Page 252 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 12, University/College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Which arguments do you find to be the most persuasive?” “Do your findings about Baka culture in Cameroon influence your judgement of resource management issues? What ethical considerations are important to consider in your investigation?” “How did the results
of your inquiry influence your political perspective on the issue?”
A1.7 communicate their ideas, arguments, and conclusions, using various formats and styles, as appropriate for the audience and purpose (e.g., a presentation to raise awareness of the need for clean drinking water in Indigenous communities; a debate on whether the treaty rights and sovereignty of Indigenous peoples are becoming more respected globally; a critical essay on the provisions of the UNDRIP; a blog post on Indigenous knowledge about ecological interconnections, including connections between local plants and food and water supply; a news report about the ways in which Indigenous peoples around the world are organizing to draw attention to the impact of climate change on traditional territories; an editorial cartoon critiquing Indigenous access
to quality health care)
Sample questions: “What format is best suited to communicating your findings? In selecting this format, have you considered both the needs of your audience and the most effective and engaging way of presenting the information?” “How can you communicate your findings in ways that are sensitive to those who may have experienced marginalization and/or trauma?”
A1.8 use accepted forms of documentation
(e.g., footnotes or endnotes, author/date citations, bibliographies, reference lists) to acknowledge all sources of information (e.g., articles, blogs, books, films or videos, policy documents, websites, interviews, oral evidence/teachings/stories)
A1.9 assess and use terminology appropriate to the audience and purpose when communicating the results of their investigations (e.g., vocabulary
specific to the topic and/or the regional context, appropriate terminology related to the names of Indigenous communities or nations and to Indigenous protocols and practices, terms related to the concepts of political thinking)
Sample questions: “Are the terms ‘Indigenous’, ‘Aboriginal’, ‘Indian’, and ‘Native’ interchange- able? Why, or why not? How has the contextual use of these terms evolved historically, culturally, and regionally? Why is ‘Indigenous’ generally preferred in the current international context?” “What are some ways in which power relations
between Indigenous and non-Indigenous groups influence which terms relating to Indigenous individuals, communities, and nations are considered acceptable, and by whom?”
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe several ways in which investigations related to contemporary Indigenous realities around the world can help them develop essential skills (e.g., skills related to reading texts, writing, document use, computer use, oral communi- cation, and numeracy; thinking skills related to job task planning and organization, decision making, problem solving, and finding information), as well as skills related to the citizenship education framework,* including advocacy skills, that can be transferred to postsecondary opportunities, the world of work, and their future lives
Sample questions: “What decision-making skills did you apply to resolve this complex issue? How might you use the same skills in everyday life? How do these skills help you be an engaged citizen?”
A2.2 demonstrate in everyday contexts attributes, skills, and work habits developed through investigations into contemporary Indigenous realities and perspectives in a global context (e.g., show willingness to consider and accommodate points of view that differ from their own; use attributes such as respect and cooperation to build positive relationships with individuals and/or groups from diverse backgrounds; demonstrate empathy and respect for other people during discussions and debates; apply critical-thinking and decision-making skills to formulate opinions that are informed by a range of perspectives, and express opinions clearly and calmly; adhere to relevant cultural protocols in a variety of contexts; apply work habits such as responsibility, inclusivity, initiative, organization, and self-regulation when working collaboratively)
Sample questions: “What are some effective ways to listen and ask questions when individ- uals are voicing opinions about a current issue affecting Indigenous peoples or communities? How might your own biases affect your line
of questioning and your interpretation of other people’s responses?” “What work habits do you think are the most necessary to complete a group assignment successfully?” “How did you ensure that you followed culturally appropriate protocols during the project?” “How can you
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* The citizenship education framework appears on page 11.