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

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THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies 2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �20 Disciplines, Strands, and a Shared Process in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �23 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 28 Basic Considerations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �28 The Achievement Chart for First Nations, Métis, and Inuit Studies � � � � � � � � � � � � � � � � � � � � �31 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 37 Instructional Approaches � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �37 Planning First Nations, Métis, and Inuit Studies Programs for Students with Special Education Needs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �40 Program Considerations for English Language Learners � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �43 Environmental Education and First Nations, Métis, and Inuit Studies � � � � � � � � � � � � � � � � � �45 Healthy Relationships and First Nations, Métis, and Inuit Studies � � � � � � � � � � � � � � � � � � � � � �46 Equity and Inclusive Education in the First Nations, Métis, and Inuit Studies Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �47 Financial Literacy in First Nations, Métis, and Inuit Studies � � � � � � � � � � � � � � � � � � � � � � � � � � � �49 Literacy, Critical Literacy, and Mathematical Literacy in First Nations, Métis, and Inuit Studies � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �50 Internationalizing the Curriculum through International Education � � � � � � � � � � � � � � � � � � �53 Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario de la 9e à la 12e année – Études des Premières Nations, des Métis et des Inuits (2019) The Role of the School Library in the First Nations, Métis, and Inuit Studies Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �53 The Role of Information and Communications Technology in the First Nations, Métis, and Inuit Studies Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �54 Education and Career/Life Planning through the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �56 Cooperative Education and Other Forms of Experiential Learning � � � � � � � � � � � � � � � � � � � �56 Planning Program Pathways and Programs Leading to a Specialist High Skills Major � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �57 Health and Safety in the First Nations, Métis, and Inuit Studies Program � � � � � � � � � � � � � � �58 Ethics in the First Nations, Métis, and Inuit Studies Program � � � � � � � � � � � � � � � � � � � � � � � � � �58 COURSES 61 Course Introduction 63 Expressions of First Nations, Métis, and Inuit Cultures, Grade 9, Open (NAC1O) � � � � � � � �69 Course Introduction 85 First Nations, Métis, and Inuit in Canada, Grade 10, Open (NAC2O) � � � � � � � � � � � � � � � � � � � �89 Course Introduction 111 English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11, University Preparation (NBE3U) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 117 English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11, College Preparation (NBE3C) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 143 English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11, Workplace Preparation (NBE3E) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 167 Appendix to the English Courses: Cultural Text Forms � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 188 Course Introduction 191 Contemporary First Nations, Métis, and Inuit Issues and Perspectives, Grade 11, University/College Preparation (NDA3M) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 195 Course Introduction 213 World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada, Grade 11, College Preparation (NBV3C) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 215 World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada, Grade 11, Workplace Preparation (NBV3E) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 229 Course Introduction 243 Contemporary Indigenous Issues and Perspectives in a Global Context, Grade 12, University/College Preparation (NDW4M) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 247 Course Introduction 263 First Nations, Métis, and Inuit Governance in Canada, Grade 12, University/College Preparation (NDG4M) � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 267 GLOSSARY 283 2 PREFACE This document replaces The Ontario Curriculum, Grades 9 and 10: Native Studies, 1999 and The Ontario Curriculum, Grades 11 and 12: Native Studies, 2000. Beginning in September 2019, all courses in First Nations, Métis, and Inuit studies (formerly named “Native studies”) will be based on the expectations outlined in this document. SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life. The revised curriculum recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communi- cate effectively, and thrive in an ever-changing global community. It is important that students be connected to the curriculum; that they see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse, and helps all learners develop the knowledge, skills, and perspectives they need to be informed, productive, caring, responsible, healthy, and active citizens in their own communities and in the world. SUPPORTING STUDENTS’ WELL-BEING AND ABILITY TO LEARN Promoting the healthy development of all students, as well as enabling all students to reach their full potential, is a priority for educators across Ontario. Students’ health and well-being contribute to their ability to learn in all disciplines, including First Nations, Métis, and Inuit studies, and that learning in turn contributes to their overall well-being. Educators play an important role in promoting children and youth’s well-being by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this kind will support not only students’ cognitive, emotional, social, and physical development but also their sense of self and spirit, their mental health, their resilience, and their overall state of well-being. All this will help them achieve their full potential in school and in life. A variety of factors, known as the “determinants of health”, have been shown to affect a person’s overall state of well-being. Some of these
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