Page 234 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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to communicate the results of their research and inquiry effectively for a specific purpose and audience
Sample questions: “How might you use a flow chart to show the relationships between the spiritual, human, and natural worlds?” “In what way could sketchnotes help you select key ideas about Indigenous protocols related to a community celebration and illustrate their meanings?” “How might you use graphs to summarize your information about First Nations, Métis, and Inuit business start-ups?”
A4.2 use correctly terms and phrases related to various First Nations, Métis, and Inuit world views and experiences (e.g., Indigenous, First Nations, Métis, Inuit, creation, community, historic Métis communities, Métis root ancestors, Indigenous ecological knowledge, nationhood, traditional medicines, self-governance, traditional knowledge, traditional territory, ethnogenesis)
Sample questions: “What does ‘nationhood’ mean in a First Nations context?” “What similarities and differences are there between the term ‘Senator’ in a Métis context and the term ‘Elder’ in a First Nations or Inuit context?” “What is Indigenous ecological knowledge? How is it the same as or different from other forms of ecological knowledge?”
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 information you gathered confirm or contradict what you already knew about the topic? How does this new information change your under- standing?” “In what ways did First Nations, Métis, and Inuit knowledge sources give you
a deeper understanding of your topic?”