Page 251 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

contribute evidence and information related
to your investigation?” “Whose views or perspectives are reflected in this source? Whose views are absent or overlooked? How can you ensure that your sources reflect a variety of perspectives, including Indigenous perspectives from diverse communities, peoples, and/or nations?”
A1.3 assess the accuracy and credibility of sources relevant to their investigations (e.g., identify the lens through which the source reports information; compare the information in one source to that in other sources in order to assess its accuracy; compare how the evidence is constructed or presented in different sources; consider the influence of purpose, intended audience, bias, and values), while respecting Indigenous world views and
ways of knowing (e.g., acknowledging that the perspectives expressed in diverse knowledge sources are shaped by world views that may challenge one another; questioning claims of exclusive authority)
Sample questions: “What information do you need to help you determine whether a source is credible or which sources are the most credible? In the context of evaluating the credibility of a source, who decides whether a voice is authentic, and how?” “What is the two-eyed seeing framework? How is it used to embrace the contributions of both First Nations and Western ways of knowing? How does it help you assess the credibility of your sources?” “What types of biases can be easily detected in a source? What types might be more difficult to detect? What bias can you detect in this particular source? What evidence from the source can you offer
to support your opinion? What evidence might you offer from another source that reveals the limitations of the first source?” “How might this news story be told differently to incorporate Indigenous perspectives and cultural values? How would this make the report more authentic?” “Why should Indigenous perspectives on Indigenous experiences
be acknowledged as authoritative?”
A1.4 interpret and analyse evidence, data, and information relevant to their investigations, using various tools, strategies, and approaches appropriate for political inquiry (e.g., use a compare/contrast diagram to help them analyse information they have gathered about different countries’ responses to the same issue; use a spreadsheet to record and graphically represent financial data; use a matrix to organize information when comparing the points of view of several leaders and politicians; assess the validity and rank the importance of various points made
in their sources; discuss, clarify, and compare positions on an issue with their peers)
Sample questions: “What type of graphic organizer could help you compare the positions on your topic taken by Indigenous leaders in different countries?” “What criteria might you use to rank the significance of the effects of a change in political or economic policy related to Indigenous individuals and communities? How might the ranking change if you adopted different criteria?”
A1.5 use the concepts of political thinking (i.e., political significance, objectives and results, stability and change, political perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding contemporary issues, events, and/or developments relating to Indigenous peoples around the world (e.g., apply the concept of political significance to help them assess the impact of a political decision on Indigenous populations and/or communities in a particular country; consider the concept of objectives and results when evaluating the effectiveness of the work of a non-governmental organization that promotes Indigenous rights; use the concept of stability and change when analysing the evolution of the Indigenous policies of a particular state; apply the concept of political perspective when analysing government support or lack of support for a particular UN resolution)
Sample questions: “What is the political significance of soliciting Indigenous voters to support mainstream political parties?” “Why might it be appropriate to analyse the issue of deforestation from a human rights perspective? What other perspectives might you consider? What concepts of political thinking might
you apply to help you assess the causes and consequences of deforestation?” “In what ways do you think Indigenous and non-Indigenous governance systems are the same or different? What political perspective informs your opinion?” “In what ways is the Panamanian health care system blending Western and traditional medical practices in the services it provides to Indigenous individuals? How can you apply the concept of objectives and results to assess the impact of this policy?”
A1.6 evaluate and synthesize their findings to formulate conclusions and make informed judgements or predictions about the issues, events, and/or developments they are investigating
Sample questions: “Did your findings challenge your initial assumptions about the topic? If so, in what ways?” “As you review your research, what facts do you consider to be the most important in supporting your conclusion?
POLITICAL INQUIRY AND SKILL DEVELOPMENT
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Contemporary Indigenous Issues and
NDW4M
Perspectives in a Global Context