Page 88 - 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
This course has six strands. Strand A, Historical Inquiry and Skill Development, is followed by five content strands, which are organized chronologically. The six strands are as follows:
A. Historical Inquiry and Skill Development
B. Prior to 1500
C. 1500–1763: The Imposition of Colonialism – Contact, Conflict, and Treaties
D. 1763–1876: Settler and State Expansion and Indigenous Resistance E. 1876–1969: Assimilation, Encroachment, and Life in the Industrial Age F. 1969 to the Present: Resilience, Determination, and Reconciliation
Strand A focuses explicitly on the historical inquiry process, guiding students in their investigations of events, developments, issues, and ideas. The content strands (B–F) follow strand A. Although the historical inquiry strand is presented separately from the content strands, in practice students constantly apply the skills and approaches included in strand A, as well as the related concept(s) of historical thinking, as they work to achieve the expectations in the content strands.
THE HISTORICAL INQUIRY PROCESS
Educators are encouraged to refer to the general discussion of the research and inquiry process that appears in the introduction to this document (see page 24) for necessary information relating to all First Nations, Métis, and Inuit studies courses. What follows below is a brief discussion of the historical inquiry process, in the context of the present course. For further information about the historical inquiry process, teachers may wish to consult The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2018, p. 105.
In this course, students use the historical inquiry process to investigate events, develop- ments, issues, and ideas of relevance to First Nations, Métis, and Inuit histories; to gather, analyse, assess, and evaluate historical evidence; to make informed judgements and reach supportable conclusions; and to communicate these judgements/conclusions effectively. In the context of historical inquiry in First Nations, Métis, and Inuit studies, the five com- ponents of the research and inquiry process set out on pages 24–25 must include the
following considerations:
• formulating questions: As students formulate questions in order to identify the focus of their inquiry, they consider the concepts of historical thinking that are relevant to the inquiry, and develop the criteria that they will use in evaluating evidence, making judgements, and/or reaching conclusions. Students are encouraged to use the concepts of historical thinking that are specified for each overall expectation in this course to guide the development of their questions.
• gathering and organizing evidence and information: Students are encouraged to include authentic Indigenous sources as they gather evidence/information from a variety of primary and secondary sources. When determining the credibility and reliability of a source, it is important that students consider its purpose or intent.
86