Page 92 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 10, Open
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of the history of Indigenous peoples within the boundaries of contemporary Canada from precontact to the present day;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.
A. HISTORICAL INQUIRY AND SKILL DEVELOPMENT
OVERALL EXPECTATIONS
Throughout this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
A1. Historical Inquiry
Throughout this course, students will:
A1.1 use appropriate terminology in their investi- gations when referring to Indigenous peoples, nations, traditional territories, customs, traditions, and artefacts in Canada (e.g., the terminology Indigenous peoples use to refer to Indigenous individuals, cultures, and identities; appropriate descriptors, depending on historical context)
Sample questions: “What are the appropriate terms to use when referring to Indigenous peoples in Canada?” “What are the key distinctions between the terms ‘First Nations’, ‘Métis’, and ‘Inuit’?” “Why is it important to know which terms First Nations peoples use to refer to themselves? Why is it preferable to use these names rather than the ones given
to the nations by European colonizers or later Canadian governments?” “Why don’t Inuit refer to themselves as a nation?” “To what does
the term ‘Turtle Island’ refer? Who uses this term? Who does not? What other terms do Indigenous individuals use to refer to this territory?”
A1.2 analyse how various factors have influenced changes over time in terminology used to identify/refer to Indigenous peoples and individuals in Canada (e.g., colonization and decolonization, differing beliefs about the rights of Indigenous peoples and individuals, social/cultural interactions, stereotyping, government policy, the media, Indigenous organization and activism), including the terminology Indigenous peoples have used to refer to themselves, and assess
the significance of this terminology
Sample questions: “Why has the term ‘Eskimo’ been replaced by ‘Inuit’?” “When is it appropriate to use the term ‘Indian’ in a Canadian context? How and why was this term used in Canadian law? Why is it still sometimes used in this context? Why might some communities challenge its use?” “What is the difference between the terms ‘Iroquois’ and ‘Haudenosaunee’? When would you use the latter? When might you use the former?”
A1.3 formulate different types of questions
to guide investigations into issues, events, and/or developments in the history of Indigenous peoples in Canada from precontact to the present day (e.g., factual questions: What is the Nunavut Comprehensive Land Claims Agreement?; comparative questions: What were some similar- ities and differences in the spiritual beliefs/practices of various Indigenous peoples at the time of contact with Europeans?; causal questions: What events led to the Royal Proclamation of 1763?)
A1.4 select and organize relevant evidence and information on aspects of the history of Indigenous peoples in Canada from a variety of primary and secondary sources, including Indigenous knowledge sources (e.g., primary sources: art works from the period, church records, fur-trade journals, government reports, oral tradition, photographs, songs from the period, treaties and land claim agreements; secondary sources: books and/or articles from the library, current newspaper or magazine articles, documentaries and/or feature films or videos, information from websites, textbooks), ensuring that their sources reflect different perspectives
90