Page 250 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 12, University/College Preparation
A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating contemporary issues, events, and developments relating to contemporary Indigenous peoples around the world;
A2. DevelopingTransferableSkills:apply,inavarietyofcontexts,skillsdevelopedthroughinvestigations related to contemporary Indigenous realities and perspectives in a global context, and identify careers in which the knowledge and skills acquired in this course might be an asset.
A. POLITICAL INQUIRY AND SKILL DEVELOPMENT
OVERALL EXPECTATIONS
Throughout this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
A1. Political Inquiry
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into contemporary issues, events, and/or developments relating to Indigenous peoples around the world (e.g., factual questions: What are the purposes and principles of the Charter of the United Nations? What have the federal governments of Canada and the United States done to implement the United Nations Declaration on the Rights of Indigenous Peoples [UNDRIP] domestically?; What challenges do Greenlandic Inuit continue to face despite the adoption of the UNDRIP by the government of Denmark?; comparative questions: What are some similarities and differences between the self-governance strategies of Inuit in Canada,
Inuit in Greenland, and Sami in Finland?; causal questions: What are some consequences of the Final Report of the Truth and Reconciliation
Commission of Canada for Indigenous and non-Indigenous communities and organizations globally? In what ways did the UNDRIP influence the calls to action of the Truth and Reconciliation Commission of Canada?)
Sample questions: “What questions might you ask if you were interviewing Indigenous youth leaders involved in the implementation of the UNDRIP?” “What are some differences between the draft declaration produced in 2006 and
the final text in 2007? How do you explain the disparity? Why did Canada object to the final version, and why did it take a decade for the
federal government to endorse the declaration?” “What questions might guide your investigation of Haudenosaunee efforts to maintain identity and sovereignty through border crossing rights and the use of Haudenosaunee passports in Canada and the United States?” “As you compare the political demands of Indigenous peoples in Canada and Mexico, what questions might focus your research?”
A1.2 select and organize relevant evidence, data, and information on contemporary issues, events, and/or developments relating to Indigenous peoples around the world from
a variety of primary and secondary sources, including Indigenous knowledge sources (e.g., primary sources: interviews with local Indigenous individuals, legislation, photographs, paintings and other works of art, policy statements, speeches, statistics, surveys, financial documents, treaties and other international agreements, letters and other print or digital correspondence, documentaries and other films; secondary sources: periodical articles, news stories, textbooks, essays, academic research and monographs, most websites), ensuring that their sources reflect multiple perspectives
Sample questions: “Where might you find up-to-date information about the position taken by an Indigenous community or organization with respect to the water crisis in many Indigenous communities?” “What UN documents can you find that address issues related to your investigation? What other sources might you use to supplement these documents?” “How might oral traditions
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