Page 94 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
(e.g., a blog on actions taken by various First Nations, Métis, or Inuit individuals over time with respect to environmental stewardship; a photo essay on First Nations, Métis, and Inuit cultural production; a presentation on the impact of racism, prejudice, and discrimination on Indigenous individuals in Canada; a debate on strategies
used by Indigenous organizations or individuals
to address treaty rights or land claims; a seminar on the significance of the Indian Act; a graphic story on events leading to the extermination of
the Beothuk)
Sample questions: “What format do you think is best suited to communicating your findings? Why?” “How might a readers’ theatre presenta- tion help reveal the perspectives of chiefs involved in the signing of treaties in western Canada in the late nineteenth century? How could you use the dramatic qualities of the presentation to enrich your engagement – and that of your audience – with the subject matter?”
A1.10 use accepted forms of documentation
(e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., archival sources, articles, blogs, books, court cases, films or videos, songs, websites)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe several ways in which historical investigation can help them develop skills that can be transferred to postsecondary opportun- ities, the world of work, and everyday life (e.g., skills related to reading texts, writing, document use, computer use, oral communication, numeracy, finding information, data analysis)
A2.2 apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to analyse statistics in a news report, assess the credibility of a source, scrutinize the validity of statements of political commentators, listen to and weigh multiple perspectives on
an issue before making a judgement, engage in informed discussions; apply work habits such as collaboration to cooperate with peers on a project, or initiative to take action on an issue that is important to them)
A2.3 apply the knowledge and skills developed in the study of the history of Indigenous peoples in Canada when analysing current social, economic, and/or political issues (e.g., to understand perspectives in media reports on a current environ- mental issue; to enhance their understanding of the significance of a new political policy addressing
a social issue; to understand the implications of a current social trend for Indigenous families and their cultural practices), in order to enhance their own understanding of these issues and their role as informed citizens
Sample questions: “Why might it be useful
to apply the concept of change and continuity and/or cause and consequence to help you to evaluate the promises being made by politicians during an election campaign?” “If you were asked to evaluate possible names for a new school in your community, which concepts of historical thinking might you apply? Why?” “What parallels are there between the issue you are analysing and a historical one you have studied?”
A2.4 identify some careers in which the skills learned in this course might be useful (e.g., conservationist, consultant, councillor, curator, educator, health care provider, policy adviser, public relations officer, social media manager)
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