Page 270 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 12, University/College Preparation
A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of legal thinking when investigating issues pertaining to First Nations, Métis, and Inuit governance and Indigenous law in Canada;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through the study of First Nations, Métis, and Inuit governance and Indigenous law, and identify various careers in which a background in these areas might be an asset.
A. THE LEGAL STUDIES INQUIRY PROCESS AND SKILL DEVELOPMENT
OVERALL EXPECTATIONS
Throughout this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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SPECIFIC EXPECTATIONS
A1. The Inquiry Process in Legal Studies
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into current and historical issues relating to First Nations, Métis, and Inuit governance and Indigenous law in Canada (e.g., factual questions: What is the current process for making laws to regulate economic activity in First Nations communities?; What are some key legal arguments that can be used to support and to refute the right to build an oil pipeline or mine on or near treaty lands or historic Métis communities, or in Inuit Nunangat? What are the main similarities and differences in the legislative bases for the political relationship between the federal govern- ment and First Nations, Métis, and Inuit in Canada?; causal questions: Why are issues associated with current First Nations treaty rights and Métis and Inuit rights most commonly dealt with through litigation rather than negotiation?)
A1.2 select and organize relevant evidence, data, and information on issues, events, and/or developments relating to First Nations, Métis, and Inuit governance and Indigenous law in Canada from a variety of primary and secondary sources, including Indigenous knowledge sources (e.g., primary sources: case law; legislation; treaties; testimony before commissions and tribunals; photographs; interviews with community members, legal experts, Métis Senators, knowledge keepers, and/or knowledge holders; secondary sources: newspaper articles, journal articles, textbooks, documentaries, most websites), ensuring that their sources reflect multiple perspectives
Sample questions: “Whose views or perspectives are reflected in this source? Whose views are absent or overlooked? What types of sources might reflect those other perspectives?”
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)
Sample questions: “For what explicit and/or implicit purpose does this source seem to have been created? How and why might that purpose affect the source’s reliability?” “What evidence does this source use to support its argument? Does this evidence clearly support the argument?”
A1.4 interpret and analyse evidence, data, and information relevant to their investigations, using a variety of tools, strategies, and approaches appropriate for inquiry in legal studies (e.g., extract key arguments from sources and record them on graphic organizers to facilitate comparison; discuss ideas and information with their peers to help them clarify their understanding; assess the ethical implications of arguments or evidence)
Sample questions: “When you analyse these differing interpretations of this information, which is most convincing to you? Why?” “What are the ethical implications for Indigenous and non-Indigenous communities in Canada of the evidence and/or arguments presented in this source?”