Page 26 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
Strands
The expectations in each First Nations, Métis, and Inuit studies course are organized into distinct but related strands. The strand organization may reflect the organization used in courses in the associated discipline. Strand organization may also be adapted or revised to reflect the themes and concepts that are uniquely associated with Indigenous approaches to the subject. In most courses, there is a strand that focuses on the research and inquiry process and/or relevant skill development for the subject. Information about the organi- zation of strands in each course (or set of courses, such as the Grade 11 English courses) is provided in the introduction to the course or set of courses.
Research and Inquiry: A Shared Process
Research and inquiry are at the heart of learning in all disciplines and subject areas. As in all areas, students in First Nations, Métis, and Inuit studies courses develop their ability to ask questions and to explore a variety of possible answers to those questions. As their skills develop, students are encouraged to respectfully engage with local First Nations, Métis, and/or Inuit partners such as knowledge keepers, Elders or Senators, community representatives, or other knowledgeable Indigenous individuals in the process of gathering and evaluating information to support their investigations. Students are required to reflect on what they have learned, how their knowledge and understanding have been formed, the perspective or perspectives that influence their interpretation of what they have learned, and what other resources they may need to consult to reach a fully informed conclusion.
While the research and inquiry process varies in certain respects from one discipline to another, some aspects or components of the process are shared across all disciplines. The following five components are usually in evidence, to differing degrees in different disciplines:
• formulating questions
• gathering and organizing information, evidence, and/or data
• interpreting and analysing information, evidence, and/or data
• evaluating information, evidence, and/or data and drawing conclusions • communicating findings and/or plans of action
Formulate Questions
Students explore various issues, events, developments, and/or forms of cultural, artistic, or literary expression in order to identify the focus of their investigation. They formulate hypotheses, research questions, or thesis statements in order to develop criteria that they
will use in evaluating data, evidence, and/or information; in making judgements, decisions, or predictions; in reaching conclusions; and/or in solving problems or creative challenges.
Gather and Organize
Students create research plans, develop research tools, and locate and select relevant sources of data, evidence, and/or information. They record their sources and organize the material to decide whether they have collected enough information for their inquiry. Students learn to identify the purpose, intent, and point of view of each source, and to determine if their sources are credible, accurate, reliable, and authentic.
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