Page 93 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Sample questions: “If you wanted to study the history of a Métis Charter Community Council in Ontario, what sources could you use? Where would you locate photographs, news articles, and other records documenting Métis community affairs from various periods? What other sources might you consult to confirm the information presented in these records?” “When investigating a topic such as Louis Riel’s contribution to history, where might you find sources that reflect the points of view of peoples who lived in different regions of Canada at the time? Why should you consider later sources in addition to those from the period?” “What sources could you consult to learn more about how goods were exchanged in First Nations communities in the period you are investigating?” “What types of materials are available in the online archive and website of the National Centre for Truth and Reconciliation that could help you develop a timeline on the history of the residential school system in Canada?”
A1.5 assess the credibility of sources and informa- tion relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and/or context of the source and the values and expertise of its author(s)), while respecting Indigenous world views and ways of knowing (e.g., acknowledging that the perspectives expressed in diverse knowledge sources are shaped by world views that may challenge one another; questioning claims of exclusive authority)
Sample questions: “Why is it important to be aware of the background of the author(s) of or adviser(s) for a report or other resource related to Indigenous history?” “Why is it important to consult several sources that reflect a variety of Indigenous and non-Indigenous perspectives when investigating relations between First Nations communities and Jesuit missionaries
in New France?” “Why were First Nations identified as ‘the Western Indians’ in historical accounts of the War of 1812? Why do you think the names of First Nations warriors who fought as allies and the names of the nations they represented were not included in military records? What impact did this lack of detail have on later investigations into the war and First Nations participation in it?”
A1.6 interpret and analyse evidence and informa- tion relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., use a ranking ladder to help them determine the significance of factors contributing to the Ipperwash Provincial Park occupation; select, on the basis of critical analysis, significant events for a timeline on relations between
Indigenous peoples and the federal government; compare the points of view in different primary sources relating to the same event)
Sample questions: “What criteria might you
use to assess the significance of the 1969 ‘White Paper’ (Statement of the Government of Canada on Indian Policy)?” “What type of tools might help you compare the impact of mining develop- ments on a Cree and an Inuit community?” “After carefully reading section 87 of the Indian Act, what is your understanding of its taxation rules and exemptions? Is your understanding supported by your other sources? Do these sources provide sufficient background to enable you to understand and explain the historical context for these rules?”
A1.7 use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments relating to Indigenous peoples
in Canada (e.g., consider the concept of historical significance when assessing the impact of the residential school system; apply the concept of cause and consequence when ranking factors contributing to the recognition of the Métis as Aboriginal people in the Constitution Act, 1982; consider the concept of continuity and change when developing criteria for determining turning points in relations between Indigenous peoples and non-Indigenous people in Canada; take the concept of historical perspective into account when investi- gating the pass system from various points of view)
Sample questions: “If you were conducting an investigation to determine which events in the twentieth century had the greatest impact on the lives of Inuit from various regions, which concept or concepts of historical thinking would be the most relevant to your analysis? Why?”
A1.8 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating
Sample questions: “What criteria can you use
to judge the validity of the arguments made in these sources and reach your own conclusions about this event?” “Do your findings about this issue in the past enable you to make predictions about how it might develop in the future?”
A1.9 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose
HISTORICAL INQUIRY AND SKILL DEVELOPMENT
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First Nations, Métis, and Inuit in Canada
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