Page 41 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Student Attitudes and Interests
Students’ views of and attitudes towards First Nations, Métis, and Inuit studies can have a significant effect on their achievement of expectations. To approach their investigations with an open and inquiring mind, students need to appreciate the relevance of their studies and to understand that the subject matter is more than a body of predetermined knowledge. Students must be given opportunities to use the research and inquiry process not only to uncover knowledge but also to construct understandings and develop their own positions on issues. Learning should be seen as a process in which students monitor and reflect on their development of knowledge, understanding, and skills.
The First Nations, Métis, and Inuit studies curriculum provides opportunities for teachers and students to select topics for investigation within the broad parameters of the expecta- tions. Teachers can tailor topics to suit their students’ interests and readiness to address Indigenous perspectives and contributions to society at local, regional, national, and international levels. It is important that teachers plan their program or units with the
end in mind, selecting culturally appropriate content, including issues and examples, and ensuring that students develop the knowledge, understanding, and skills to support this end.
Indigenous Expertise and Protocols
Teachers can provide opportunities for Elders, Métis Senators, knowledge keepers, knowledge holders, residential school survivors and intergenerational survivors, and Indigenous experts in fields such as history, the environment, culture, governance, and law to offer their experience, skills, knowledge, and wisdom to benefit all students. Teachers ensure that the expertise of the community advisers they consult and/or invite into the classroom is well suited to the topic at hand, that cultural and engagement protocols are followed, and that community members are approached in a respectful and appropriate manner. Schools can contact their board’s Indigenous education lead or Indigenous Education Council, or a local Indigenous organization, for assistance in identifying experts in particular areas and determining the protocols for inviting them into the school or classroom.
It is essential that learning activities and materials used to support Indigenous education are authentic and accurate and do not perpetuate culturally and historically inaccurate ideas and understandings. It is important for educators and schools to select resources that portray the uniqueness of First Nations, Métis, and Inuit histories, cultures, perspec- tives, and contributions authentically and respectfully. It is also important to select resources that reflect local Indigenous communities as well as First Nations, Métis, and Inuit individuals and communities from across Ontario and Canada. Resources that best support Indigenous education feature Indigenous voices and narratives and are developed by, or in collaboration with, First Nations, Métis, and Inuit communities. Schools can contact their board’s Indigenous education lead for assistance in evaluating and selecting resources.
Connections to Current Events and Issues
Teachers need to integrate current events and issues into their programs to help students make connections between what they are learning in class and local, regional, provincial, national, and global developments occurring beyond the classroom. Examining current events related to Indigenous histories, cultures, and realities helps students analyse
SOME CONSIDERATIONS FOR PROGRAM PLANNING
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