Page 247 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

POLITICAL INQUIRY AND CONCEPTS OF POLITICAL THINKING
Educators are encouraged to refer to the general discussion of the research and inquiry process that appears in the introduction to this document (see page 24) for necessary information relating to all Indigenous studies courses. What follows below is a brief discussion of the political inquiry process, and the concepts of political thinking, in the context of the present course. For further information on these topics, teachers may wish to consult The Ontario Curriculum, Grades 11 and 12: Canadian and World Studies, 2015, p. 510.
In this course, students use the political inquiry process to investigate global issues from the perspectives of Indigenous peoples; to gather, analyse, assess, and evaluate evidence from a wide variety of sources, including Indigenous knowledge sources; to make informed judgements and reach supportable conclusions; and to communicate those judgements and conclusions effectively.
As in all courses that consider events, developments, and issues from a political perspec- tive, it is crucial that students not simply learn various facts but that they develop the ability to think and to process content in ways that are most appropriate to the material. To that end, this course focuses on developing students’ ability to apply the following concepts of political thinking:
• political significance • objectives and results • stability and change • political perspective
In the context of the present course, the concept of political significance requires students to determine the importance, in terms of their relevance for Indigenous peoples, of gov- ernment policies; political or social issues, events, or developments; and the civic actions of individuals and groups. When students apply the concept of objectives and results, they determine the factors that lead or have led to events, policies, decisions, and/or plans of action relating to Indigenous peoples. The concept also requires students to analyse the range of effects that civic and political actions, government policies and decisions, and responses to civic issues may have for Indigenous individuals and communities. The concept of stability and change requires students to analyse how and why political institu- tions and government policies change over time or remain the same with respect to such issues as Indigenous rights, identity, governance, and land claims. Students determine how political structures and decisions contribute to stability and change within various Indigenous communities locally, nationally, and/or globally. Finally, the concept of political perspective requires students to analyse the beliefs and values that motivate Indigenous aspirations and shape Indigenous communities around the world. Students analyse how these beliefs and values, as well as political ideologies, can affect perspec- tives on or responses to civic issues. Students also develop their awareness of how stakeholder groups with dominant perspectives can influence the policies and platforms of political parties and political decisions that directly affect Indigenous peoples.
It is important to note that, although students use political thinking to guide and structure the inquiry process in this course, the topics they investigate are not only political but also economic, social, and cultural. Any study of Indigenous perspectives and realities must acknowledge the interconnected nature of the issues of greatest significance to
COURSE INTRODUCTION: NDW4M
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