Page 235 - 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 several different elements of a world view or belief system (e.g., beliefs about creation, the relationship between humanity and the natural world, existence after death; ways of giving thanks; kinship and family structures; rites of passage; forms of governance; criteria for community membership, approaches to economic sustainability and prosperity), providing examples from more than one culture
Sample questions: “What are some ways of giving thanks in different cultures?” “What
are some typical elements of a world view that explain and/or regulate human relationships?”
B1.2 compare their own and at least one other world view to identify some common purposes and functions of a belief system (e.g., as a frame- work for thinking about the meaning of life; a set of values on which to base decisions and behaviour; as the foundation of individual and collective identity; as a guide to interactions with others)
Sample questions: “What example can you give of a time when your world view helped you make an important decision?” “How does your world view influence your sense of identity?”
“Think of a specific belief you learned from your community. What are some other communities or cultures that share this belief? Why do you think different cultures often have beliefs in common?” “How do your beliefs and values influence the way you make financial decisions? How is this the same as or different from the approach to financial decision making you
can identify in another culture, community, or family?”
B1.3 explain how several different aspects of daily life and common aspirations in Canada are shaped by and reflect specific beliefs and values (e.g., with reference to land ownership, core community values, social acceptance, individual identity, education, marriage, adoption, birth), identifying some similarities and differences between Indigenous and non-Indigenous beliefs and values
Sample questions: “What beliefs are reflected in Canadian federal policies on resource development? In what ways do these beliefs differ from those held by some First Nations, Métis, and Inuit communities in Canada?” “What beliefs and values influence how animal rights groups view the harvesting of animals? How does this differ from the beliefs and values of the Métis Nation?” “How does the
UNDERSTANDING AND RESPECTING WORLD VIEWS AND CULTURAL DIVERSITY
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World Views and Aspirations of First Nations,
NBV3E
Métis, and Inuit Communities in Canada