit Communities in Canada